EFC 320 – Multicultural Education
(Lecture/Discussion)
Instructor:
Office:
Phone:
Email:
Office Hours:
******************************************************************************
Course Description.
Race, ethnicity, culture, gender, socioeconomic, geographic place-based and other marginalized groups.
Examination of foundational elements of and approaches to Multicultural Education as the underpinning to
the development of cultural competence.
Purpose of the Course.
The purposes of this course are consistent with the University’s mission, “by teaching we learn”; the Center’s
mission, “facilitating learning for a diverse world”; the department’s mission, “the commitment to
ensuring graduates are prepared to be outstanding educational leaders who demonstrate knowledge, skills and
dispositions necessary to educate a diverse population.” The course, “Multicultural Education,” with infusion
of the constructivist/sociocultural model of learning, is designed to explore foundational pedagogical abilities
and skills necessary to understand, interpret, communicate, plan, deliver instruction, assess and reflect on
praxis in settings with diverse populations. Consistent with these all-encompassing purposes of a public
education and specifically with the definitions found in RCW 28A.410,Sec.402, and the following.
Required Course Material. LiveText Software. Admission to and continuation in the Teacher Preparation
Program requires teacher candidates to purchase LiveText. Candidates must present proof of purchase to the
Certification Office, Black 228. Candidates who fail to post a required artifact to their LiveText account will
not receive credit for the assignment, which may result in a low or failing grade for the course.
Leaner Outcomes.
Upon completion of this course, successful students will be able to:
1. Evidence proficiencies necessary to construct, implement, and assess a curriculum that is
coherent and aligned with state standards.
2. Evidence proficiencies necessary to make appropriate instructional choices from a broad
spectrum of techniques in order to maximize the learning of all students
3. Evidence proficiencies necessary to plan, and implement instruction based on learner
characteristics and he context of the of the school and community.
4. Evidence proficiencies that indicate their understanding that teaching is a profession,
including professional and ethical responsibilities, relevant law and policy, and educational
foundations.
5. Evidence proficiencies when participating in and reflecting productively on multiple and
Revised 6/6/12
diverse instructional field experiences.
Washington State Law Requirements Addressed. (WAC 181-78A-270)
1.a.1. Using multiple instructional strategies, including the principles of second language acquisition, to
address student academic language ability levels and cultural and linguistic backgrounds.
1.a.viii. Preparing students to be responsible citizens for an environmentally sustainable, globally
interconnedted, and diverse society.
1.a.ix. Planning and/or adapting learner centered curricula that engage students in a variety of culturally
responsive, developmentally, and age appropriate strategies.
1.a.xi. Informing, involving, and collaborating with families/neighborhoods, and communities in each
student’s educational process, including using information about student cultural identity, achievement and
performance.
1.b. Professional Development. Developing reflective, collaborative, professional growth-centered practices
through regularly evaluating the effects of his/her teaching through feedback and reflection.
1.c.i. Participating collaboratively and professionally in school activities and using appropriate and respectful
verbal and written communication.
1.c.ii. Demonstrating knowledge of professional, legal, and ethical responsibilities and policies.
Center for Teaching and Learning Standards Addressed.
1.2. Candidate demonstrate a thorough understanding of pedagogical content knowledge.
1.3. Candidates demonstrate a thorough understanding of professional and pedagogical knowledge and skills.
1.4. Candidates reflect dispositions expected of professional educators.
1.9. Candidates have opportunities to learn from a diverse representation of faculty.
1.10. Candidates have opportunities to learn with a diverse representation of candidates.
1.11. Candidates have opportunites to work with a diverse representation of P-12 students.
Professional Education Program Goals Addressed.
1.a. Teacher Candidate Proficiencies
i. Possess the reading and writing skills expected of a teacher.
Revised 6/6/12
3.c.
3.e.
3.f.
3.g.
3.h.
4.b.
ii. Be a reflective practitioner.
iii. Have background in aesthetic, creative, critical, mathematical, and
scientific reasoning sufficient to integrate them into their instruction.
iv. Be able to teach students to effectively communicate by listening,
speaking, viewing, and visualizing.
