ICG 701 Multicultural Education

"Educating Professionals for Changing Contexts"
Curriculum and Instruction
College of Education, University of Nevada, Las Vegas

Spring, 2004
3 Credit Hours
Tuesday 4:15 p.m. - 6:45 p.m.
Section 002

INSTRUCTOR NAME: Dr. Porter Lee Troutman, Jr.
OFFICE PHONE: 702–895-4407
OFFICE HOURS: By appointments
OFFICE LOCATION: CEB 306
CLASS LOCATION: CEB 205
E-MAIL: porter@unlv.edu

COURSE INTRODUCTION

This course examines the increasing cultural diversity of the United States and introduces multicultural education as a concept. Students examine their own awareness and attitudes toward diversity, cultural knowledge, multicultural instructional practices, and curricular resources along with diversity issues impacting K--12 schooling. This course models and reinforces effective teaching/learning strategies while developing reflective teachers for diverse urban populations.

This course will also explore the meaning, necessity and benefits of multicultural education for diverse students from all cultural backgrounds through the following:

  1. Teacher self awareness and awareness of culture;
  2. An investigation of how schooling is influenced by
    1. racism and other biases and expectations of students' achievement.
    2. school organization and educational policies and practices.
    3. Cultural and other differences such as ethnicity, race, gender, language and social class.
  3. Case studies about a selected group of students from a variety of backgrounds about home, school and community experiences and how these have influenced the students' school achievement.
  4. The relationship and influence of agencies, organizations and groups through anthropological visits.
  5. Identification of instructional strategies and resources to implement MCE and social justice in classrooms.

OBJECTIVES

Upon completion of the readings and activities of this course, the student (s) should be able to:

  1. Acquire the research base knowledge, concepts, strategies and resources needed to integrate content about ethnic students across the curriculum and investigate & report how students' achievement is affected and influenced by school policies racism, practices, students expectations and other biases (INTASC 1).
  2. Understand the development of student's racial/cultural awareness and steps in development of prejudices (INTASC 2).
  3. Gain insights into the perspectives and experiences of students with an emphasis on learning styles, language, culture, community values and instructional opportunities of diverse learners (INTASC 3)
  4. Develop alternative approaches and instructional strategies for working with diverse student populations, their parents, and the school community (INTASC 4).
  5. Demonstrate the ability to establish an anti-bias learning environment by providing a positive social interaction environment for all students in the classroom and school by building upon personal and cultural historical experiences (INTASC 5).
  6. Demonstrate an appreciation and understanding of different cultural and gender dimensions and communication styles (INTASC 6).
  7. Demonstrate the ability to plan culturally inclusive lesson and activities that operate at multiple levels to meet the developmental needs of students (INTASC 7).
  8. Assess instructional practices and curricular resources including teacher/student interactions, textbooks, literature, displays, and other educational materials for elements of racism, sexism, stereo-typing and historical inaccuracies (INTASC 8).
  9. Explore and reflect on one's own personal awareness, attitude, actions and sensitivity to cultural diversity (INTASC 9).
  10. Demonstrate the ability to use the community resources for cultural learnings and understandings (INTASC 10).

SSLC STANDARDS ADDRESSED
INTASC STANDARDS FOR LICENSING BEGINNING TEACHERS

Principle I Knowledge of Subject Matter
The teacher understands the central concepts, tools of inquiry and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful to students.

Principle 2 Human Development and Learning
The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.

Principle 3 Diversity in Learning
The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adopted to diverse learners.

Principle 4 Variety of instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.

Principle 5 Motivation and Management
The teacher uses understanding of individual and group motivation and behavior to create a learning environment that encourages positive and social interaction, active engagement in learning, and self-motivation.

Principle 6 Communication Skills
The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Principle 7 Instructional Planning Skills
The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

Principle 8 Assessment
The teacher understands and uses formal and informal assessment strategies to evaluate and ensure continuous intellectual, social, and physical development of the learner.

Principle 9 Reflection and Responsibility
The teacher is a reflective practitioner who continually evaluates the effects of her or his choices and actions of others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

Principle 10 Relationships and Partnerships
The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well being.

