School of Teacher Education
San Diego State University
Seminar on Social and Cultural Foundations of
Multicultural Education
ED 801
Course Syllabus
Fall 2014
Tuesdays @ 4
3 Units
Dr. André J. Branch
Office: BAM 211A
Phone: 656-7835
The College of Education’s conceptual framework focuses on developing effective, evidence-based
practice among candidates for initial certification, refining effective practice among working professionals
pursuing advanced certification and degrees, and identifying effective practice through faculty research.
Vision
The College produces effective professionals, new knowledge, and partnerships with the field of practice that
make a difference in the lives of the clients we serve.
Mission
The College prepares effective professionals (LEARN) for a variety of societal service delivery and
leadership roles across a range of settings including schools, post secondary institutions, social service
agencies, and vocational rehabilitation organizations. The College contributes to the knowledge base in both
educational theory and practice through professional inquiry and scholarship (DISCOVER). The College
engages in strategic partnerships with the field of practice to improve client outcomes, to increase
institutional effectiveness, and to promote social justice (ENGAGE).
Course Introduction
This Seminar on Social and Cultural Foundations of Multicultural Education is designed
to introduce students to some of the social and cultural parameters that have contributed
to the shaping of American society and affected developments in education in the last two
decades. The course will focus on the impact that these developments have had on the
discipline of multicultural education and on human social behavior in pluralistic societies.
Student Learning Outcomes
2
Students will be able to name at least three scholars and discuss how their work has
contributed to the development of multicultural education
Students will be able to produce manuscripts to be published in peer-reviewed journals
Contacting Me
I will be delighted to meet with you to help you succeed in this course. Please contact me
using one of the methods below.
Office Hours:
By appointment
Office:
EBA 211A
Telephone:
(619) 315.7035 (C); (619) 594.2722 (O); (619) 656.7835 (H)
E-mail:
abranch@mail.sdsu.edu
Mailbox:
EBA, Rm. 255 (you may leave messages but
not assignments unless prior arrangements have been
made)
Required Readings
Banks, J. A. (1993). The Canon Debate, Knowledge Construction, and Multicultural
Education, Educational Researcher, 22, 5, 4-14.
Banks, J. (2004). Multicultural education: Historical development, dimensions, and
practice. In J. Banks & C. A. M. Banks (Eds.), Handbook of research on
multicultural education (2nd Ed.) (pp. 3-29). Jossey-Bass: San Francisco.
Bell, D. (2009). Brown v. Board of Education and the Interest Convergence Dilemma. In
D. Gilborn & G. Ladson-Billings (Eds.), Foundations of Critical Race Theory in
Education (pp. 73-84). New York: Routledge.
Branch, A. J. (2001). Increasing the numbers of teachers of color in teacher education.
Educational Forum, 65, 3, 254-261.
Branch, A. J. (2005). Practicing multicultural education : Answering recurring questions
about what it is (not). In M. C. Brown & R. R. Land (Eds.), The politics of curricular
change (pp. 143-161). Peter Lang: New York.
3
Branch, A. J. (2014a). Ethnic Identity Exploration in Education Promotes African
American Male Student Achievement. Journal of African American Males in
Education, 5, 1, 97-104.
Branch, A. J. (2014b). Teaching Subject Matter Content While Promoting Ethnic Identity
Development: A Model of Ethnic Identity Exploration in Education. Unpublished
Manuscript.
Darder, A. (1991). Culture and power in the classroom: A critical foundation for bicultural
education (Chaps. 3-4). Westport, Connecticut: Bergin & Garvey. PDF to be
provided.
Freire, P. (2000 [1970]). Pedagogy of the opressed (Chaps. 1-2). New York: Continuum.
LINK to READING:
http://selforganizedseminar.files.wordpress.com/2011/08/freire_ped
agogy_oppresed1.pdf
Gay, G. (1983). Multiethnic Education: Historical Developments and Future Prospects, Phi
Delta Kappan, 64, 8, 560-563.
Goodwin, A.L. (2010). Curriculum as colonizer (Asian) American education in the current
U.S. context. Teachers College Record, 112, 12, 3102-3138.
Ladson-Billings, G. (2005). Is the team all right? Diversity and teacher education. Journal
of Teacher Education, 56, 3, 229-234.
Ladson-Billings, G. (2009). Just What Is Critical Race Theory and What’s It Doing in a
Nice Field Like Education? In D. Gilborn & G. Ladson-Billings (Eds.), Foundations
of critical race theory in education (pp. 17-36). New York: Routledge.
Leonardo, Z. (2009). The Color of Supremacy: Beyond the Discourse of ‘White Privilege.’
In D. Gilborn & G. Ladson-Billings (Eds.), Foundations of Critical Race Theory in
Education (pp. 261-276). New York: Routledge.
McIntosh, P. (1988). White privilege and male privilege: A personal account of coming to
see correspondences through work in women’s studies (Working Paper No. 189).
Wellesley, MA: Wellesley College Center for Research on Women.
Melley, B. (2014). Los Angeles judge tells California it must educate all children who
don't speak English. Daily Journal. Retrieved from
http://www.smdailyjournal.com/articles/wnews/2014-08-13/judge-tellscalifornia-to-teach-english-learners/1776425128279.html
Nieto, S. (2000). Placing equity front and center: Some thoughts on transforming teacher
education for a new century. Journal of Teacher Education, 51 (3), 180-187.
4
Ochoa, A. (2003). The Ochoa Paradigm: Models of Cultural Pluralism. Unpublished
Manuscript.
Paik, S. & Walberg, H. (Eds.) (2008). Narrowing the achievement gap: Strategies for
educating Latino, Black, and Asian students. New York: Springer.
