EDUC 605 - Murillo

     Session 4:

1) – describe and discuss the demographic and geographic makeup of CHS (students, administrators, teachers).

2) – describe and discuss the EMERGENT PARADOX . (educational access vs educational outcomes). How does this relate to the debates over AFFIRMATIVE ACTION?

3) – describe and discuss the policies, practices & ideologies of SILENCING
and NOT NAMING.

4) – who does SILENCING protect? What are the practices by which SILENCING is institutional?

5) – describe and discuss the policies, practices & ideologies of the DISCHARGE process and CHOICE.
(e.g., what is the role of the psychologist? Participation in class? Etc...?)

6) – describe and discuss how a H.S. DIPLOMA substantially yields different consequences by class, race/ethnicity, & gender. How does this undermine a project of EDUCATIONAL EMPOWERMENT?

     Session 5:

1) – describe and discuss PARENTAL INVOLVEMENT and CONTACT at CHS.

2) – What does this mean for teachers, administrators, students, and parents?

3) – describe and discuss how the concept of MOTHER is framed by teachers,
administrators, students, and parents.

4) – describe and discuss the three IDEOLOGICAL FETISHES that surround the
problem of high dropout rates, with respect to how they order the experiences,
beliefs, rituals, and behaviors in schools.

5) – describe and discuss the entrenched behaviors and resource allocations that
constituted MATERIAL FETISHES, with respect to CRITIQUE and POWER
ASYMMETRIES, as they self-generate and self-produce within schools.

6) – explore the notions of “PUBLIC” and “PRIVATE” spheres in public schools.
How do they play out in the reproduction of hegemony?