Source: Model Standards for Beginning Teacher Licensing and Development: A Resource for State Dialogue developed by the Interstate New Teacher Assessment and Support Consortium (INTASC).

KNOWLEDGE

  1. Cultural knowledge of self, students, parents, and their communities.
  2. MCE approaches / critical thinker
  3. Creating affirming classroom / instructional strategies
  4. Sociocultural and sociopolitical contexts & learning styles.
  5. Ethnic history and immigration / curriculum reform
  6. Race, Ethnicity and Language / Research Theory
  7. MCE Dimensions
  8. Debilitating pedagogy / Academic achievement and Ethnicities.

PERFORMANCE (SKILLS)

  1. Case study presentations (power point) and implications for learning and teaching.
  2. Applied research papers & presentations.
  3. Lesson plans presentations, instructional strategies.
  4. Anthropological field reports.
  5. MCE evaluation of school and curriculum.
  6. Linking the learners' environment and learning styles

DISPOSITION

  1. The teacher is caring and welcomes their students identities and views them as assets
  2. The teacher is aware of s/he culture and understands the influence on student achievement
  3. The teacher appreciates and values similarities, and differences, shows respect for all students regardless of their diversity.
  4. The teacher believes that all students can learn.
  5. The teacher cares about all students and believe they can reach their full potential.
  6. The teacher believe that diverse students are not genetically or culturally inferior and the causes of failures is not the families and culture.
  7. The teacher - understands and appreciates the history of their student's parents and families~
  8. The teacher incorporates the histories of ethnic groups into the curriculum.
  9. The teacher affirms language and culture of students.

RESULTS

  1. Correlate case study reports with classroom context
  2. Field visits reports
  3. Exams, social action lesson presentations
  4. Cooperative group discussions for problem solving

REQUIRED TEXTBOOK(S)

Nieto, S. (2004) Affirming Diversity: The Sociopolitical Context of Multicultural Education (4 nd edition.). Boston , NY : Pearson. Allyn and Bacon

American Psychological Association. (1994). Publication manual of the American Psychological Association (4th ed.) Washington, D. C: Author

Schultz, F., (ed.) Annual edition Multicultural Education: 00/03 (11th edition). Sluice Dock, Guilford , C.T: Dushkin Publishing Group, Brown & Benchmark Publisher.

SUPPLEMENTAL TEXTS AND/OR MATERIALS

Banks, J., Teaching Strategies for Ethnic Studies 5th Edition Allyn and Bacon, 1997. Banks, J., "Multicultural Education, Development, Dimensions and Challenges", PDK, September 1993, p. 22.

Banks, J., "The Canon Debate, Knowledge Construction and Multicultural Education.

Banks, J., & Banks, C., HANDBOOK OF RESEARCH ON MULTICULTURAL EDUCATION MCMILLLAN, Second Edition, 2004

Billings-Ladson, Gloria, The Dream keepers , Jossey-Bass Publishers, San Francisco , 1994. Delpit, Lisa Other People's Children' , New York Press, 1995

Grant, Carl Educating for Diversity . Allyn & Bacon, Boston , 1995

Hacker, A., Two Nations Black and White Separate Hostile , Unequal. New York, Macmillan Publishing Company, 1992.

Howard, G.R, "Whites in Multicultural Education, Rethinking Our Role", PDK, September 1991 p.36.

King, Edith, Chipman, M.,Janzen, M,. Educating Young Children in a Diverse Society. Boston City , Allyn & Bacon, 1994.

Kozol, J., Savage Inequalities . New York, Crown Publishers, Inc. 1991

Loewen, James. Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong. New York : Touchstone, 1995 .

Powell, Zehm, & Garcia. Field Experience: Strategies for Exploring Diversity , First Edition: Merrill, 1996

Sleeter, Christine, Keepers of The American Dream ' A Study of Staff Development and Multicultural Education . The Farmer Press, 1992

West, C., Race Matters,.Boston: Beacon Press, 1993.

NOTE: Additional suggested readings: will be provided on a separate list throughout the semester.

