CI 711 MULTICULTURAL EDUCATION
Summer 2008
June 9- July 3, 2008
3 credit hours
Line# 31607 9:50-12:00 Daily 155 Corbin
INSTRUCTOR: Mrs. Johnnie Thompson, Ed.D., Associate Professor
OFFICE: 114 Corbin
OFFICE HOURS: By appointment
TELEPHONE: 978-6881
E-mail:
CATALOG DESCRIPTION: Primary emphasis will be on students understanding multicultural perspectives in a global society and developing multiple modality, culturally aware curriculum experiences. This course is designed to provide disciplined inquiry and critical experience “to become more responsive to the human condition, cultural integrity and cultural pluralism in society” (NCATE, 1982, p. 14). Course content emphasizes diversity issues in education and the development of a knowledge base to support culturally responsible pedagogy. It is a further aim of this course to assist students in broadening their understanding of education and curriculum beyond their own subject specialty and cultural experience. Evaluation in the course will be based upon individual and group contributions and projects. Designed for individualization, the course will enable participants to explore content and develop materials tailored to interests and levels of their choice.
MAJOR TOPICS: ability, acculturation, ageism, bilingualism, classism, cognitive modalities and learning styles, cultural pluralism, culturally responsible pedagogy, culture, curriculum, democratic foundations of American education, demographics, discrimination, diversity, enculturation, equity, ethnicity, gender roles, home culture, institutional racism, inclusiveness, interdisciplinary, monocultural v. Multicultural education, multiple perspectives, racism, school culture, self-concept/esteem, sexism, special education, stereotype, sociotype, worldviews.
REQUIRED TEXTS:
Gollnick, D. and Chinn, P. (2006) Multicultural education in a pluralistic society
(8th ed) Upper Saddle River, New Jersey: Pearson Merrill Prentice Hall.
REFERENCE TEXTS:
Bennett, C.I. (1999).Comprehensive Multicultural Education Theory and Practice. (5th ed.)
Needham Heights, Mass.: Allyn and Bacon.
Gorski, P. (2001). Multicultural education and the internet: Intersections and integrations
Academic Honesty: A standard of honesty, fairly applied to all students, is essential to a learning environment. Students abridging a standard of honesty must accept the consequences; penalties are assessed by appropriate classroom instructors or other designated people. Serious cases may result in discipline at the college or University level and may result in suspension or dismissal. Dismissal from a college for academic dishonesty, constitutes dismissal from the University. (WSU Handbook)
Statement of Disability: If you have a physical psychiatric/emotional, medical, or learning disability that may impact your ability to carry out assigned course work, contact the office of Disability Services (DS)/, Grace Wilkie Annex, room 173. (Voice phone number 978-3309; tdd/tty phone number 978-3067). DS will review your concerns and determine, with you, what accommodations are necessary for you. All information and documentation of your disability is confidential and will not be released by DS without your written permission.
WSU is an NCATE accredited institution. For further information about NCATE, see
http://www.ncate.org/standard/programstds.html
CELL PHONES = Please place all cell phones in mute or off position while in class.
Program Goals Addressed:
The graduate will
• display the behaviors of a reflective professional practitioner
who seeks opportunities to grow professionally.
• foster collegial relationships with others (e.g. School personnel, parents, and
agencies in the larger community) as an advocate for the students’ learning and
well being.
• understand and apply major developmental principles and theories.
• assess prior knowledge, skills, attitudes and beliefs of diverse student
populations
• use a knowledge of historical, philosophical, social, and cultural
factors.
Learner Outcomes...LW / Assessment / Accreditation Standard / Conceptual Frame1. define and interpret educational implications and consequences of various social/multicultural concepts. / Reflective Essay(Culture Analysis),
Midterm ,
Mentoring / 91-1-80 / HDD, PR, T
2. Evidence a working definition of key terms and concepts relating to multicultural and culturally responsive teaching. / Journal
Midterm, ECGC, mentoring / 91-1-80 / CKS, HDD
3. Analyze and evaluate readings, experiences, activities, and observations to develop culturally responsive strategies and interactional styles. / Reflective Essay
ECGC, mentoring, journal / 91-1-80 / PR, HDD, CKS
4. Identify aspects of culture and recognize cross-cultural similarities and differences. / Culture Clips
Reflective Essay / 91-1-80 / HDD
5. Identify cultures, subcultures, and micro/macroculture characteristics impacting education. / Culture Clips,
Journal, Reflective Essay
Midterm / 91-1-80 / HDD, CKS
6. Identify causes of subordinate group status, racism, stereotyping, prejudice, and discrimination. / Journal, Reflective Essay
Midterm / 91-1-80 / HDD
7. Analyze social trends demographics, and issues impacting curricular planning for schools. / Reflective Essay,
ECGC / 91-1-80 / HDD, CKS
8. Identify the various roles assigned to schools by different groups across time. / Reflective Essay / 91-1-80 / HDD
9. Identify teaching/learning issues for diverse student population. / Midterm, Journal, Reflective Essay / 91-1-80 / CKS