Cultural Diversity
i. Demonstrate the knowledge, skills, and dispositions necessary to
participate in a broad spectrum of culturally responsive and relevant
educational practices.
ii. Identify and use effective research-driven instructional techniques,
strategies, and planning within the context of various racial, ethnic,
cultural, socioeconomic, gender, and linguistic student populations.
iii. Integrate students’ culture into classrooms in a responsible, respectful,
and relevant way.
iv. Reflect on and critically analyze their own attitudes and beliefs to
challenge negative assumptions and stereotypes about students.
English Language Learners
i. Understand cultural identity as it relates to language.
Context
i. Recognize and apply knowledge of the community, school, and
classroom, including learner characteristics and social, cultural,
political, environmental, and economic contexts to instructional and
management practices.
ii. Demonstrate the ability to work effectively with students of various
abilities, and from various racial, cultural, and linguistic populations.
iii. Plan, differentiate, assess, and modify curriculum, content, and
instruction to the varying multiple diversities of students (language,
socio-economic status, gender, race, religion, ethnicity, age, abilities,
etc.).
Democracy
i. Develop dispositions and strategies that foster democratic values, civic
engagement, and effective citizenship in their students.
ii. Design and implement a classroom environment that promotes selfgovernance and mutual respect.
Global Citizenship
i. Prepare K-12 students to be responsible citizens for an environmentally
sustainable, socially just, globally interconnected, and diverse society.
Professionalism
i. Demonstrate the character traits of respectfulness, trustworthiness,
fairness, caring, citizenship, and responsibility.
ii. Demonstrate the dispositions and skills of effective educators.
iii. Demonstrate the ability to communicate effectively with other
educational professionals, students, and their parents.
iv. Plan for ongoing professional development.
Required Technology, Texts, and Readings.
Revised 6/6/12
Noel, Jana. (2005) Developing Multicultural Educators. New York: Longman
Howard, Gary R., (2006) We Can’t Teach, What We Don’t Know. (2nd Ed.) New York: Teacher College
Press.
Gorski, Paul, “The Classist Underpinnings of Ruby Payne’s Framework”, Teacher College Record, 2/9/2006
Ladson-Billings, Gloria, (1995) “But that is just good teaching! The case for culturally relevant pedagogy”
Theory into Practice 34 (3) Summer 159-165
Mathison, C.& Young, R., "Constructivism & Multicultural Education", Multicultural Education. (Summer
1995), 7-10
Montgomery, Winifred, “Creating Culturally Responsive Inclusive Classrooms” Teaching Exceptional
Children, (2001) V.33, No.4, 4-9
Schuerich, J.J. and Young, M.D. (1997) “Coloring Epistemologies: Are our research epistemologies racially
biased?” Educational Researcher , 27 (4) 4-16
Ukpokodu, Nelly. “Multiculturalism vs Globalism”, Social Education (1999), 298-300
ACADEMIC POLICIES, PROTOCOLS & PROFESSIONALISM
University policies, and state and federal laws, inform and support the following class policies,
protocols and practices. They are considered obligatory and compulsory for all students enrolled in
this class:
Equal Educational Opportunity:
Central Washington University seeks to provide reasonable accommodations for all qualified individuals with
disabilities. Accommodations are intended to minimize the functional limitations of a disability and provide
the student equal access to the educational process. If accommodations are needed, please contact
Disability Support Services 963-2171, so that I may better assist and support you.
Discrimination, Intimidation, & Harassment:
It is the right of all students to equal access to course content in an environment free of prejudice,
discrimination, and harassment. This will be respected and upheld. Hatespeak and racist or sexist dialogue
and behaviors will not be tolerated. All illegal behavior will be reported to the proper university and municipal
authorities.
Professional Participation
All students are responsible for actively participating in all classroom and assigned activities in a positive,
sensitive, and contributory manner. The nature of the course requires that each student be treated with
respect, dignity, and sensitivity. All students’ professionalism will be evaluated and graded based on their
adherence to established class norms, expectations and professional participation.
Attendance Policy
Prompt attendance is compulsory and an indicator of professional disposition. There are no excused
absences. Failure to attend will be reflected in points allotted for professionalism and participation.
