ED POL/​HISTORY  107 — THE HISTORY OF THE UNIVERSITY IN THE WEST

3-4 credits.

The history of the university in the Western world from its beginnings in the 10th century to the present. Concentrates on universities, students, and professors in Italy, France, England, Germany, and the United States.

ED POL 140 — INTRODUCTION TO EDUCATION

3 credits.

An introduction to fundamental educational questions, concepts, perspectives and ideas, designed to enable students to more thoughtfully examine and assess proposed and existing educational policies and practices.

ED POL 145 — INTRODUCTION TO EDUCATION POLICY

3 credits.

Examines education policy debates, policy processes, and school governance with attention to the multiple and sometimes conflicting goals that animate education debates; discourses and representations of schools, teachers and students that shape policy and politics; research on education and education policy outcomes and implementation; and key lenses and conceptual tools that can help us understand education policy. Course materials include original policy texts, empirical and conceptual research, and film. While the focus is on K-12 education in the United States, students will have the opportunity to consider early childhood education and higher education as well education in historical and global contexts.

ED POL 150 — EDUCATION AND PUBLIC POLICY

3 credits.

Educational controversies in social contexts. An examination of fundamental dilemmas concerning the nature and purpose of educational systems in the U.S.

ED POL 200 — RACE, ETHNICITY, AND INEQUALITY IN AMERICAN EDUCATION

3 credits.

Theories and research concerning the reasons for racial and ethnic differences in educational performance; the significance of contemporary and historical debates over educational inequality; policies and practices to reduce inequality in education.

ED POL 210 — YOUTH, EDUCATION, AND SOCIETY

3 credits.

The purpose of this course is to explore the study of youth through theoretical, historical, social, and cultural perspectives. This class will interrogate the concept of "youth" as a socially constructed category and examine how "youth" have been positioned within educational, political, economic, and social contexts. Themes explored include: conceptions of youth as a social category, education and schooling, race, gender, sexuality, politics and activism, community-based learning, criminal justice, media and popular culture. By drawing on a variety of historical and contemporary "texts" and current events we will study the lived realities of youth who are situated within diverse racial, cultural, gendered, and classed contexts. Throughout the course, students will be able to reflect on their own experiences as 'youth,' their relationship to education and other social institutions - and how it informs their understanding of society, educational theory and practice.

ED POL 220 — HUMAN RIGHTS AND EDUCATION

3 credits.

Explores key questions related to global education and human rights, from the abstract to the practical, and the individual to the global levels. Using examples from around the world, we explore fundamental questions related the field of human rights and education together, such as: can the global human rights framework improve current educational, national, social, and economic inequities? Do schools have the responsibility to teach or to practice human rights education? And, can one global education and human rights model best meet the needs of our diverse global population?

ED POL 300 — SCHOOL AND SOCIETY

3 credits.

Contemporary issues and trends in public schooling. Topics include: cultural differences; achieving equality through schooling; schools as social institutions; the rights of students and teachers; and the nature and organization of the teaching profession.

ED POL/​INTL ST  335 — GLOBALIZATION AND EDUCATION

3 credits.

Introduces students to the origins, development, and debates in the field of globalization and education (GE); explores educational experiences in settings around the world; and examines how GE studies and approaches can inform learning, teaching, and research practices.

ED POL 340 — COMPARATIVE EDUCATION

3 credits.

Selected systems of education (Western and non-Western) within the respective socio-cultural and political contexts, and an introduction to comparative methodology.

ED POL 399 — INDEPENDENT READING

1-3 credits.

ED POL/​HISTORY  412 — HISTORY OF AMERICAN EDUCATION

3 credits.

This course examines the history of education in America from the colonial period to the present, including the rise of common (public) schools; the education of populations differing by race, ethnicity, gender, language, religion, and social class; the development of school curricula; the politics of desegregation, bilingual education, and special education; and the evolving federal role in American education.

ED POL 450 — RETHINKING "AFTER-SCHOOL" EDUCATION

3 credits.

