EL640 Teaching in a Multicultural Society

I. Catalog Description and Credit Hours of Course:

The foundations of multicultural education are considered along with approaches to multicultural education and teaching strategies applicable to all ages/grades/subjects.  (3)

II. Prerequisite(s):

Graduate standing.

III. Purposes or Objectives of the Course:

Each graduate student will demonstrate:

 

A.  understanding of the meaning of multicultural education.

B.  understanding of the historical sequences of the various approaches which have existed toward cultural differences.

C.  understanding of the foundations of multicultural education.

D.  awareness of approaches to multicultural education.

E.  awareness of cultural/ethnic differences within the community in which he/she teaches.

F.  understanding of the difficulties involved in assessment of students with cultural differences.

G. understanding of the importance of developing positive multiethnic/multicultural learning environments and the knowledge needed to establish such environments.

H. the ability to select materials for the multicultural classroom.

I.   the ability to make lesson plans for use in developing multicultural education in his/her own classroom.

J.  understanding of the way in which people use language according to cultural/ethnic differences.

K.  understanding of the nature of languages used both in the United States and in countries from which immigrants have historically come.

L.  become acquainted with the National Board Standards as they relate to diversity issues.

M. the use of action research methodology to bring about positive change regarding diversity issues.

               

IV. Expectations of Students:

 

Each graduate student will:

 

A. attend class regularly.

B. participate in class discussion and activities.

C. do assigned reading.

D. take class examinations as scheduled.

E. complete at least two additional assignments as explained by the instructor.  Assignments might include the following: a lesson plan to promote multicultural understanding, a paper analyzing a text, test, or other educational material to determine possible cultural bias and use in a multicultural setting, a paper analyzing the multicultural characteristics of the community in which he/she teaches, a paper or oral presentation on topics related to course content.

F. develop, implement and evaluate an action research plan to address the diversity issue.

               

V. Course Content or Outline

 

A. Foundations of Multicultural Education         

1. Definitions of terms (2)

a.             Multicultural education

b.             Multiethnic education

c.             Use of lesson plans in text

2. Historical sequence leading to multicultural education (2)

a.             Separatism

b.             Integration

c.             Pluralism

3. The importance of multicultural education (1)

a.             Societal importance

b.             Individual importance

c.             Accreditation standards

d.             state and national academic standards

4. Humanizing education for the culturally different (3)

a.             Historical perspective

b.             Implications for education

c.             Implications for teacher education

5. The law in relation to multicultural education (2)

a.             An historical perspective

b.             Relationship to different minorities

c.             Relationship to education

6. Education--its social and psychological effect (4)

a.             Educational stratification

b.             Three models illustrating the interaction of culture and education

c.             Psychological effects of prejudice and racism

7. Language variations in U. S. culture (6)

a.             Cultural/ethnic differences

b.             Differences in communicative systems

c.             Implications for classroom instruction

 

B. Approaches to multicultural education

1. Use of folklore in education (4)

a.             Examples from various cultural/ethnic groups

b.             Classroom use     

2. Need for community cultural awareness (6)

a.             Interaction of teachers, families, students

b.             Making a cultural diagnosis of the community

c.             Case studies of various communities

3. Counseling the culturally different student (3)

a.             Problems involved with racial attitudes

b.             Problems involved with testing

c.             Problems involved with staffing

d.             Student’s readiness, expectations, needs

 

C.            Teaching Strategies for Cross-Cultural Settings           

1. Problems of assessment/testing (4)

a.             Problems of assessment with the culturally different student

b.             Teacher attitude and expectations

c.             Appropriate assessment and attitude

2. Developing positive multiethnic/multicultural learning environments (6)

a.             Motivation - the key to effective learning

b.             Characteristics of the lowly motivated student

c.             Developing motivational strategies for teaching

d.             Making motivational plans

e.             Presentation of plans

3. Selecting educational materials for multicultural classroom (2)

a.             Criteria for selecting materials

b.             Analysis of selected materials

 

VI.           Textbook(s) and/or Other Required Materials or Equipment:

 

Campbell, D.E. (2000).  Choosing democracy:  A practical guide to multicultural education (2nd ed.).  Upper Saddle River, NJ:  Prentice Hall, Inc.