Late Assignments:
Late assignments will NOT be accepted or graded, once deadlines have been established. A hardcopy, of
your assignments (unless otherwise directed) must be provided to the instructor by the assigned time. There
will be no exceptions.
LiveText:
One artifact, as designated by and when directed to, by this the instructor, must be placed in your
professional electronic portfolio for review and assessment purposes. Failure to do so will result no credit
(0 points) given for the assignment.
Revised 6/6/12
Academic Integrity
All cheating, plagiarism and forgery will be referred for disciplinary action and will automatically result in a
failing grade for the course.
You are obligated to cite all electronic or bibliographic references for works that are not authored by you.
Use the format outlined by the APA (American Psychological Association)
PERFORMANCE INDICATORS
To demonstrate their ability to effectively address the Learner Outcomes students will:
Actively and professionally participate in and contribute to each class and all cooperative group activities.
L.O. 1 – 5 (20 points)
Write a 2-3 page reflective paper/letter to the author(s) focusing on personal understandings of and reaction
to initial assigned readings. L. O. 1 (10 points)
Conduct an anecdotal demographic interview of a student(s), racially, ethnically and culturally different than
yourself, from the School District you hope to student teach or teach in. L.O. 4, 5 (20 points) (Place final
reviewed findings and reflections on LiveText, when directed to do so, by the instructor)
In cooperative groups, create and present an informational packet for new or first teachers that addresses
culturally/ethnically specific data that will assist that teacher in understanding the home culture of,
communicating with, and developing a culturally responsive learning environment for diverse learners. This
is one of the first stages of an instructional planning L.O. 2, 3 (30 points)
Develop an original and creative instructional activity that is culturally responsive and appropriate for your
planned grade level area and/or specific content area.. L.O. 1, 3 (20 points)
GRADING
A (100-96 points) B+ (89-87 points)
A- (95-90 points) B (86-83 points)
B- (82-80 points)
C+ (79-77 points) D+ (69-67 points) F (59-0 points)
C (76-73 points) D (66-63 points)
C- (72-70 points)
D- (62-60 points)
INSTRUCTIONAL METHODS AND ACTIVITIES:
The methodologies will evolve from a seminar approach, with the intent of promoting and developing the
concept of a “community of learners” in a diverse world. Instructional practices will include direct instruction,
topical discussion, lecture, collaborative and individual active learning activities and presentations, film, and
the promotion of creative curricular approaches including the use of emerging communicative and
instructional technologies by instructor and candidates including PowerPoint, e-mail, the World Wide Web,
online research and the use of LiveText. There will be group and individual assignments, both inside and
outside of class.
Date
Topic
Week 1
Introduction - Diversity
Video- Banks
Stereotyping,
Prejudice, Racism
Week 2
Revised 6/6/12
Readings
Completed
Assignment
Due
Howard Text
Noel- Ch. 2
Letter To Author
Week 10
Video – Eliott
Discussion
Foundations of MCE
Elements of Culture;
Elements of
Community
Lecture
Field Work – Out of
Ellensburg Anectdotal
Interview
Education Learning,
Cultural Context &
Competence; Different
Knowing’s, Different
Epistemologies,
Different Knowledges
Group Discussion
Elements and
Approaches to MCE
Activity - Discussion
Culturally Responsive
Teaching
Lecture – Discussion
Video- OT
Anti-Biased, AntiRacist, Anti-Sexist
Curriculum;
Discussion/Group
Activity
Assessment and
Culturally Diverse
Learners;
Discussion/ Group
Activity
Group Presentations
Week 11
Final Mtg
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Schuerich article
Gorski article
Noel - Appendix
Noel – Ch 1
Noel – Ch 3
Noel – Ch. 4
Noel - Ch. 5
Mathison & Young
article
Anecdotal Interview
Ukpokodu article
Montgomery article
Ladson-Billings article
Sleeter- Textbook
Analysis Handout
Fact Packs/PPT/Trifold
Instructional Activity
References:
Adams, G.Y. and Oglivie, A.B. (2003) Working with filipino american students. Bellevue, WA: Paperworks
Press
Abu-Saad, I. and Champagne, D. (2006) Indigenous education and empowerment: International
perspectives Walnut Creek, CA: AltaMira Press
Revised 6/6/12
Banks, J.A. (Ed.) (1996). Multicultural education, transformative knowledge, and action: Historical and
contemporary perspectives. New York: Teachers College Press.