This course will provide students with the opportunity to engage with and discuss historical, ideological, and contemporary issues within community-based after school programs at large and within the Madison context. Students will also examine the social and political context of after school programs to better understand the ways in which they have the potential to meet important needs of youth and communities. Rethinking After School Education is a community-based learning course intended to provide students with a theoretical understanding of community-based educational spaces serving youth, as well as an applied and practical approach to working with and being of service to community-based programs.

ED POL 460 — IMMIGRATION, EDUCATION, AND EQUITY

3 credits.

This course examines policy issues surrounding the education of children from immigrant families in K-16 educational settings in the U.S.

ED POL/​HISTORY  478 — COMPARATIVE HISTORY OF CHILDHOOD AND ADOLESCENCE

3 credits.

Growth of modern childhood and adolescent sub-cultures, class differences, literary and pictorial representations, legal and demographic developments, and the growth of educational theories and institutions.

ED POL 500 — TOPICS ON SOCIAL ISSUES AND EDUCATION

3 credits.

Contemporary social issues or problems and their significance for educational purposes and practices.

ED POL 505 — ISSUES IN URBAN EDUCATION

3 credits.

Urban education and its relationship to developing political, social, and economic factors.

ED POL 510 — URBAN SCHOOL POLICY

3 credits.

This course examines urban school problems, politics, and policies in the United States. Among the issues we will consider are: the framing of K-12 urban schools; the social, economic and political factors shaping urban schools and school policy; frameworks for explaining urban school policy; goals for school reform; and contemporary policy proposals for urban school systems. The focus is on system-level educational problems, politics, and policies, though we will give some attention to schools and classrooms.

ED POL/​CURRIC/​RELIG ST  516 — RELIGION AND PUBLIC EDUCATION

3 credits.

Examines theories and practices related to the role of religion in public schooling and its accompanying tensions: political and philosophical, practical and personal.

ED POL 518 — INTRODUCTION TO DEBATES IN HIGHER EDUCATION POLICY

3 credits.

Critical examination of debates surrounding contemporary higher education policies; emphasis on those policies affecting college access and success.

ED POL/​PHILOS  545 — PHILOSOPHICAL CONCEPTIONS OF TEACHING AND LEARNING

3 credits.

Examination and analysis of conceptions of teaching and learning in classical philosophical works and in contemporary literature in the philosophy of education.

ED POL/​PHILOS  550 — PHILOSOPHY OF MORAL EDUCATION

3 credits.

Critical examination of classical and contemporary conceptions of moral education.

ED POL/​GEN&WS  560 — GENDER AND EDUCATION

3 credits.

The impact of gender on educational performance and opportunity and the problems of integrating family and alternative livestyle needs into educational policy and planning.

ED POL/​AFROAMER  567 — HISTORY OF AFRICAN AMERICAN EDUCATION

3 credits.

An examination of the social, economic, political, and cultural issues influencing the education of Black Americans from the early nineteenth century to the 1960s.

ED POL/​ANTHRO  570 — ANTHROPOLOGY AND EDUCATION

3 credits.

The current and historical relation of anthropology to education with particular reference to culture contact and social change, cultural perspectives on education and educational systems, learning as cultural transmission, and application of anthropological knowledge to curriculum.

ED POL 575 — EDUCATION POLICY AND PRACTICE

3 credits.

Examines the relationship between formal and informal policies and teachers' and administrators' practice. This will include attention to: (1) research on the teaching occupation and teachers' work, (2) policy implementation frameworks, and (3) other socio-cultural and political approaches to understanding the relationship between policy and educational practice. We will consider the multiple influences on educational practice (e.g. individual proclivities, relations between levels of government, organizational and political factors, discourses, resources, etc.) and a variety of conceptual/theoretical and methodological approaches. Teachers and administrators are viewed as implementers, appropriators, and creators of policy. Furthermore, we examine how practice shapes policy.

ED POL 595 — LANGUAGE POLITICS, ETHNICITY, AND EDUCATION

3 credits.

An examination of language policy and education with special reference to political and ethnic issues. Case studies derived from North America, Europe, Asia, Africa, and Latin America with emphasis on bilingual education policies in the U.S.

ED POL 600 — PROBLEMS IN EDUCATIONAL POLICY

1-3 credits.

