COMMONWEALTH OF PENNSYLVANIA
KUTZTOWN UNIVERSITY
KUTZTOWN, PENNSYLVANIA
SYLLABUS
Title: Education 528: Student Diversity and Critical Pedagogy
I.
Course Description:
This course is designed to help preservice and inservice educators and others in the
education enterprise to clarify the philosophical and definitional 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/multilingual programs and practices. The life realities, needs, and aspirations of
linguistically and culturally different children and youth are analyzed. Critical theory and more
specifically strategies and approaches for facilitating a critical literacy in students will be
emphasized in this course. Participants in this course will undertake a comparative approach to
similarities and differences between the U.S. culture and other cultures with the goal of
developing cultural understanding and sensitivity of diverse students and families living in the
United States. 3 s.h. 3 c.h.
II.
Course Rationale:
Linguistic and cultural diversity is a cogent factor in American History, Life and Culture.
The expressions and manifestations of ethnicity vary with the characteristics of the ethnic
group, the nature of its societal experiences, and the socio-political climate. Most teachers in
today’s schools have not had the opportunity to acquire the knowledge, attitudes, skills, and
behaviors required to teach effectively from a multicultural perspective. A course designed to
enhance the teacher’s effectiveness in multicultural and multi-lingual education environments is
needed. The primary goal of this course is to help teachers meet the needs of students from
diverse cultural backgrounds.
III.
Course Objectives:
The Student will:
1.
demonstrate a basic knowledge of the historical and philosophical development, goals
and practices of multiethnic/multicultural education.
2.
demonstrate an ability to promote cultural awareness and sensitivity toward cultures
other than American and languages other than English.
3.
formulate teaching strategies for multicultural/multilingual education which focus on
meeting the diverse needs of culturally and linguistically different students as well as
strategies to reduce prejudice and to promote inclusion and respect for diversity in the
classroom.
4.
recognize the relationships among student characteristics, cultural diversity, teaching
strategies, and curriculum reform.
5.
demonstrate a knowledge of basic and current issues in multiethnic/multicultural/ELL
education.
6.
express the ability to evaluate the school environment and to encourage a total school
environment that is consistent with democratic ideals, cultural pluralism, and the PA
School Code .
7.
demonstrate a knowledge of behaviors, beliefs and attitudes of multi-cultural and multilingual learners and families.
8.
show an ability to promote parental/family involvement in educational programs of
children.
9.
convey an understanding of the content and processes of critical pedagogy.
10.
articulate the importance of the reflective practitioner model in providing high quality
educational experiences for all of our nation’s children; as well as articulate the
relationship between critical pedagogy and educational curriculum and assessment.
IV.
Assessment
Assessments will be based on a core assignment and a subset of the following artifacts:





Contribution to the Class
Team-Taught Group Presentations
Final Examination
Individual Projects
Research Paper (Case Study of a Culturally Diverse Student)
V.
Course Content:
1.
Historical Perspectives of Multiethnic/Multicultural/Multilingual Education
A.
Studying other cultures
B.
Assimilationist Ideology
C.
Cultural Pluralism Ideology
D.
Migrant/African American education
2.
Philosophical Issues in Multicultural/Multilingual Understanding
A.
Ethnicity in American Society
B.
Assimilation and Inclusion/Exclusion Ideology
C.
The Nature of Ethnic Groups (Cultural, Economic, and Political)
D.
Language Acquisition
3.
Multicultural Education: Goals and Practices
A.
The Emergence of Multiethnic/Multicultural/Multilingual Education
B.
Monoethnic Courses, Multiethnic Studies Courses, Multiethnic Education,
Multicultural Education
C.
D.
E.
The Goals of Multicultural Education
Cross-Cultural Competency
Multicultural Education and Educational Reform
4.
Concepts in Multicultural/Multilingual Cultural Programming
A.
Programs and Practices Related to Pluralism in American Schools
B.
The Relationship between Multicultural/Multilingual Education, Multiethnic
Education and Ethnic Studies
C.
Ideologies related to Ethnicity and Pluralism in the United States (pluralist vs.
assimilationist ideology)
5.
Teaching Strategies for Multicultural/Multilingual 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.
Multilingual (ESL/ELL) Teaching Strategies
6.
Implications for Cultural Awareness/Sensitivity in United States
A.
Comparative cultural awareness
B.
Ethnic identity and multicultural groups
7.
Integrating the Family and School
A.
Goals, practices and objectives
B.
Models for inclusion
C.
Applications for program development
8.
Characteristics of the Multicultural Teacher
A.
Teacher Education in the United States
B.
Changing Teacher Attitudes and Behaviors
C.
Levels of Cross-Cultural Awareness
D.
Involving family and community in cultural awareness training
9.
United States 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
10.
Effects on Student Behavior
A.
Gender
B.
Race/Ethnicity
C.
Socio Economic Status
D.
Religious
E.
Sexual Preference
F.
Exceptionality
G.
Language
11.
Assessment and Evaluation for Culturally Sensitive Educators
VI.
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