Draft Syllabus of Spring Training Course
“Teaching Migrant Kids: A Hands-On Exploration of Education in China”
Spring 2008/09
Tuesday 7:00-8:30pm
Instructor: James Chu
Email: jchu1225@stanford.edu
Time: 7:00-8:30pm,
Location: TBA
Office hours: by appointment
Course Description
Imagine moving from rural Kansas to New York and realizing that you are not entitled to healthcare, education, or other social goods. In China, rural-to-urban migrants face precisely such barriers. In this course we focus upon a particularly vulnerable population in Beijing: students whose educational options are significantly curtailed compared to their counterparts in urban public schools. A majority of these migrant middle school graduates take transient and low-paying jobs such as housecleaning, restaurant service, or menial factory jobs. Through this lens, we also attempt to understand how Chinese policy, economics, and social fabric have shifted throughout the years.
Overarching Goals
For 1 unit: Generally inform students about the education of migrant students in China and more specifically, Beijing.
For 2 units: Prepare students for a month-long trip to Beijing to effectively teach and guide migrant middle school graduates.
Class Objectives
At the end, students should be able to...
1) Describe the ecological milieu—economics, politics, media, sociology—surrounding the education of migrants students in Beijing
2) Identify educational and sociological realities associated with this population, focusing upon families, career pathways, emotional state, aspirations, and perceptions of education.
3) Understand, on a practical level, how to tutor migrant middle school students
Course Requirements and Grading (2 units)
a) Class Participation / Attendance (25%) – Students are encouraged to attend all class sessions. No more than one excused absence will be allowed. Furthermore, the course will be taught primarily through discussions, and students will be expected to do all readings and participate in class discussions.
b) Group Presentation (25%) – Depending on class size, students will split into groups to present some aspect of migrant education.
c) Case Studies (40%) – Each student will write on a specific topic addressed in the course.
d) Course Response Essay (10%) – All students will write a 1 – 2 page personal reflection of the course and what they think they have gained.
Readings
All required readings will be distributed in class.
Schedule of Topics and Required Readings
Week 1
Course Introduction
Video showing / slideshow / reading of interview excerpts
Week 2
What is the history of migrant education in Beijing, and what is the current situation?
This week we look at the historical background behind migrants and their education, especially examining how and why the current situation is occurring. Some particular aspects we shall consider are migrant schools, the testing system, and the hukou system. We may have a guest lecturer for this week.
Week 3
What kind of world do migrant students live in, and how are they generally depicted?
We turn to examine the macrocosmic factors surrounding migrant students, discussing why the economic framework in which they are living in is exceedingly important, as well as the general prejudices and marginalization students face. We may have a guest lecturer for this week.
Week 4
How does the government fit into the education of migrants?
Having looked at the general socioeconomic environment of migrants, we turn to understand how migrant education is nested in a politically charged context. We examine how policies have evolved over the past fifty years (with particular reference to the past decade) as well as future possibilities.
Week 5
How are migrant middle school students currently educated?
We examine aspects of their day-to-day education including curriculum, school system, migrant schools, and associated NGOs/social entrepreneurial endeavors.
Week 6
What does a day in the life of a migrant student look like?
We examine how students live their lives within the context already examined. For example, we attempt to answer how long their school days are and the sociological issues associated with migrant schools.
Week 7
What are the day-to-day concerns or difficulties of a migrant student?
As a continuation of week 6, we then turn to the specific concerns of migrants themselves, looking at interview transcripts from various researchers working with migrants to piece together the individual worlds of certain students to flesh out the macrocosmic data we have been considering. We will focus in particular on student aspirations and their family issues.
Week 8
Group presentations
ADDITIONAL WORKSHOP THIS WEEK:
What are some of the best practices for tutoring and mentoring?
Scientifically-evaluated methods of teaching for how to work with students.
Week 9
Group presentations
ADDITIONAL WORKSHOP THIS WEEK:
What are some of the best practices for tutoring and mentoring this population?
We speak to three different migrant students over teleconference and better understand their needs and perspectives, attempting to focus the lessons of the previous week to match the individual needs of students in this world.
Week 10 – CASE STUDIES DUE
How does migrant education “fit?” Why should any of this matter?
Now that we’ve looked at migrant education from different lenses, why does it matter? In other words, in this week we examine whether the education of migrants has significance beyond addressing individual needs.
Due Dates:
Course reflection due by email by last day of finals.
