Agenda and Resources, 5.23.2003

Break: Evaluation forms combined with break, 20 minutes.

1. Performance Plans – return with comments
2. Curriculum Project – turn in
3. Literature Circles

Mini discussion of technoculture and consumer culture

Circles

Evaluation forms

4. Discussion of Archaeology for next time:

From Our Specifications Sheet: This is possibly the most important part of the inquiry process. You need to look back over the experience of the inquiry and identify what you have learned: What skills have you developed? Give examples and explain both why they help you to think about culture and education, and why they are important in your work. What ideas have become part of the way you understand and think about teaching and learning? Give examples and explain how they have helped you to become more sophisticated in your use of cultural concepts in your work. What potential audiences could benefit from experiences that address the cultural foundations of education? (Go beyond your specific performance idea to identify future possibilities and explain why they will be helpful to you in your work relevant to cultural issues in education.) What are your future plans for inquiries that have grown out of this course? Include ideas for two new inquiries that you plan to do in the next year, with careful plans for how you will accomplish these inquiries. Turn in the equivalent of a 3-5-page paper that addresses these questions.

Articles on the internet:

Steven Best and Douglas Kellner http://www.gseis.ucla.edu/faculty/kellner/papers/youth.htm

Sam George writes a Christian response to globalization and terror in youth culture http://www.tiplady.org.uk/pdfs/bookGeorgetechnoculture.pdf

Mark Dery http://www.0100101110101101.org/home/glasnost/stasi/cultural_jammers/mark_dery.html -- "everybody watches ... but nobody really likes it."