I. EDUC 2120
EXPLORING SOCIOCULTURAL PERSPECTIVES ON
DIVERSITY IN EDUCATIONAL CONTEXTS
Department of Inclusive Education
Kennesaw State University
Fall, 2007
II.
INSTRUCTOR:
TBA
III.
Class Sessions:
TBA
IV.
Texts:
Noel, J. (2000). Developing multicultural educators. Long Grove, IL: Waveland Press.
Banks, J. & Banks, C. A. (Eds.). (2007). Multicultural education: Issues and perspectives
(6th ed.). Hoboken, NJ: John Wiley & Sons.
Other Recommended Texts:
Abelove, J. (1998). Go and come back. New York: Puffin Books.
Cushner, K. A., McClelland, & Stafford, P. (2003). Human diversity in education: An
integrative approach (4th ed.). Boston: McGraw Hill.
Heward, W. L. (2006). Exceptional Children (8th ed.). Merrill.
Kozol, J. (1991). Savage inequalities: Children in American’s schools. New York:
Harper Perennial.
Martin, J. N. & Nakayama, T. K. (2004). Intercultural communication in contexts (3rd
ed.). Boston: McGraw Hill.
Nieto, S.(2003). Affirming diversity: The sociopolitical context of multicultural education
(3rd ed.). White Plains, NY: Longman.
Rothenberg, P.S. (2001). Race, class, and gender in the United States (5th Ed.). New
York: Worth Publishers.
Seligman, M. & Darling, R.B. (1997). Ordinary families, special children: A systems
approach to childhood disability (2nd Ed.). New York: The Guilford Press.
Swadener, B. B. & Lubeck, S. (Eds.). (1995). Children & families “at promise”. New
York: SUNY Press.
Tatum, B. (1997). Why are all the Black kids sitting together in the cafeteria? And other
conversations about race. New York: Basic Books.
Wood, J.W. (2006). Teaching students in inclusive settings (5th Ed.). Merrill.
Pang, V. (2002). Multicultural education: A caring centered, reflective approach.
Boston: McGraw Hill..
V.
Catalog Description: Given the rapidly changing demographics in our state and
country this course is designed to equip future teachers with the fundamental
knowledge of understanding culture and teaching children from diverse
backgrounds. Specifically, this course is designed to examine 1) the nature and
function of culture; 2) the development of individual and group cultural identity;
3) definitions and implications of diversity, and 4) the influences of culture on
learning, development, and pedagogy.
VI. Purpose/Rationale: This course is designed to provide the teacher candidate with
an opportunity to examine their personal and sociocultural perspectives on
diversity and the implications of these perspectives for educational practice.
Teacher candidates will participate in an exploration and observation of the
school setting and intercultural communication and pedagogy.
VII. Conceptual Framework Summary: Collaborative Development of Expertise in
Teaching and Learning. The Professional Teacher Education Unit (PTEU) at
Kennesaw State University is committed to developing expertise among
candidates in initial and advanced programs as teachers and leaders who possess
the capability, intent and expertise to facilitate high levels of learning in all of
their students through effective, research-based practices in classroom instruction,
and who enhance the structures that support all learning. To that end, the PTEU
fosters the development of candidates as they progress through stages of growth
from novice to proficient to expert and leader. Within the PTEU conceptual
framework, expertise is viewed as a process of continued development, not an
end-state. To be effective, teachers and educational leaders must embrace the
notion that teaching and learning are entwined and that only through the
implementation of validated practices can all students construct meaning and
reach high levels of learning. In that way, candidates are facilitators of the
teaching and learning process. Finally, the PTEU recognizes, values and
demonstrates collaborative practices across the college and university and extends
collaboration to the community-at-large. Through this collaboration with
professionals in the university, the public and private schools, parents and other
professional partners, the PTEU meets the ultimate goal of assisting Georgia
schools in bringing all students to high levels of learning.
VIII. Knowledge Base: Teacher development is generally recognized as a continuum
that includes four phases: preservice, induction, in-service, renewal (Odell,
Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that the concept of
expertise is central to analyzing the teaching-learning process, the teacher
education faculty at KSU believes that the concept of expertise is central to
preparing effective classroom teachers and teacher leaders. Researchers describe
how during the continuum phases teachers progress from being Novices learning
to survive in classrooms toward becoming Experts who have achieved elegance in
their teaching. We, like Sternberg (1998), believe that expertise is not an end-state
but a process of continued development.
The knowledge base for diversity in educational contexts continues to develop
rapidly as our world shrinks. The historical frameworks include changing
demographics, political action, and policy issues. Current directions are more
focused on the development of personal understanding of the impact of culture on
the world view and practices of the teacher and on understanding the impact of
culture on student learning needs. The field draws on research literature from
educational psychology, psychology and sociology. The emphasis in this class
will be on developing skills in self-reflection and application to education.
IX. Technology Standards for Educators are required by the Professional
Standards Commission: Telecommunication and information technologies will be
integrated throughout the teacher preparation program, and all candidates must be
able to use technology to meet Georgia Technology Standards for Educators.
During the courses, candidates will be provided with opportunities to explore and
use instructional technology and master use of internet and productivity tools.
Resources and activities for this course will be provided on the web to model
effective use of technology. Technology emphasis will include classroom
computers, computer databases (library access programs, internet and email), CDROM programs, adaptive /assistive for special needs and learning materials.
There will be an emphasis on internet resources for information. Students will
learn to evaluate websites for bias and to identify culturally responsive internet
sites that would be appropriate for all P-12 students.
X.
Field Experiences: While participating in all field experiences, you are
encouraged to be involved in a variety of school-based activities directed at the
improvement of teaching and learning. Activities may include, but are not limited