ASSIGNMENTS

ASSIGNMENTS EVALUATION PROCEDURES AND GRADING POLICY

  1. ATTENDANCE POLICY : Attendance, punctuality and active participation in all class sessions, discussions and activities are essential . Each student is expected to read the assigned materials and text prior to class . Each class session equals 10 points. There will be no makeup for missed attendance points . If you miss class I suggest you contact another student in the class to collect notes and materials. LACK OF ACTIVE PARTICIPATION IN CLASS MAY BE CONSIDERED AN ABSENCE FROM CLASS.
  2. ARRIVING LATE AND LEAVING EARLY : The time in class is valuable. If you arrive more an than15 minutes late, or leave more than 15 minutes early three times, you will be penalized the equivalent of one absence.
  3. INSTRUCTIONAL METHODS : Students will participate in a variety of teaching/learning strategies including group discussions, self reflection, cooperative learning, simulations, roe playing, primary research, classroom demonstrations, guest presentations, internet demonstrations, field visits, media reviews, and self-assessment to model effective strategies they can use in their own school classrooms.
  4. GRADING POLICY AND POINTS : All work is expected to be completed and submitted on time. Papers or projects not submitted on the due date will be penalized 10% of the possible points. An additional 10% will be deducted from the grade for each class session the assignment is late. Written assignments are to be typed and double-spaced.
  5. ASSIGNMENTS : All papers must be typed or word-processed. Please double-space a use a size lock-style font (no script or italics). Please type your name, date assignment title, course number, and section number in the upper right hand corner of the first sheet. Do not prepare a separate title page. Please staple your paper in the upper left hand corner. Do not use plastic binders or folders.
    Example: Your Name
    June 18, 2003
    Reflection Paper
    ICG 701, Section 1

TENTATIVE ASSIGNMENTS AND DUE DATES

  1. Cultural artifact due - January 27 (20 points)
    Bring something that reflects you and your cultural heritage to share aloud in class. Your Cultural Artifact may be an heirloom or something more contemporary. Be prepared to talk about your cultural artifact for at least three minutes.
  2. Personal reflection paper due: February 3 (20 points)
    Reflect upon your own K- 16 educational background, experiences, and environments from a multicultural and diverse viewpoint. Write a two-to-three page paper recapturing your recollections emphasizing your memories of 1) ethnicity, 2) cultural background, and 3) your experiences with cultural diversity as a child, in elementary, secondary, and university and as an adult. Your reflection paper should focus upon the strengths and weakness of your own K- 16 experiences with respect to the multicultural education curriculum. Add significant personal events or concerns that you consider relevant to issues of diversity. Feel free to include short stories to illustrate your perspectives. You may share from your paper in class on:
  3. Anthropological visits due: (50 points)
    Each student is required to make 2-3 anthropological field visits. Plan to spend at least an hour visiting this resource. Students must complete the Multicultural Field Visit Form and submit it to instructor on the due date (TBA) each student will share his or her multicultural field experience visit with the class. Your group will be provided time and resources on the 10 of February to make an anthropological visit to the Clark County School District 's Curriculum Library.
    Visits to the Holocaust Library, Chinatown , Homeless Shelter, Cambridge Community Center will be arrange in class.
  4.  Multicultural Evaluation due: March 9 (20 points)
    Each student will conduct a Multicultural Program Evaluation of their school site and report the results. Copies of the NCSS (National Council of Social Studies) Guidelines and Essential Principles checklist may be downloaded from the Electronic reserve site at:
    URL:http://ereserve.library.unlv.edu
    http://www.library.unlv.edu/resources/eralpha.html
  5.  Midterm - Portfolio due - March 16 (20 points)
  6. Library research paper due: April 20 (50 points) OPTIONAL / NAME MEMBERSHIP http://www.nameorg.org/
    Select a topic relevant to diversity issues and multicultural education and applicable to your current or anticipated teaching area; please let me know your topic by March 2 Write a 10 to 30 page research paper describing your topic, various issues and multiple perspectives regarding the topic, influences upon instructional and curricular concerns, etc. Synthesize your finds; using APA style paper and references. Please include a selection of sources including professional journals and contemporary literature; you will want to include at lease twenty-five resources. Student will share their progress in class on April 13 and finished papers in class on April 27. This assignment will be considered late if turned in after April 27, 2004.
  7. Social action lesson plan/project due: April 13 (25 points)
    You will work collaboratively with two - four students from this class to design and implement one multicultural social action lesson plan and/or project with a social action outcome. You will be given guidelines on 17, Feb . and time in class on Feb 24 . Your groups will present on: Apr. 13, 20 & 27. See schedule on page 12 of this syllabus . Also, time will be allowed in class to explore internet for MCE resources. Your lesson plan should follow the format distributed and discussed in class. If you are currently teaching, you should implement this lesson in class and share your students' reactions and samples of work.
  8.  Group Activity on Models of Development due April 20 (20 points)
    The class will be organized into teams of four people. Each team member will access the articles on four models of stages of development regarding how individuals grow from narrow-minded ethnocentrism and bigotry to knowledge and awareness from the Electronic Reserve system URL:http://ereserve.library.unlv.edu