Policy area and faculty vary each semester.

ED POL 618 — COMMUNITY COLLEGES: ISSUES AND RESEARCH

3 credits.

An exploration of the American community college, with an emphasis on the critical evaluation and assessment of community college research. This course pays special attention to issues of educational opportunity and inequality.

ED POL/​HISTORY  622 — HISTORY OF RADICAL AND EXPERIMENTAL EDUCATION IN THE US AND UK

3 credits.

Examines the comparative history of radical and experimental education in the United States and United Kingdom since 1800. It focuses on the social, cultural, and intellectual history of diverse educational experiments, including experiments related to socialism, abolitionism, anarchism, and religious fundamentalism.

ED POL/​SOC  648 — SOCIOLOGY OF EDUCATION

3 credits.

Educational institutions as social systems; role relationships, community contexts, relevant values and ideals, stratification, mobility, and recruitment to varied educational organizations, comparative educational systems.

ED POL/​HISTORY  665 — HISTORY OF THE FEDERAL ROLE IN AMERICAN EDUCATION

3 credits.

This course examines the history of federal aid to education, emphasizing the post-World War II period. It addresses such topics as desegregation; bilingual, special, and compensatory education; policy implementation and evaluation; and the connections between executive, legislative, and judicial actions.

ED POL 675 — INTRODUCTION TO COMPARATIVE AND INTERNATIONAL EDUCATION

3 credits.

Introduction to comparative and international education theories, policies, topics, and methods. Includes case studies of current policy issues, which might include decentralization and governance, HIV/AIDS, neoliberalism, language, access and quality, testing and accountability, or educational borrowing and transfers.

ED POL/​CURRIC  677 — EDUCATION, HEALTH AND SEXUALITY: GLOBAL PERSPECTIVE AND POLICIES

3 credits.

Employs a lifecycle approach to examine the issues at the intersection of education and health that people face throughout the world, but especially in poor countries. Particular attention is placed on sexuality education, reproductive health, and infectious disease epidemics.

ED POL 699 — INDEPENDENT READING

1-3 credits.

ED POL 701 — INTRODUCTION TO EDUCATIONAL POLICY STUDIES

3 credits.

An introduction to diverse scholarly perspectives in educational policy studies.

ED POL/​HISTORY  713 — HISTORY OF HIGHER EDUCATION IN EUROPE AND AMERICA

3 credits.

Development of colleges, universities, and higher learning in Europe and America.

ED POL/​COUN PSY/​CURRIC/​ED PSYCH/​ELPA/​RP & SE  719 — INTRODUCTION TO QUALITATIVE RESEARCH

3 credits.

Provides an overview of qualitative inquiry, examining assumptions, standards, and methods for generating and communicating interpretations. Methodological and theoretical works illustrate case study, ethnography, narrative, and action research. This course does not include a field method component.

ED POL 721 — GLOBAL SERVICE LEARNING AND REFLECTION

3 credits.

In this class, we will learn skills and techniques for thinking critically about what it means to be involved in global service and to be an agent of social change. This community-based learning course is designed to address three aspects of community-based learning: personal growth, civic learning, and a critical reflection on what it means to work in international development education. This class is divided into two concurrent activity streams: community-based learning experiences and classroom reflection.

ED POL 723 — EDUCATION FOR GLOBAL CHANGE

3 credits.

How do people conceptualize and utilize education to (attempt to) create individual, familial, community, institutional, national, and global change? The class aims to push our collective understanding about the diverse ways that people have conceptualized change, its goals, and the mechanisms through which to produce change around the world. We will explore a diverse range of educational approaches (including formal, informal, non-formal, and "traditional" educational models) to transforming the world. It draws on a range of disciplinary and sectoral approaches, including education, public health, and public policy; and a broad range of change models, including individual and peer behavior change, social marketing, and social movements.

ED POL 724 — POVERTY AND EDUCATION: TRANSNATIONAL PERSPECTIVES ON POLICY AND PRACTICE

3 credits.