10. Develop an awareness of and an appreciation for racial, ethnic, cultural, gender, and individual differences. / Culture Clips, Reflective Essay, Midterm. Journal / 91-1-80 / HDD
11. Work collaboratively with colleagues in discussions and learning experiences to synthesize readings, activities, and experiences. / Class Activities, ECGC / 91-1-80 / HDD, C
12. Analyze and interpret educational situations and issues through critically reflective discussion, writing and visual communication. / Journal
Reflective Essay / 91-1-80 / HDD
13. Synthesize readings and activities in a quality learning experience plan appropriate for a specific developmental, disciplinary/interdisciplinary focus. / Reflective Essay
ECGC / 91-1-80 / CKS, HDD
14. Evidence an appreciation of diversity and the significance of understanding social and cultural foundations of curriculum development in American. / ECGC, Reflective Essay / 91-1-80 / HDD, PR
15. Identify, apply and integrate the parameters of the knowledge base for culturally pedagogy. / Reflective Essay / 91-1-80 / CKS, HDD
16. Review and develop resources for curriculum units. / ECGC / 91-1-80 / CKS, HDD
17. Review materials, readings,and websites for professional growth and understanding. / ECGC, Curriculum Resource Evaluation / 91-1-80 / PR, HDD
18. Participate in and analyze cross-cultural experiences. / Mentoring, Journal, Reflective Essay / 91-1-80 / HDD, PR, C
19. Develop a vignette, or micro-case study of a student, family or event. / Reflective Essay,
Journal / 91-1-80 / HDD, PR
20. Develop a critically reflective approach to understanding themselves and the professional arena of education. / Mentoring/Journal
Reflective Essay, Culture Clips / 91-1-80 / CKS, HDD
Course Requirements/ Assignments
1. Disposition/Attendance/Participation (DAP) -5%
Disposition=Student consistently displays a positive/professional attitude towards the following:
(a) peers
(b) faculty (WSU and school site)
(c) assignments and activities
(d) children and adolescents
Attendance and participation are required and are counted toward the final course grade. Attendance will be taken each class session. Attendance will be evaluated based on the following:
0-1 absences A (Exemplary)
2-4 absences B (Satisfactory)
5 or more absences D ( Unsatisfactory)
3 consecutive tardies equal one absence
Should an emergency occur, please notify me. An absence may be excused with proper documentation. An absence does not negate responsibility for that class.
Participation will be recorded each class period and evaluated on frequency and relevance.
2. Culture Clips (Self Awareness Project)-15%
3. Ethnic/Cultural Group Collaborative (Group Activity)-15%
4. Cross-cultural Mentoring/Interaction/volunteering -25%
5. Reflective Summary-20%
6. Written Examination Comprehensive –20%
All assignments must follow established guidelines. Guidelines will be provided for all assignments. Failure to complete any portion of a required assignment will result in a grade no higher than “Satisfactory” for that project. Assignments will not be accepted after the due date, except in the case of an emergency.
Grading:
90%-100% = A; 89%-80% = B; 79%-70% = C; 69%-60% = D; 59% and below = F
1. DAP .5 X ______= ______
2. Culture Clips .15 X ______= ______
3. ECGC .15 X ______= ______
4. Cross-cultural Experience .25 X ______= ______
5. Reflective Summary .20 X ______= ______
6. Written Exam .20 X ______= ______
Final Grade
A 4.0 B- 2.7 D+ 1.3
A- 3.7 C+ 2.3 D 1.0
B+ 3.3 C 2.0 D- .7
B 3.0 C- 1.7 F 0.0
Tentative Calendar
Summer 2008
Week / Date / Topic / Activity / Assignment1 / June 9 / Culture / Syllabus
Definition
Elements
Culture Clips
Socialization
June 10 / Culture / Personal Identity
Guidelines
Expectations
Contracts
Prejudice/Dis-crimination / Prepare Culture Clips
Chapter 1
June 11 / Culture / Stereotypes
Parachute Activity
Socialization
Barriers / Chapter2
June 12 / Culture / Cross cultural interactions,
Mentoring, journaling / Chapter 3
June 13 / Mentoring/
Volunteer
Field experience / Boys & Girls Club
Opportunity Drive
9:50am / Begin Journals
Notes:
Week / Dates / Topic / Activity / Assignment2 / June 16 / Cross-Cultural Experiences / Field Experience
Develop personal goals
BGC / Journal
June 17 / Culture Clips / Presentations / Chapter 4
June 18 / Cross-cultural interaction / Debriefing
Psycho-
Dynamic Theory
ECGC Groups / Chapter 5
June 19 / Social Judgment
Theory / Video: “A Class Divided.”
Discussion
Text Activity / Select textbook for in-class use
Chapter 6
June 20 / Field Experience / Mentoring/
Volunteering
BGC / Chapter 7
Journal
Notes:
Week / Dates / Topic / Activity / Assignment3 / June 23 / Field Experience / Mentoring/
Internship / Journal
June 24 / School Culture
Equity Education / Textbook Evaluations,
Curriculum,
Multiple Perspectives, Learning Styles,
Multiple Intelligences,
Effective Strategies / Chapter 8
Textbook Evaluations (in class activity)
June 25 / Best practices / Grouping Strategies,
Changing Fairytale perspectives
Review / Chapter 9
June 26 / Assessment / Written
Examination
ECGC Group
June 27 / Field Experience / Mentoring/
Internship / Journal
Notes:
Week / Dates / Topic / Activities / Assignments4 / June 30 / ECGC Preparation / Prepare for group presentations / Journal Due by email
July 1 / ECGC / Presentations
July 2 / ECGC / Presentations
July 3 / Reflection / Reflections on Field Experience / Due
Peer Evaluation and
Synthesis Statements
Notes: