SYLLABUS COVER SHEET
1.
Course number, name and credit hours
EDU 496 MULTICULTURAL EDUCATION – 3 SH
2.
Professor(s) name(s)
DOLGOS, STAHLER, TITUS
3.
Method(s) of teaching
Lecture/Discussion
Cooperative Group Learning
Field Trips
Independent Study
4.
Course requirements
Course readings
Class participation
Extensive field notes
5.
Assessment
Assessment of each teacher candidate’s level of accomplishment with reference to
the course objectives will be based upon a subset of the following:
Take home examinations
Oral examinations
Reflections on field notes
Written midterm examination
Final examination
Journal entries and reflections
Interview of person from another country
Group multicultural project
Active participation in class and in discussions
6.
Attendance/Participation
Mandatory
7.
Textbook, required readings
Banks, J.A. (2003). Teaching strategies for ethnic studies (7th ed.)
Boston: Allyn and Bacon.
Please Note:
This course incorporates the philosophy of the Kutztown University Conceptual Framework,
Teacher as Lifelong Learner, connects to the Pennsylvania Department of Education (PDE)
standards, and aligns, when appropriate, to the following standards:
National Council of Teachers of English (NCTE), American Council on the Teaching of Foreign
Languages (ACTFL), National Council of Teachers of Mathematics (NCTM), National Science
Teachers Association (NSTA), and National Council for Social Studies (NCSS).
COMMONWEALTH OF PENNSYLVANIA
KUTZTOWN UNIVERSITY
KUTZTOWN, PENNSYLVANIA
SYLLABUS
Department of Secondary Education
Title: Education 496: Multicultural Education
Course Description:
This course is designed to help preservice and inservice teachers and other
education professionals to design and implement effective teaching strategies that reflect
diversity, and to derive sound guidelines for multicultural programs and practices. The
life realities, needs, and aspirations of culturally different children and youth are
analyzed. Sources of content will be scholarly writings, field investigations, and
community resources in foreign countries or American subcultures. Students will be
participant observers conducting ethnographic qualitative research in cultural settings
different from the mainstream American macroculture.
Course Rationale:
Most teachers in today’s schools have not had the opportunity to acquire the
knowledge, attitudes, skills, and behavior required to teach effectively from a
multicultural perspective. A course designed to enhance the teachers effectiveness in
multicultural educational environments is needed. This course is designed to develop
empathy with culturally different students by allowing class participants to become
students in cultures different from their own.
This course is designed to help preservice and inservice educators to clarify issues
related to pluralistic education, to derive a clarified philosophical position, to design and
implement effective teaching strategies that reflect diversity, and to derive sound
guidelines for multicultural programs and practices. The primary goal of this course is to
help teachers meet the needs of students from diverse cultural backgrounds.
Course Objectives:
1.
The student will demonstrate a basic knowledge of the historical development,
goals and practices of multiethnic/multicultural education.
2.
The student will recognize and identify conceptual and philosophical issues in
multiethnic/multicultural education.
3.
The student will begin to formulate teaching strategies for
multiethnic/multicultural education which focus on meeting the diverse needs
of culturally different students.
4.
The student will recognize the relationships among student characteristics,
cultural diversity, teaching strategies, and curriculum reform.
5.
The student will demonstrate a knowledge of basic and current issues in
multiethnic/multicultural education.
6.
The student will develop practical strategies for creating a
multiethnic/multicultural educational environment.
7.
The student will demonstrate the ability to evaluate the school environment
and to encourage a total school environment that is consistent with
democratic ideals and cultural pluralism.
8.
The student will develop strategies to promote inclusion and respect for
diversity in the classroom.
9.
The student will become more sensitive to the needs of all children, especially
those who are culturally different.
10.
The student will engage in naturalistic inquiry as a participant observer in a
setting which is culturally different from the mainstream American
macroculture.