This course addresses current debates about the nature of poverty, how it might be ameliorated, how poverty is related to other inequities and unequal relations of power, and how theories of international development might help us analyze these changing relations around the world. These questions will be examined from a theoretical, historical, and practical perspective by providing an introduction to historical and contemporary debates on poverty, with a specific focus on the polities, practices, and institutions of education. Education is often understood as a way to end poverty. What are the underlying assumptions behind this idea? What are the contemporary educational interventions designed to end poverty? What are the dilemmas, contradictions, and limitations related to these interventions? In particular, if education is supposed to end poverty, how do we understand the stratifying outcomes of educational policies, practices, and institutions in the U.S. and globally?

ED POL 725 — PARTICIPATORY ACTION RESEARCH AND PROGRAMMING

3 credits.

In this class, we will learn to critically analyze and utilize a toolkit of participatory information-gathering methods designed to ensure community participation and ownership in global development and change efforts. The class is divided into three sections. In the first section, we critically review the themes of participation, action, research, and programming, and we begin a semester long discussion about research positionality and reflexivity. In the second section of the class, we engage in a hands-on exploration of the four key stages of PAR/PARP: identification of the problem and of stakeholders, data collection, data analysis, and research-based action. In the third section, we explore the literature on PAR/PARP best practices when working with marginalized groups and/in communities.

ED POL 740 — CLASSICS IN EDUCATION

3 credits.

Reading and discussion.

ED POL 745 — POLITICAL ECONOMY AND EDUCATION

3 credits.

This course seeks to provide an introduction to political economy in the field of education from a theoretical, historical, and comparative perspective.

ED POL 750 — AFRICAN EDUCATION: PAST, PRESENT AND FUTURE

3 credits.

Survey of indigenous and introduced forms of African education, formal and informal, in comparative format. The impact of Islam and Christianity on traditional educational styles. The struggle for modernity and cultural autonomy within the context of imperialism and international rivalries. Problems of nation-building, popular participation, and human resource development; educational planning and international cooperation.

ED POL/​C&E SOC/​SOC  755 — METHODS OF QUALITATIVE RESEARCH

3 credits.

Introduces qualitative, or ethnographic, research methods, emphasizing those suitable for educational and other organizational settings. Considers strengths and limitations of qualitative approaches in relation to varied research problems. Explores methodological procedures from entry into the field through writing.

ED POL 760 — EDUCATION IN DEVELOPING SOCIETIES

3 credits.

Selected systems of education with particular reference to the consequences of educational transfer or borrowing, and to education, nation building, and modernization.

ED POL/​ELPA/​PUB AFFR  765 — ISSUES IN EDUCATIONAL POLICY ANALYSIS

3 credits.

Theory, research, and practical experience in educational policy analysis, including the social construction of policy problems in education; the design, implementation, and evaluation of policy responses; and the practical and ethical dilemmas of the policy analyst.

ED POL 780 — SPECIAL TOPICS IN EDUCATIONAL POLICY STUDIES

3 credits.

Topics vary each semester. See timetable for current topic.

ED POL/​COUN PSY/​CURRIC/​ED PSYCH/​ELPA/​RP & SE  788 — QUALITATIVE RESEARCH METHODS IN EDUCATION: FIELD METHODS I

3 credits.

Introductory field methods experience in qualitative research. Students will learn to define good research questions, determine which methods of data collection and analysis are useful for addressing those questions, engage in these methods, reflect on their utility in education research.

ED POL/​COUN PSY/​CURRIC/​ED PSYCH/​ELPA/​RP & SE  789 — QUALITATIVE RESEARCH METHODS IN EDUCATION: FIELD METHODS II

3 credits.

Focus on data analysis and translation of finds and implications. Students will gain theoretical and practical knowledge and skills regarding coding and analysis techniques, use of qualitative analytic tools, strategies for sharing findings with audiences beyond research team.

ED POL/​ELPA/​PUB AFFR  795 — ECONOMICS OF EDUCATION

3 credits.

Shows how basic economic concepts are applied to the study of education policy and what economic research has concluded about the efficiency of various types of education systems.

ED POL/​GEN&WS/​PUB AFFR  805 — GENDER ISSUES IN INTERNATIONAL EDUCATIONAL POLICY

3 credits.