Banks, J.A. and Banks, C.A.M. (Eds.) (2001). Multicultural education: Issues and perspectives. (4th ed.)
Needham Heights: Allyn & Bacon.
Banks, J.A. and Banks, C.A.M. (Eds.) (2004). Handbook of research on multicultural education. (2nd ed.)
New York: MacMillan.
Belgrave, F. Z. & Allison, K.W. (2006) African american psychology: From Africa to America. Thousand
Oaks, CA: Sage Publications
Benham, M. (2008) Indigenous education models for contemporary practice: In our mother’s voice, Volume
2
New York, NY: Routledge
Bennett, C. I. (2006) Comprehensive multicultural education: Theory and practice (6th ed.). New York:
Prentice Hall.
Bishop, R. and Glynn, T. (1999) Culture counts: Changing power relations in education New York: Zed
Books
Burlew, A.K. (ed), et al. (1992) African american psychology: Theory research and practice. Thousand
Oaks,
CA: Sage Publications
Cajete, G. (2005) Spirit of the game: An indigenous wellspring. Skyand, NC: Kivaki Press
Cajete, G. and Little Bear, L (1999) Native science: Natural laws of interdependence. Santa Fe, NM: Clear
Light Publications
Cleary, Linda M. & Peacock, Thomas D. (1998) Collected wisdom: American indian education Boston:
Allyn & Bacon
Cooper, J.E., He, Y. and Levin, B.B. (2011) Developing Critical Cultural Competence . Thousand Oaks, CA:
Corwin
Darder, A. Reinventing Paulo Freire: a pedagogy of love Boulder, CO: Westview
Darder, A., Torres, R. D. & Gutierrez, H. (eds) (1997) Latinos and Education: a critical reader. New York:
Routledge
Darling-Hammond, L. (1997). The right to learn: A blueprint for creating schools the work. San Francisco:
Jossey-Bass
DeLoria, Vine, Jr & Wildcat, Daniel R. (2001) Power and Place: indian education in america Golden, CO:
Fulcrum Resources
Delpit, L. (1996). Other peoples children: Cultural conflict in the classroom. New York: New Press.
Derman-Sparks, L. and the A.B.C. Task Force. (1989) Anti-Bias Curriculum: tools for empowering young
children. Washington, D.C.: NAEYC
Dilig, Mary (1999). Race and Culture in the Classroom. New York: Teachers College Press
Dilworth, Mary (ed) (1998) Being Responsive to Cultural Differences Thousand Oaks, CA: Corwin Press
Revised 6/6/12
Dunn, R.S. and Griggs, S.A. (1995). Multiculturalism and learning style: Teaching and counseling
adolescents. New York: Praeger Publications
Duran, E. (2006) Healing the soul wound: Counseling with american indians and other native peoples. New
York: Teachers College Press
Duran, E. & Duran, B. (1995) Native american post colonial psychology Albany, NY: SUNY
Farr, B. and Turnbull, E. (1996). Assessment alternatives for diverse classrooms. Norwood, MA:
Christopher-Gordon Publishers.