Assessment:
Assessment of each teacher candidate’s level of accomplishment with reference to the
course objectives will be based upon a subset of the following:
Take home examinations
Oral examinations
Reflections on field notes
Written midterm examination
Final examination
Journal entries and reflections
Interview of person from another country
Group multicultural project
Active participation in class and in discussions
Course Content:
I.
Ethnographic Research
A. Field research as participant observers
B. Inductive logic and hypothesis building
C. Data gathering, interpretation, and analysis
II.
The Historical Development of Multiethnic/Multicultural Education
A. The Nativism Concept
B. Assimilationist Ideology
C. Cultural Pluralism Ideology
D. Multicultural Ideology
III.
Philosophical Issues in Multicultural Education
A. Ethnicity in American Society
B. Assimilation and Inclusion/Exclusion Ideology
C. The Nature of Ethnic Groups (Cultural, Economic, and Political)
IV.
Multicultural Education: Goals and Practices
A. The Emergence of Multiethnic/Multicultural Education
B. Monoethnic Courses, Multiethnic Studies Courses, Multiethnic Education,
Multicultural Education
C. The Goals of Multiethnic Education
D. Cross-Cultural Competency
V.
Concepts in Multicultural Education
A. Programs and Practices Related to Pluralism in American Schools
B. The Relationship between Multicultural Education, Multiethnic Education
and Ethnic Studies
C. Ideologies related to Ethnicity and Pluralism in the United States (pluralist
vs. assimilationist idealogy)
VI.
Teaching Strategies for Multicultural Education
A. The Objectives of Ethnic Studies
1. Developing Ethnic Literacy
2. Developing Decision-making Skills
B. Models for Teaching Decision-making and Social Action Skills
C. The Teaching of Tolerance
D. Cross-Cultural Communication
VII.
The Stages of Ethnicity
A. Psychology Captivity
B. Ethnic Encapsulation
C. Ethnic Identity Clarification
D. Beithnicity
E. Multiethnicity and Reflective Nationalism
F. Globalism and Global Competency
G. Implications of Stages of Ethnicity Typology
VIII.
Bidialectalism and Bilingualism
A. Language and National Policy
B. Vernacularization
C. Bilingual Instructional Methods
D. Multiethnic Linguistic Pluralism
E. Curriculum Materials that Reflect Linguistic Diversity
F. Nonverbal Communication
IX.
Characteristics of the Multiethnic Teacher
A. Teacher Education in the United States
B. Changing Teacher Attitudes and Behaviors
C. Levels of Cross-Cultural Awareness
X.
Curriculum Guidelines for Multiethnic Education
A. Staff Development Programs
B. Assessment Procedures
C. Use of Community Resources
D. Systematic, Ongoing Evaluations
XI.
Effects on Student Behavior and Learning Styles
A. Gender
B. Race/Ethnicity
C. Socio Economic Status
D. Religious
E. Sexual Preference
F. Disability
COMPETENCIES, METHODS, AND EVALUATION IN EDUCATION 496
COMPENTENCY #1 defined:
The student will demonstrate a basic knowledge of the historical development, goals and
practices of multiethnic/multicultural education.
A.
B.
C.
The student will describe the historical events related to Ethnicity in
American Society.
The student will demonstrate an understanding of the reform movements
related to pluralism within an historical context.
The student will compare and contrast assimilationist and pluralist
ideology.
Method: Activities and Experience
Discussion
Lecture
Selected Readings
Multi-media Material
Ethnic Literacy Test
COMPETENCY #2 defined:
The student will recognize and identify conceptual and philosophical issues in
multiethnic/multicultural education.
A.
B.
C.
D.
The student will demonstrate an understanding of the social forces that
influenced the nature of ethnicity in American society.
The student will compare characteristics of ethnic groups using a typology.
The student will describe the programs and practices related to pluralism in
American schools.
The student will use the continuum of varying ideologies to evaluate school
policies and personal attitudes.