    The four models include (1) Milton Bennett's "Stages of Developing Intercultural Sensitivity," (2) James Banks' "Stages of Racial Identity Development," (3) Janet Helms' "Stages of Racial Identity Development," and (4) Gregory Trifonovich's "Stages of Cultural Adaptation," information on surface and deep culture, and information on high context and low context cultures.Each team should select a team leader whose responsibilities include: (1) distributing, collecting the articles in the folder and returning the folder to the instructor; (2) managing the team's time and overseeing the team's completion of all elements of this activity; and (3) distributing and collecting evaluation forms on this Activity . Each team member's responsibility is to select one of the models to study and to teach to members of his/her team. Preparation for teaching each model to the team members might include developing summaries of each model, developing teaching aids, transparencies, displays, etc.), and or making copies of articles for each team member. Team members should prepare for teaching each model outside of class time. Team members are encourage to use technology to do additional research on the four models of development

    Teaching the model will occur during a regular class Week. Each class member should complete an evaluation form anonymously and submit it to the team leader who will place all of the evaluations in the team folder and return the folder to the instructor. Visit the following website: http://www.tolerance.org/hidden_bias/index.html and test yourself for hidden bias in regarding this assignment.
  9.  Personal Development Paper due April 20
    Each student is required to write a 2-4 page, typed paper that describes his/her development regarding cultural sensitivity, racial/ethnic identity, and adaptation to other cultures. Use either Bennett's model of stages of developing intercultural sensitivity, Banks' model of stages of ethnic identity development, or Helms' model of stages of racial identity development to describe your development. If applicable, you may use parts of all three of these models to describe your development. Be truthful. Do not exaggerate your development. Address the following questions: At what stage(s) do you place yourself? Does your lifestyle away from work reflect a bicultural, multicultural, interracial, integrated, non-racist lifestyle or primarily an ethnocentric? monocultural, racially segregated lifestyle (in your home, neighborhood, church, social activities, etc.)? How do you deal with cultural differences (denial, defensiveness, minimization, acceptance, adaptation, integration)? What influences in your socialization and/or experiences do you believe account for your level of development? Why are you pleased or displeased with the level of development you are/will be modeling for your own children and the students in our classroom? What plans do you have for advancing your level of development prior to completing your teaching certificate program? / Or this course.
  10. Portfolio due: April 27 Final ( 25 points)
    All handouts and assignments must be maintained in a new three ring binder . Section labels must be typed. The binder should be divided into six parts:
    1. Journal writings for each class session. (What I see, here & Feel)
    2. Case Study Presentations (12)
    3. Assignments (1-9)
    4. Handouts or documents prescribed by the instructor;
    5. Textbook and multicultural program essays, interviews, evaluations and movie reviews Internet materials.
    6. Self selected documents that you choose to demonstrate personal growth. Evaluation will be based on the following:
      1. Appearance
      2. Organization and overall structure.
      3. Evidence of effort in responding to assignments.
      4. Quality of responses
  11. Readings points
    Each student is expected to read the Annual edition and select appropriate articles that will enhance and support each case study report. For each reading assignment record your responses to the following statements: Title, author, and page number: Main idea of article & how it related to the case study: Point of with which I agree: Points with which I disagree or question: My own question prompted by the reading: Keeping Track of What I See, Hear & Feel;
    A Journal
    Keep a journal of what you see, hear and feel for weekly discussions. Please include your journal in your portfolio. (see details on page of this syllabus.
  12. FINAL EXAM - MAY 6/13 (20 points)
    The final will consist of essay application questions. You will be asked to write a brief paper (approximately two handwritten pages) responding to one or two questions summarizing your learning experiences during this semester. You will be asked to write independently.
  13. CASE STUDY DISCUSSION GROUP REPORTS 50 POINTS
    Twelve case study discussion groups (2-3 participants) will be organized and assigned to discuss and give a class report on each of the following chapter case studies:
    Download
    Case-study Discussion Groups [Microsoft Word]
    Lesson Presentation Groups [Microsoft Word]

