Chabot College
Course Outline for Early Childhood Development 79
TEACHING IN A DIVERSE SOCIETY
Catalog Description:
79 – Teaching in a Diverse Society
Fall 2008
Replaced Fall 2010
3 units
Critical examination of societal and personal attitudes and beliefs, values, assumptions and biases about culture, race, language, identity, family structures, ability, socio-economic status and other issues influenced by systemic oppression. Ethnic/cultural groups referenced within course from the United
States of America, include African American, Asian American, Chicano/Latino, European American,
Indigenous People of the Americans and Americans of Middle Eastern origin. Recognize and confront barriers that interfere with one’s ability to work effectively with diverse populations of children and families. Enhance teacher’s skills for educating children in a pluralistic society. 3 hours.
[Typical contact hours: 52.5]
Prerequisite Skills:
None.
Expected Outcomes for Students:
Upon completion of the course, students should be able to:
1. identify and analyze their own cultural backgrounds and contrast and compare their cultural identity to those of other groups. Recognized groups include but are not limited to African
American, Asian American, Chicano/Latino, European Americans, Indigenous Peoples of the
Americans and Americans of Middle Eastern origin;
2. identify the nature and process of systemic oppression, internalized oppression, and pre-prejudice such as human struggles, civil rights, immigration and plight of families in America;
3. compare and contrast diverse cultural values, childrearing practices, attitudes towards play and education in order to work more effectively with children, families and co-workers;
4. develop strategies which are age appropriate for teaching children to become aware of injustice and diversity;
5. analyze and evaluate various aspects of the roles educational settings contribute towards combating social biases including educational practice and environments that support or hinder cultural sensitivity;
6. analyze and negotiate cultural conflicts between families, teachers, children and administration in an educational setting;
7. apply the principles of developmentally appropriate practice and of anti-bias pedagogy to develop environments and curriculum which support diversity, inclusion and a multiethnic perspective;
Course Content:
1. Race, cultural styles and practices a. Identification of ethnic/cultural groups including African American, Asian American
Chicano/Latino American, European American, Indigenous Peoples of the Americas and
Americans of Middle Eastern origin b. Beliefs, values and childrearing practices of the above groups c. Attitudes towards education and play d. Theories of development of culture and language e. Unique needs of multiracial children and families
2. Systemic oppression a. Historical dynamics of discrimination b. Examining the societal and cultural context of prejudice c. Role of oppression d. Recognizing and confronting personal bias and prejudice e. Effect of oppression on children and youth

Chabot College
Course Outline for ECD 79
Fall 2008
Page
3. Self/group identity issues as they relate to self-image and social justice a. Racial characteristics and physical similarities and differences b. Disabilities c. Gender identity d. Cultural and ethnic similarities and differences e. Class and economic issues
4. Dealing with exclusion, discrimination and stereotyping a. Development of empathy in young children b. Concept of fairness and equality c. Personal discomfort d. Recognizing stereotypes e. Developi ng children’s self-confidence and assertiveness in resisting discrimination and exclusion f. Negotiating conflict and cultural differences
5. Rational for curriculum that reflects diversity a. Children’s identity and attitude formation as part of development b. Contrast of anti-bias work vs. multiculturalism and traditional curriculum c. Teacher responsibility to confront oppression and empower all children d. Interactions and communication between adults and children e. Including families in curriculum implementation and evaluation
6. Teachers role in implementing curriculum rich in diversity and multi ethnicity a. Understanding root of cultural identities b. Creating community support systems for a diverse classroom c. Evaluating and assessing the environment d. Selection of materials and equipment which support diversity and multi ethnicity e. Examination of holidays within a diverse classroom f. Integration of children’s cultural backgrounds into classroom environments g. Working together with families for equitable decision making
Methods of Presentation:
1. Lecture and discussion
2. Films and tapes
3. Guest speakers
4. Student reports
5. Projects and other assignment
6. Interviews
Assignments and Methods of Evaluating Student Progress:
1. Typical Assignments: a. W rite down all the stereotypes and jokes they have heard about “visible minority”, immigrants, aboriginal people, disabled people, women or other groups. Later, they will write a reflective report on how these stereotypes may affect children of these cultures and their overall development. b. Write a three-five page essay reflecting on a career in early childhood education and teaching in a diverse classroom.
2

Chabot College
Course Outline for ECD 79
Fall 2008
Page 3 c. Interview someone who is other than their own cultural background on child rearing practices, education, and family roles and responsibilities. d. Read several related articles and will write a reflective response for each of the article including their own personal experiences and opinions. e. Create a developmentally and culturally appropriate activity plan.
2. Methods of Evaluating Student Progress: a. Attendance and participation b. Assignments and reports c. Interview d. Midterm e. Final Examination
Textbook(s) (typical):
Anti-Bias Curriculum, by Louise Derman-Spark, National Association for the Education of Young
Children, 2001
Skilled Dialogue: Strategies for Responding to Cultural Diversity in Early Childhood.
Barrear, I &
Corso, R.M
. Baltimore Paul Brooks. 2003.
These texts are by well regarded experts in the early childhood field. The information is presented in accessible and understandable terms that will be useful to students.
Special Student Materials :
None.