Method: Activities and Experience
Selected Readings
Evaluation of Policies
Typology Development
Individual Reports
COMPETENCY #3 defined:
The student will begin to formulate teaching strategies for multiethnic/ multicultural
education which focus on meeting the diverse needs of culturally different students.
A.
The student will develop teaching strategies which:
1. Clarify the special needs of culturally different students.
2. Develop a sensitivity to and an understanding of other cultures.
3. Develop the ability to make reflective decisions on multicultural
issues.
4. Enhance cross cultural communication.
B.
The student will demonstrate a knowledge of public controversy related
to racial and ethnic pluralism and apply a decision making model.
Method: Activities and Experiences
Lecture
Discussions
Individual Case Studies
Group Projects
COMPETENCY #4 defined:
The student will recognize the relationships among student characteristics, cultural
diversity, teaching strategies, and curriculum reform.
A.
B.
C.
The student will use the stages of ethnicity typology to gain insight into
cultural problems and program development.
The student will demonstrate an understanding of the various curricular
models.
The student will formulate a worksheet policy of Linguistic Pluralism which
will include Linguistic differences and Linguistic diversity.
Method: Activities and Experiences
Model Evaluations
Individual Projects
Discussions
Lecture
COMPETENCY #5 defined:
The student will demonstrate a knowledge of basic and current issues in
multiethnic/multicultural education.
A.
B.
C.
The student will compare and contrast conflicting points of view concerning
cultural pluralism.
The student will begin to conceptualize the problems in ways that bring
basic issues into focus.
The student will link multiethnic and global education by helping pupils
develop interrelated identifications.
Method: Activities and Experiences
Evaluation of Media
Selected Readings
Discussions
COMPETENCY #6 defined:
The student will develop practical strategies for creating a multiethnic/multicultural
educational environment.
A.
B.
The student will demonstrate a recognition of the importance of total school
environment for ethnic pluralism.
The student will become familiar with available resources for establishing a
multicultural school climate.
Method: Activities and Experiences
Group Projects
Lecture
Evaluation of School Policies
Evaluation of Multicultural Materials
COMPETENCY #7 defined:
The student will demonstrate the ability to evaluate the school environment and to
encourage a total school environment that is consistent with democratic ideals and
cultural pluralism.
A.
B.
The student will develop assessment procedures used with pupils that reflect
their ethnic cultures.
The student will demonstrate the ability to conduct an ongoing evaluation of
goals, methods and instructional materials as they relate to multiethnic
teaching.
Method: Activities and Experiences
Selected Readings
Discussions
Individual Case Studies
Lectures
Role Play
COMPETENCY #8 defined:
The student will develop strategies to promote inclusion and respect for diversity in the
classroom.
A.
B.
C.
D.
The student will become familiar with research findings which identify
effective teaching methods for culturally different children.
The student will participate in a group presentation, team-taught from a
multicultural perspective.
The student will conduct group research to develop a unit which is
interdisciplinary and conceptual.
The student will conduct field research in the form of a case study on a
culturally different student.
Method: Activities and Experiences
Individual Case Studies
Selected Readings
Role Play
Group Research
Team Teaching
COMPETENCY #9 defined:
The student will become more sensitive to the needs of all children, especially those who
are culturally different.
A.
The student will become more sensitive to the needs of culturally different
children.
Method: Activities and Experiences
Case Studies
Role Play
COMPETENCY #10 defined:
The student will engage in naturalistic inquiry as a participant observer in a setting which
is culturally different from the mainstream American macroculture.
A.
The student will develop ethnographic research skills and empathy for
culturally different students.
Method: Activities and Experiences
Field Research in a culturally-different setting
EVALUATION:
All instruments of evaluation are designed to measure the extent to which the
competencies have been established.
1.
2.
3.
4.
5.
6.
7.
Class Discussion
Data collection, interpretation, and analysis
Final Examination
Individual Projects and Reports
Case Study
Student Presentations
Role Play
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