RACISM & MEDIA /CURRENT MULTICULTURAL EVENTS/RESOURCES:

All students are expected to read multicultural magazines, newspapers, attend events on some occasions and share with class weekly. Due weekly.

COOPERATIVE GROUP DISCUSSIONS:

Research shows that cooperative team learning improves academic achievement and interpersonal relations in culturally diverse classrooms. This approach will be modeled extensively in class. Class will be divided into grade level groups for the following purposes:

  1. Group discussion about each chapter and teaching strategies, concepts, questions, resources.
  2. Planning classes presentations.
  3. Explore and discuss questions, activities, and teaching strategies that can be implemented in your classroom.
  4. Cooperative groups will discuss and report on required readings.

PERFORMANCE ASSESSMENTS:

  1. The students will attend all class meetings.
  2. The students will present cultural artifacts to increase their cultural awareness.
  3. The students will write reflection papers regarding his / her experiences and environment from a multicultural and diverse viewpoint.
  4. The students will make 5 anthropological visits and write reviews regarding implications for teaching.
  5. The students will review a movie and analyze it for diverse teaching and learning.
  6. The student will conduct a MCE evaluation of a school site and report the results.
  7. The students will design and implement lesson plans with social action outcomes.
  8. The students will present case studies and cite the implications for teaching and learning in a diverse setting.

Rubrics will be use to evaluate assignments

EVALUATION

Each student will earn points for each completed course assignment as shown.

GRADING

Download Grading Policy [Microsoft Word]

CLASS SCHEDULE

Download Class Schedule [Microsoft Word]

UNLV Policies

Academic Integrity Statement.

UNLV and its College of Education demand a level of scholarly behavior and academic honesty on the part of students. Violations by students exhibiting honesty while carrying out academic assignments and procedural steps for dealing with academic integrity are delineated within the Handbook of Regulations Governing Probation and Suspension Within the College of Education. This publication may be found in the CML, the ICS Office (354), or the Office of the Dean of the College of Education (301).

In addition to successful academic performance in prescribed coursework, you are to enroll in a professional course of studies, which is governed by a student code of ethics and programmatic expectations. The Handbook of the Committee to Review Initial Licensure Students outlines the UNLV Student Code of Conduct, NEA Code of Ethics for the Teaching Profession, and ICS Student Expectations. The handbook is available in the ICS office.

The University requires all members of the University Community to familiarize them and to follow copyright and fair use requirements. You are individually and solely responsible for violations of copyright and fair use laws. The University will neither protect nor defend you nor assume any responsibility for employee or student violations and fair use laws. Violations of copyright laws could subject you to federal and state civil penalties and criminal liability as well as disciplinary action under University policies. To help familiarize yourself with copyright and fair use policies, the University encourages you to visit its copyright web page at; http//www.unlv.edu/committees/copyright

If you have a documented disability that may require assistance, you will need to Contact the Disability Resource Center for coordination in your academic accommodations. The DRC is located in Reynolds Student Services Complex in Room 137. The DRC phone number is 895-0866 (TDD-895-0652)

Misdemeanor or felonious conviction(s) may bar teacher licensure in Nevada or other States. If you have any questions, please direct them to the Director of Teacher Education, CEB 301, 895-4851.

Any student missing class quizzes, examinations, or any other class or lab work because of observance of religious holidays shall be given an opportunity during that semester to make up missed work. The makeup will apply to the religious holiday absence only.