to, tutoring students, assisting teachers or other school personnel, attending school
board meetings, and participating in education-related community events. As you
continue your field experiences, you are encouraged to explore every opportunity
to learn by doing.
Students will be expected to participate in field experiences which provide them
insights into understanding diversity and culture. Some options will involve
observations within the ‘other’ culture as well as the student’s own culture.
Students will become culturally immersed in a culture other than their own
providing insight into the lives of the future culturally diverse students. These
field experience site may included after-school tutoring, homeless shelters,
volunteer programs, community centers, church-related facilities, day treatment
programs, and work in adult literacy, special education resource rooms, or family
literacy programs. The institution has or may have contacts with local programs,
but it is up to the individual students to make the actual arrangements for
scheduling and involvement. The student should pick an environment where they
can observe a cultural community that is radically different from their own.
XI.
Diversity Statement: A variety of materials and instructional strategies will be
employed to meet the needs of the different learning styles of diverse learners in
class. Candidates will gain knowledge as well as an understanding of
differentiated strategies and curricula for providing effective instruction and
assessment within multicultural classrooms. One element of course work is
raising candidate awareness of critical multicultural issues. A second element is
to cause candidates to explore how multiple attributes of multicultural populations
influence decisions in employing specific methods and materials for every
student. Among these attributes are ethnicity, race, socioeconomic status,
gender, giftedness, disability, language, religion, family structure, sexual
orientation, and geographic region. An emphasis on personal, cultural, world
view and communication style differences provides a background for the
consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations
for persons defined as disabled under Section 504 of the Rehabilitation Act of
1973 or the Americans with Disabilities Act of 1990. A number of services are
available to support students with disabilities within their academic program. In
order to make arrangements for special services, students must visit the Office of
Disabled Student Support Services (770-423- 6443) and develop an individual
assistance plan. In some cases, certification of disability is required.
Please be aware that there are other support/mentor groups on the campus of
Kennesaw State University that address each of the multicultural variables
outlined above. For more information contact the Student Life Center at 770-4236280.
XII. Goals and Objectives: The KSU teacher preparation faculty is strongly committed
to the concept of teacher preparation as a developmental and collaborative process.
Research for the past 25 years has described this process in increasingly complex
terms. Universities and schools must work together to successfully prepare teachers
who are capable of developing successful learners in today’s schools and who
choose to continue their professional development.
As a result of the satisfactory fulfillment of the requirements of this course, the
student will demonstrate a broad base of Knowledge, Skills and Dispositions.
1.
2.
3.
4.
Examine the nature and function of culture.
Explore how history and culture shape world views.
Examine the development of his/her own cultural identity and learning styles.
Develop and apply strategies for observing, analyzing, and comparing differences
related to family structures, socioeconomic status, abilities/disabilities and culture.
5. Articulate strategies for teaching culturally diverse students in the classroom.
6. Identify school practices and policies that perpetuate and maintain achievement
gaps, including negative stereotypes, related to race, class, persons with disabilities,
gender, sexual orientation, and other forms of prejudice and discrimination.
7. Identify educators’ cultural practices and expectations that perpetuate and maintain
achievement gaps.
8. Identify strategies that creatively deal with challenges and differences between the
cultures of educators and students.
9. Identify assets and values of diverse populations to bring student learning to higher
levels.
XIII. Course Requirements/Assignments
Class attendance & participation: Students are expected to sign in for class each
session and participate in all class activities. Your attendance and thoughtful
participation are valued and expected. Many class and/or online activities will
focus on case studies, role playing, simulations, cooperative learning, vignettes,
community immersion trips, and discussion of field experiences and journaling,
all of which require active participation. Such active participation is critically
important to your learning, particularly in a class centered on personal
experiences and how they help you understand culture and impact you as a
teacher. Participation includes demonstrating a spirit of inquiry as an educator,
initiative, enthusiasm, and critical examination of topics in our reading and
discussions, and cooperation in fulfilling the responsibilities of this experience.
In-class application activities: Students will participate in simulations and
application activities. Students will submit reflective journal assignments relating
applications of class discussion to their teaching practice. Throughout the
semester, students will maintain a reflective journal (may also be posted on WebCT) that describes the new concepts, perceptions and attitudes gained during the
semester. They will include modifications that they have made in their thinking
and perceptions in regard to culture and its impact on teaching and learning as a
result of this semester’s experiences and evidence of professional growth and
demeanor. Some of the course assignments will be integrated into the journal.
Objective exams: Objective format exams will be administered covering content
of text and related in-class presentations.
Observation Activity (see attached rubric): Each candidate will complete a
field experience reflecting an immersion in a new cultural context. To
demonstrate mastery of class objectives, candidates will submit a reflective
journal entry relating their experience to class discussion, text, and other sources.
The focus will be on the impact of this experience on their own view of culture
and cultural differences. .