Exploration and analysis of recent debates related to gender issues in international educational policy, including the intersection of education and demographic processes, the play of history and culture, and the social construction of gender.

ED POL/​ELPA/​PUB AFFR  830 — SCHOOL FINANCE AND RESOURCE ALLOCATION

3 credits.

Contemporary bases for collecting and distributing local, state, and federal funds for elementary and secondary education; problems and issues in financial support of education; current, alternative and more effective uses of educational resources.

ED POL/​CURRIC  855 — ISSUES IN ELEMENTARY EDUCATION

3 credits.

Critical survey of issues and trends; their social, educational basis; implications for elementary schools; examination and analysis of major problems.

ED POL 860 — PROSEMINAR: THEORY AND METHOD IN COMPARATIVE EDUCATION

3 credits.

Critical analysis of theories, methods, and intellectual perspectives that have been employed in comparative studies of education.

ED POL 870 — THEORIES OF SOCIAL AND EDUCATIONAL CHANGE

3 credits.

Analysis of several social theories emphasizing the explanation of social change, the role of education in the change process, and the implications for educational policy in contemporary society.

ED POL/​ELPA  872 — EDUCATIONAL POLICY RESEARCH DESIGN AND IMPLEMENTATION

3 credits.

A policy research methods course which explores theories and practices relating to the development and implementation of educational policy with attention to matching appropriate policy research designs to policy goals and organizational contexts.

ED POL 890 — MARKETIZATION AND EDUCATION POLICY

3 credits.

This course examines the origins, trends and issues in educational markets in education and what research within and outside of education has concluded about the effects of existing varieties of marketization in education and short and long term effects.

ED POL/​HISTORY  903 — HISTORY OF EDUCATION OF MULTICULTURAL AMERICA

3 credits.

Selected topics, issues and themes concerning the history of education of various groups of people of color in the United States, as well as selected issues, topics and themes focusing on immigration and ethnicity.

ED POL/​HISTORY  906 — PROSEMINAR ON THE HISTORY OF EDUCATION

1-3 credits.

Reading in European or American educational history.

ED POL/​HISTORY  907 — SEMINAR-HISTORY OF EDUCATION

1-3 credits.

Studies in European and American educational history.

ED POL/​SOC  908 — SEMINAR-SOCIOLOGY OF EDUCATION

3 credits.

Selected topics.

ED POL 911 — SEMINAR IN URBAN EDUCATION

2-3 credits.

Historical and contemporary urban education. Emphasis: preparation of graduate students to conduct research in problems of minority groups, and family influences on children. Open to graduate students in other disciplines and specialties which relate to the schools' program in urban centers.

ED POL/​SOC  955 — SEMINAR-QUALITATIVE METHODOLOGY

3 credits.

An intensive, practice-oriented exploration of one qualitative research method such as participant-observation, interviewing, narrative analysis, oral history or ethnognography. Treatment of the method includes: logics of inquiry, analysis of data obtained through the method, and uses of the method.

ED POL 962 — SEMINAR IN CROSS NATIONAL STUDIES OF EDUCATIONAL PROBLEMS

3 credits.

Topics vary. Examples: education and the formation of elites; education and socio-economic development; the social functions of examinations; comparative studies in church-state-school relationships; the status of teachers; American overseas programs in educational modernization.

ED POL/​CURRIC  963 — SEMINAR-EDUCATIONAL PLANNING & CURRIC CHANGE-DEVELOPING COUNTRIES

3 credits.

Analyses and critiques of educational plans related to the social, political, economic, and educational contexts of the target countries. Supervised practice in planning curricular change and educational reforms for particular countries in the light of realistic requirements and constraints.

ED POL/​ANTHRO  970 — SEMINAR IN ANTHROPOLOGY AND EDUCATION

3 credits.

Anthropological theory, methodology, and field techniques with specific reference to school ethnography and cross-cultural studies of socialization and education. Topics vary.

ED POL 990 — RESEARCH OR THESIS

1-12 credits.

ED POL 999 — INDEPENDENT READING

1-3 credits.