Freire, P. (2004) Pedagogy of indignation. Boulder, CO: Paradigm Publishers
Frisby, C. and Reynolds, C.R. (2005) Comprehensive handbook of multicultural school psychology. New
York: Wiley
Gallavan, N. (2011) Navigating Cultural Competence in Grades K-5; a compass for teachers. Thousand
Oaks, CA: Corwin
Gallavan, N. (2011) Navigating Cultural Competence in Grades 6-12; a compass for teachers. Thousand
Oaks, CA: Corwin
Garcia, Eugene (2001) Hispanic Education in America . New York: Rowman & Littlefield
Garcia, Eugene (2001) Student Cultural Diversity: understanding and meeting the challenge. New York:
Houghton Mifflin
Gay, G. (2010). Culturally responsive teaching: Theory, research and practice.(2nd Edition) New York:
Teachers College Press
Gay, Geneva (2003). Becoming Multicultural Educators: a personal journey towards professional agency
San Francisco: Jossey-Bass
Gay, G. (1987) Expressively black: The cultural basis of ethnic identity. New York: Praeger
Gonzalez, N., Moll, L. and Amanti, C. (2005) Funds of knowledge: Theorizing practices in households,
communities and classrooms. Mawah, NJ: Lawrence Erlbaum Associates
Greer, B., et al. (2009) Culturally responsive mathematics education. New York, NY: Routledge
Haberman, Martin (1995) Star Teachers of Children in Poverty West Lafayette, IN:
Kappa Delta Pi
Haberman, Martin (1995) Star Administrators of Children in Poverty West Lafayette,
IN: Kappa Delta Pi
Harrison, B. (2001) Collaborative programs in indigenous communities: From fieldwork to practice. Walnut
Creek, CA: AltaMira Press
Hollins, Etta R. & Oliver, Eileen I. (eds) (1999) Pathways to success: culturally responsive teaching NJ:
Lawerance Erlbaum
Hueterman, T. (1995) The burning horse: The japanese-american experience in the yakima valley 19201942 Cheney, WA: EWU Press
Revised 6/6/12
Jaeger, R.M. (ed) (1997) Complementary Methods for Research in Education Washington, D.C.: AERA
King. L. & Schielmann, S. (2004) The challenge of indigenous education: Practice and perspectives, Paris:
United Nations Educational,Scientific and Cultural Organization
Klug, B. J. & Whitfield, P. (2003) Widening the Circle: culturally relevant pedagogy for american indian
children NY: Routledge/Falmer
Ladson-Billings, G. (1997). The Dreamkeepers: Successful Teachers of African-American Children. San
Francisco: Josey-Bass Publishers
Lee, E., Menkart, D., & Okazawa-Rey, M. (Eds.) (1998). Beyond Heroes and holidays: A practical guide to
K12 anti-racist, multicultural education and staff development. Washington D.C.: Network of Educators
on the Americas
Lindsey, R.B., Robins, K.N., & Terrell, R.D. (1999) Cultural proficiency: a manual for school leaders
Thousand Oaks, CA: Corwin Press
Lowmawaima, K.T. and McCarty (2006) To remain an Indian: Lessons in democracy from a century of
native
american education New York: Teachers College Press
McKenzie, K.B. and Skrla, L. (2011) Using Equity Audits in the Classroom to Reach and Teach All Students.
Thousand Oaks,CA: Corwin
Moule, J. (2010). Cultural competence: A primer for educators. (2nd Edition) Belmont, CA: Thomson
Wadsworth
Multicultural Think Tank (2002) Call to action. Olympia: Unity Project-OSPI
Murrell, P.C. (2002) African centered pedagogy. Albany, NY: State University of New York Press
Nabobo-Baba, U. (2006) Knowing and learning: An indigenous fijian approach Suva, Fiji: University of the
South Pacific
Nagayam, G. & Okazama, S. (2003) Asian american psychology, Washington D.C.: American Psychological
Association
Nichols, E.J., et al (1986) “Cultural Foundations of Teaching Black Children” in Teaching Mathematics,
Vol 1. Washington, D.C.: Institute for Independent Education
Ochoa, G.L. (2007) Learning from latino teachers. San Francisco: Jossey-Bass
Padilla, A.M. (ed) (1994) Hispanic psychology: Critical issues in theory and practice. Thousand Oaks, CA:
Sage Publications
Park, C.C. & Mei-Ying Chi, M. (eds) (1999) Asian-American Education. Westport, CT: Bergin & Garvey
Pipher, M. (2002) The Middle of everywhere; The worlds refugee’s come to our town New York: Harcourt,
Inc.