Evaluation will include spelling, punctuation, grammar, clarity of
expression and content analysis

The purpose of this activity is to provide candidates the opportunity to
relate data gathered in the observation to concepts covered in the text,
class, and other sources.

Candidates will discuss the manner in which the information will affect
their practice and beliefs. This means there should be some reference to
class discussions, professional literature, and/or text.

Reflections should include description, analysis, and application of ideas.
Each candidate must submit a Verification of Liability Insurance form to the
Instructor before the date of the scheduled immersion experience.
To ensure professionalism in the observation, the following procedure is
recommended:

Dress appropriately during your immersion experience.

BE ON TIME FOR APPOINTMENTS AND OBSERVATIONS.

You may sit quietly in the background or you may participate in activities.

ALL INFORMATION WILL BE CONFIDENTIAL.
REMEMBER CONFIDENTIALITY MUST BE MAINTAINED. Anything you
observe or discuss is strictly confidential. Do not discuss what you see or hear
with anyone. Your report must NOT include any identifying information. Any
report that contains such information will be returned for revision without a grade
or feedback other than the necessity to conform to confidentiality requirements.
XIV. Evaluation and Grading
Requirement
Class attendance, in class activities, homework &
participation
Objective exams
Immersion activity
XV.
Course
Objectives
2
ACADEMIC HONESTY: Every KSU student is responsible for upholding the
provisions of the Student Code of Conduct, as published in the Catalog. Section II
of the Student Code of Conduct addresses the University's policy on academic
honesty, including provisions regarding plagiarism and cheating, unauthorized
access to University materials, misrepresentation/falsification of University
records or academic work, malicious removal, retention, or destruction of library
materials, malicious/intentional misuse of computer facilities and/or services, and
misuse of student identification cards. Incidents of alleged academic misconduct
will be handled through the established procedures of the University Judiciary
Program, which includes either an "informal" resolution by a faculty member,
resulting in a grade adjustment, or a formal hearing procedure, which may subject
a student to the Code of Conduct's minimum one semester suspension
requirement.
The student is reminded to consult pp. 253-254 of the 2006-2007 KSU
Undergraduate Catalog for the University's policy. Any strategy, which has the
appearance of improving grades without increasing knowledge, will be dealt with
in accordance with the University's policy on academic honesty.
CLASS PARTICIPATION: Students are expected to attend all class sessions
and be active participants in the learning process. Class activities will include
discussion, role playing and group collaborative activities requiring the
participation of all students. Students have many experiences and skills, which
they can share to facilitate everyone's learning. Evaluation will include
attendance, communication and collaboration skills demonstrated during class.
DISRUPTIVE BEHAVIOR: The University has a stringent policy and
procedure for dealing with behavior that disrupts the learning environment.
Consistent with the belief that your behavior can interrupt the learning of others,
behavior that fits the University's definition of disruptive behavior will not be
tolerated. (See Campus Policies and Procedures pp. 254-255 of the 2006- 2007
KSU Undergraduate Catalog).
HUMAN DIGNITY: The University has formulated a policy on human relations
that is intended to provide a learning environment, which recognizes individual
worth. That policy is found on p.268 in the 2006-2007 KSU Undergraduate
Catalog. It is expected, in this class, that no student should need reminding but
the policy is there for your consideration. The activities of this class will be
conducted in both the spirit and the letter of that policy.
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