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Readings Assignments and Grading Course Policies and Expectations Course Outline Additional Readings

Meeting Time: Mondays, 6:00–9:00 p.m.
Meeting Place:
204 Kethley Hall

Instructor: Dr. Alan Barton
Office: 201A Kethley Hall
Telephone: 846-4097

Office Hours:  The professor holds regular office hours at the following times:

            Mondays, 1:00–2:30 p.m. and Wednes
days 3:45–6:00 p.m. or by appointment

If you cannot make one of these times, check the instructor's website for additional office hours or contact the professor for an appointment.


Chambers, Robert E. 1997. Whose Reality Counts? Putting the First Last. London: Intermediate Technology Publishing.

Freire, Paulo. 1973. Education for Critical Consciousness. New York: Continuum Publishing Co.

Freire, Paulo. 2001. Pedagogy of Freedom: Ethics, Democracy, and Civic Courage. Lanham, MD: Rowman & Littlefield Publishers, Inc.

Articles as assigned.


Course Overview:

The purpose of this course is to critically examine various aspects of community-based adult education and participatory development.  The course covers educational theory and practice, and the implications of different educational approaches on community and national development, and on educators.  Students are encouraged to think practically and reflexively about the role of education and educators, and gain research experience through participation in course projects.  Major themes of the course include power, intervention, and change.

Course Web Page:

A link to the course web site is on the instructor’s home page (see above).  Announcements pertinent to the course will also be posted on the instructor’s page.  Check the instructor’s and the course web pages periodically for changes on the syllabus and other information pertaining to the course.

The URL for the course web page is:

Assignments and Grading:

(1)  Reading, attendance and participation in class discussions (10% of course grade)

You are expected to do all of the assigned readings and attend all class sessions
You are expected to engage in classroom discussions, reflecting on the topic and readings

(2) Lead class discussion on readings (20% of course grade)

You will prepare and lead class discussions on the assigned reading; dates will be determined at the beginning of the semester
You are expected to prepare a series of questions that stimulate a productive discussion on the topic of the readings
Click here for a list of discussion leaders.

(3) Weekly reflection papers (30% of course grade)

You will prepare and submit ten two-page (maximum) papers that summarize and reflect on the assigned readings for the week
Papers MUST be typed, double spaced, 10- or 12-point font, 1 inch margins
Due at the beginning of each class
You can skip papers for two sessions during the semester without penalty (10 papers total due)

(4) Group project (30% of course grade)

      • You will join with one other classmate in a working group
As a group, you will identify a local organization or agency working in an area that interests you
You will collaborate with this organization on an original, practical community development project with an educational component
You will prepare and submit a ten-page journal that describes your activities, and a three-to-five page executive summary that describes the purpose and findings of your project
You will present your group project on the final day of class (dead week)

(5)  Discretionary (10% of course grade)

      • The instructor will evaluate your contribution to the course, including your interest, motivation, creativity and initiative.
This course is taught in an interactive style, and you are expected to take an active interest not just in the course material, but in the course itself, making it a success for all participants.


Course Policies and Expectations:

(1)  YOU are responsible for learning the course material and for your progress in the course

• You are expected to attend class regularly and complete all of the assignments.
• You are expected to know all material presented during class sessions, whether you attended the class or not.  If you miss a class session, you should check with another student to see what you missed.
• “I didn’t know” is NEVER a valid excuse.  If you don’t know something, it is your job to find out.

(2)  Missed assignments CANNOT be made up

• It is assumed that if you miss class or an assignment, you are making a choice that prioritizes other activities above the class.  For this reason, none of the assignments or coursework can be made up.
• Assignments are due at the time specified; no late assignments will be accepted.
• If you must miss a presentation or other in-class activity, it is up to you to arrange to trade with another student before the event.  Please notify the instructor of such changes.

(3)  Illnesses and emergencies MUST be documented

• If you must miss a class due to illness or another personal emergency, notify the instructor BEFORE the missed class period either by e-mail or telephone.
• If you cannot notify the instructor in advance, bring a note from a doctor or other professional to the next class meeting.
• Illnesses and emergencies pertain only to the student, not to the student’s family, friends or others.
• If you must miss class for an official university activity, you should make arrangements with the instructor BEFORE the missed class.  Appropriate documentation is required.
• Notified absences (i.e. you notify the instructor before the event) count as one-half absence.  Excused absences (i.e. you bring a note from a doctor or other professional) will not count against you for the first two; after that, each excused absence counts as one-half absence.
• You are responsible for all material presented in the class, even during an excused absence.  You should get class notes from another student for all class sessions you miss.
• It is in your interest to provide the instructor with written notification (e.g. note or e-mail) or documentation for any missed class.  It is risky to simply tell the instructor and expect him to remember.

(4)  Appropriate accommodations will be made for students with medical problems or diagnosed disabilities.  Have Dr. Richard Houston at the Reily Health Center (846-4690) contact the course instructor to make arrangements.

(5)  You must demonstrate appropriate respect the opinions and ideas of other students.

      • If you repeatedly show disrespect for other students, you will be asked to leave the classroom.
• It is acceptable (and encouraged) to disagree with the perspectives of other students, but you should phrase this to show disagreement with the idea or opinion, not with the person presenting the idea or opinion.
• Please make sure that all pagers, cell phones, etc. are turned off during class time.  If your phone or pager repeatedly interrupts class, you will be asked to leave the classroom.