Pope-Davis, D.B. and Coleman, H.L.K. (1996) Multicultural counseling competencies: Assessment
education, Training and Supervision New York: Sage
Rendon, L.I. (2009) Sentipensante pedagogy . Sterling, VA: Stylus Publishing
Revised 6/6/12
Reynolds, A.L. (1999) “Working with children and adolescents in the schools: Multicultural counseling
implications”. In Sheets, R.H. and Hollins, E.R., Racial and ethnic identity in school practices
(pp.213-227) Mahwah, NJ: Lawrence Earlbaum Associates
Romo, H. D. (1999) Reaching Out: best practices for educating Mexican-origin children and youth
Charleston, WV: ERIC/AEL
Saifer, S., Edwards, K., Ellis, D., Ko, L. and Stuczynski, A. (2011) Culturally Responsive Standards-Based
Teaching (2nd Edition) Thousand Oaks, CA: Corwin
Scheuerman, R. (2005) The Wenatchee valley and it’s first peoples Walla Walla, WA: Color Press
Shade, B. J., Kelly, C. and Oberg, M. (1997) Creating Culturally Responsive Classrooms Washington,
D.C.: American Psychological Association
Shields, C.M., Bishop, R. and Mazawi, A.E. (2005). Pathologizing practices: the impact of deficit thinking on
education. New York: Peter Lang
Skrla, L., McKenzie, K.B. and Scheurich, J. J. (2009) Using Equity Audits to Create Equitable and Excellent
Schools. Thousand Oaks, CA: Corwin
Sleeter, C. E. and Cornbleth, C. (Eds) (2011) Teaching with Vision: culturally responsive teaching in
standards-based classrooms. New York: Teachers College Press
Sleeter, C. E. and Grant, C. (2008). Making choices for multicultural education: Five approaches to race,
class, and gender. New York: Glencoe/McGraw Hill.
Sleeter, C. E. (2005) Un-Standardizing Curriculum: multicultural teaching in the standards-based classroom.
New York: Teachers College Press
Smith, G. P. (1998). Common sense about uncommon knowledge: The knowledge bases for diversity.
Washington D.C.: AACTE
Smith, L.T. (2002) Decolonizing methodologies: Research and indigenous peoples (5th ed.). New York: Zed
Books
Stalvey, Lois M. (1989) The Education of a WASP. Madison: University of Wisconsin Press
Sue, D., et al, (1998) Multicultural counseling competencies: Individual and organizational development
New York: Sage
Tatum, B. D. (1997) “Why Are All the Black Kids Sitting Together in the Cafeteria?” And Other
Conversations About Race. Boston: Basic Books.
Tiffany, J. (2006) Uncomfortable neighbors. Wenatchee, WA: El Mundo Press
Tharp, R.G., Estrada, P., Dalton, S.S., and Yamauchi, L.A. (2000) Teaching transformed: achieving
excellence, fairness, inclusion, and harmony. Boulder, CO: Westview Press
Valencia, Richard R. (Ed.) (2010) Dismantling Contemporary of Deficit Thinking. NY: Routledge
Valencia, Richard R. (Ed.) (1997) The Evolution of Deficit Thinking. NY: RoutledgeFlamer
Vygotsky, L.S. (1978). Mind in Society: The development of higher psychological processes. Cambridge,
MA: Harvard University Press
Revised 6/6/12
Washington StateTribal Sovereignty Curricullum Committee (2008) Since time immemorial: Tribal
sovereignty in washington state . ( http:www.indian-ed.org )
Wlodkowski, R.J. and Ginsberg, M.B. (1995). Diversity and motivation: Culturally responsive teaching.
San Francisco: Jossey-Bass Publishers
Young, J. and Braziel, J E. (eds) Race and the foundations of knowledge: Cultural amnesia in the academy
Urbana: University of Illinois Press
Also see the following URL’s
Washington State Commission on African America Affairs at: http;//www.caa.wa.gov
Washington State Commission on Asian Pacific American Affairs at: http;//www.capaa.wa.gov
Washington State Commission on Hispanic Affairs at: http;//www.cha.wa.gov
Washington State Governors Office of Indian Affairs at: http;//www.goia.wa.gov
Washington State Office of Superintendent of Public Instruction, Office of Native American Education, Tribal
Sovereignty Curriculum at: http;//www.indian-ed.org
Other Resources:
Densho Project
Wing Luke Museum
Washington State African American Museum
National Museum of the American Indian
Su Nombre Es Hoy : http://www.coedu.usf.edu/zalaquett/hoy
Revised 6/6/12