 

VII.         Basis for Student Evaluation:

 

                Evaluation will be based upon the knowledge demonstrated on the tests, plus the quality of work done.

 

VIII.        Knowledge Base:

 

Batelaan, P., Gundare, I. (2000). Intercultural education, co-operative learning and the changing society. Intercultural Education, 11.

 

Bigler, R.S. (1999). The use of multicultural curricula and materials to counter racism in children. Journal of Social Issues, 55, 687-706.

 

Bruder, I., Schuster, J. (1992). Multicultural education. Electronic Learning, 12, 20-27.

 

Damarin, S.K. (1998). Technology and multicultural education: The question of convergence. Theory Into Practice, 37, 11-20.

 

D'Andrea, M. (1995). Using computer technology to promote multicultural awareness among elementary school-age students. Elementary School Guidance and Counseling, 30, 45-55.

 

Diez, M.E., Blackwell, P. (1999). Improving Master's Education for Practicing Teachers: The Impact of the National Board for Professional Teaching Standards. Teaching and Change, 6, 350-364.

Dolby, N. (2000). Changing selves: Multicultural education and the challenge of new identities. Teachers College Record, 102, 898-912.

 

Hubbard, R. S. & Power, B. M.  (1999).  Living the questions:  A guide for teacher-researchers.  York, ME:  Stenhouse Publishers.

 

Katz, A. (1999). Keepin' It real: Personalizing school experiences for diverse learners. Journal of Negro Education, 68, 496-511.

 

Kim, S., Clarke-Ekong, S. (1999). Effects of a hands-on multicultural education program : A model for student learning. Social Studies, 90, 225-230.

 

Lather, P. (1991). Getting smart: Feminist research and pedagogy with/in the postmodern. New York: Routledge.

 

Manning, M.L. (1999). Developmentally responsive multicultural education for young adolescents. Childhood Education, 76, 82-88.

 

Moodley, K. (2000). Understanding the functions and forms of racism: Toward the development of promising practices. Education Canada, 40, 44-48.

 

National Board for Professional Standards.  (1998).  Middle childhood/generalist standards.  Southfield, MI:  Author.

 

Pang, V.O. (2001). Multicultural education: A caring-centered, reflective approach. New York: McGraw-Hill.

 

Phuntsog, N. (2001). Culturally Responsive Teaching: What do selected United States elementary school teachers think? Intercultural Education, 12.

 

Ramsey, M.L. (2000). Monocultural versus multicultural teaching: How to practice what we preach. Journal of Humantistic Counseling, Education and Development, 38, 170-184.

 

Redman, G.L. (1999). A casebook for exploring diversity in K-12 classrooms. New York: Merrill-Prentice Hall.

 

Sidorkin, A.M. (1999). The fine art of sitting on two stools: Multicultural education between postmodernism and critical theory. Studies in Philosophy and Education, 18, 143-156.

 

Stier, S.R., Cortesa, L.O. (2001). Action-research and the production of knowledge in a teacher education based on inter/multicultural education. Intercultural Education, 12.

 

Thayer-Bacon, B.J. (1998). Philosophy applied to education: Nurturing a democratic community in the classroom.

 

Torres-Guzman, M., Carter, R.T. (2000). Looking at self as the critical element for change in multicultural education pushing at the seams of theory, research, and practice--Part II. Teachers College Record, 102, 949-953.

 

Web sites:

 

http://www.iecc.org/ - Intercultural E-mail Classroom Connections

http://www.ccph.com/index.html - Let's Go Around the World!

http://www.worldbank.org/worldlinks/ - World Links for Development

http://wwwald.bham.wednet.edu/museum/museum.htm - Ellis Island Virtual Museum

http://www.jwindow.net/KIDS/kids_home.html - Learn About Japan