(6)  You are expected to comply with all academic standards and ethics as defined in the DSU Bulletin and Handbook

      • You are expected to do their own work in this course.  Plagiarism and other forms of cheating will NOT be tolerated.
Click here if you are unsure what constitutes plagiarism
The DSU Library's "Plagiarism Prevention: A Guide for Students" is also a good resource.  If it is still unclear, see the instructor.  IT IS YOUR RESPONSIBILITY TO UNDERSTAND THESE GUIDELINES.  If at some point in the semester you are suspected of committing plagiarism, pleas of “I didn’t know what plagiarism was” will not be accepted.
• The sanctions for plagiarism are outlined on the web page linked above.  Make sure you are aware of these BEFORE you submit any work in this class.


Course Outline:















Review Syllabus and Expectations; Sociology of Knowledge




The Development Enterprise and Community Development

Cohen & Uphoff (1980)
Van Riezen (1996)
Ewert, Yaccino & Yaccino (1994)



Introduction to Paulo Freire

Blackburn (2000)
Ramdas (1997)
Schugurensky (1998)



Paulo Freire: Critical Consciousness

Freire (1973), pp. 158



Robert Chambers: Professional Realities

Chambers, Ch. 14,
pp. 175



Robert Chambers: Learning to Learn 

Chambers, Ch. 57,
pp. 76161



Robert Chambers:  Putting the First Last

Chambers, Ch. 810,
pp. 162240






Paulo Freire: Democracy and Freedom

Freire (2001), p. 2148, 85129



Paulo Freire: Extension Education

Freire (1973), pp. 93164



Community Development and the State

Meade & O'Donovan (2002)
Loughry (2002)
Collins (2002)



Community Development and Non-Governmental Organizations

Lammerink / Vergara (1994)
Schafer (1999)
Burnell / Smith (1992)



Transforming Civil Society

Ratliff (1999)
Korten (1995)
Rifkin / Murnane & Levy / Karp (1997)



Community Education in a Globalizing World

Hall (2000)
Guevara (2000)
Korten (1999)



Presentation of Group Projects



Additional Readings:

Week 4

Cohen, John M. and Norman T. Uphoff. 1980. “Participation’s place in rural development: Seeking clarity through specificity,” World Development 8(3): 213235.

Ewert, D. Merrill, Thomas G. Yaccino and Delores M. Yaccino. 1994. “Cultural diversity and self-sustaining development: The effective facilitator,” Journal of the Community Development Society 25(1): 2033.

Van Riezen, Karsten. 1996. “Non-formal education and community development: Improving the quality,” Convergence 29(1): 8296.

Week 5

Blackburn, James. 2000. “Understanding Paulo Freire: Reflections on the origins, concepts, and possible pitfalls of his educational approach,” Community Development Journal 35(1): 315.

Ramdas, Lalita. 1997. “The Tao of mangoes, adult education and Freire: The continuing challenges and dilemmas,” Convergence 30(2-3): 1726.

Schugurensky, Daniel. 1998. “The legacy of Paulo Freire: A critical review of his contributions,” Convergence 31(1-2): 1729.

Week 12

Collins, Tom. 2002. “Community development and state building: A shared project,” Community Development Journal 37(1): 91100.

Loughry, Rebecca. 2002. “Partnering the state at the local level: The experiences of one community worker,” Community Development Journal 37(1): 6068.

Meade, Rosie and Orla O’Donovan. 2002. “Editorial introduction: Corporatism and the ongoing debate about the relationship between the state and community development,” Community Development Journal 37(1): 19.

Week 13

Schafer, Mark J. 1999. “International nongovernmental organizations and Third World education in 1990: A cross-national study,” Sociology of Education 72(2): 6988.

Burnell, Peter. 1992. "Debate: NGOs and poverty. Third World charities in a changing world." Community Development Journal 27(3): 290

Smith, Roger. 1992. “The role of the voluntary sector in tackling poverty.” Community Development Journal 27(3): 303

Vergara, Ricardo. 1994. “NGOs: Help or hindrance for community development in Latin America," Community Development Journal 29(4): 322

Lammerink, Marc P. 1994. "People's participation and action research in community development experiences in Nicaragua." Community Development Journal 29(4): 362368.

Week 14  

Korten, David C. 1995. When Corporations Rule the World. West Hartford, CT: Kumarian Press. Chapters 1 (pp. 17
23) and 23 (pp. 293305).

Rifkin, Jeremy. 1997. "Preparing students for the 'end of work.'"
Educational Leadership 54(5): 3033.

Murnane, Richard J. and Frank Levy. 1997. "A civil society demands education for good jobs."
Educational Leadership 54(5): 3436.

Karp, Stan. 1997. "Educating for a civil society: The core issue is inequality," Educational Leadership 54(5): 4043.

Ratliff, William. 1999. "Development and civil society in Latin America and Asia," The Annals of the American Academy of Political and Social Science 565(Sep.): 91

Week 15

Guevara, José Roberto. 2000. “Rethinking the local-global links in grassroots environmental adult education,” Convergence 33(4): 7485.

Hall, Budd L. 2000. “Global civil society: Theorizing a changing world,” Convergence 33(1-2): 10

Korten, David C. 1999. The Post-Corporate World: Life After Capitalism. West Hartford, CT: Kumarian Press. Chapters 7 (pp. 137–150) and 9 (pp. 163–182).


Readings Assignments and Grading Course Policies and Expectations Course Outline Additional Readings