Pang, V. O., Han, P. P., & Pang, J. M. (2011). Asian American and Pacific Islander Students:
Equity and the achievement gap. Educational Researcher, 40, 378-389.
Parker, L. & Lynn, M. (2009). What’s Race Got to Do With It? Critical Race Theory’s
Conflicts With and Connections to Qualitative Research Methodology and
Epistemology. In D. Gilborn & G. Ladson-Billings (Eds.), Foundations of Critical
Race Theory in Education (pp. 148-161). New York: Routledge.
Prince, R. (2014). Is ‘acting white’ an ‘overstated’ idea? Maynard Institute. Retrieved
from http://mije.org/richardprince/how-overstated-notion-acting-white
Sleeter, C. E. (2001). Preparing teachers for culturally diverse schools: Research and the
Overwhelming presence of Whiteness. Journal of Teacher Education, 52, 94-106.
Sleeter, C. & Grant, C. A. (1987). An analysis of multicultural education in the United
States. Harvard Educational Review, 57, 4, 421-444.
Spring, J. (2010). Deculturalization and the Struggle for Equality (6th ed.). New York: The
McGraw-Hill.
Steele, C. M. (1997). A threat in the air: How stereotypes shape identity and performance.
American Psychologist, 52, 6, 613-629.
Tatum, B. D. (2009). Teaching White Students About Racism: The Search for Whites Allies
and the Restoration of Hope. In D. Gilborn & G. Ladson-Billings (Eds.),
Foundations of Critical Race Theory in Education (pp. 277-288). New York:
Routledge.
Valencia, R. (2010). Dismantling Contemporary Deficit Thinking: Educational Thought
and Practice (Critical Educator) Paperback.
Recommended Readings
Marcuse, Herbert. "Philosophy and Critical Theory," in D. Ingram & J. Simon-Ingram
(Eds), Critical Theory: The Essential Readings (pp. 5-19). Originally published in
Zeitschrift für Sozialforschung, vol. VI, 1937.
Duncan-Andrade, J. & Morrell, E. (2008). "Critical pedagogy in an urban high school
English classroom." In J. Duncan-Andrade & E. Morrell, The art of critical
5
pedagogy: Possibilities for moving from theory to practice in urban schools. New
York: Peter Lang. PDF to be provided.
Ellsworth, E. (1989). Why doesn’t this feel empowering? Working through the repressive
myths of critical pedagogy. Harvard Educational Review, 59(3), 297–324.
Assignments
One-page Reading Responses
Students are required to read the articles assigned for each class session and be prepared
to discuss them critically during the class session. In preparation for these discussions,
please think critically about the idea(s) presented in the readings. Choose an idea, theme,
or concept from an article or collection of articles, and identify a quotation that
represents the idea, theme, or concept. Then write a one-page paper in which you
discuss the idea, theme, or concept from the article or collection of articles. The subject
of your one-page paper may be a question that was not answered in the article. Perhaps
you have a position about an idea raised in the article. Write down the reasons you think
this certain idea is especially worthwhile or would be effective in a given environment; or
discuss why you believe a certain concept, theme, or idea from the article is woefully
misrepresented, or would not work well in any environment. Be prepared to discuss the
quotation and your critical thoughts about what you have written in class. Be prepared to
support your assertions with data from your experience or publications you have read.
These one-page reading responses must be double-spaced, use 12 point font, have oneinch margins on all sides, and fill the page.
Seminar Paper
All students will write a paper to be published in a scholarly journal. The topic of the
paper will be consistent with the topic of our course: Socio-Cultural Foundations of
Multicultural Education. There will be seven parts of the paper. The first four of these
sections will be completed, revised, and submitted for credit toward the overall grade for
the seminar paper. Detailed instructions will be provided for all sections of the paper:
Abstract, Introduction, Research Questions, Conceptual Framework, Literature Review,
Argument Conclusions/Recommendations. The Seminar Paper must be double-spaced,
use 12-point font, and have one-inch margins on all sides. Students must be sure that
their entire paper conforms to the guidelines of the APA Style Manual (6th edition).
Scholarly journals require strict adherence to the style manual chosen for their journals.
As all student papers will be published in a scholarly journal, writing your Seminar Paper
will give you practice using proper formatting using the APA Style Manual.
Grading
There are a total of 100 points designed into this course. Grading will be based on the
quality of the completed following assignments.
Weekly one-page response papers
10
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Seminar Paper
Abstract (5)
Introduction (10)
Research Questions (10)
Conceptual Framework (20)
Literature Review (20)
Findings (10)
Conclusions/Recommendations (10)
Strict adherence to APA Style (5)
90
Grading Scale
For a grade of “A,” students will earn at least 93 points
For a grade of “B,” students will earn at least 85 points
For a grade of “C,” students will earn at least 76 points
For a grade of “D,” students will earn at least 65 points
Your grades are private matters. Please call or come in to see me to discuss questions or
concerns about your grades.
Class Policies
Participation
You are expected to be on time for each class session and to participate in the planned
learning activities during the entire class. Because you are graduate students, I will not
waste time, space, and energy reminding you of the money you spend for courses, or the
money you waste by not taking advantage of every opportunity to engage with your
colleagues about the scintillating topics within the discipline of multicultural education.
Students With Disabilities
If you have or think that you may have a disability, please immediately contact SDSU
Student Disability Services (SDS) at http://www.sa.sdsu.edu/sds/index.html. Once you
have established a formal dialog with SDS, please contact me so that we can all work
together to provide effective accommodations for your specific needs.
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Assignments
Students may turn in assignments early, but not late. In the rare event that assignments
are accepted late, one point will be subtracted from the grade for each day the assignment
is late.
Tentative Schedule of Reading Assignments And Topics for Examination
The following is a tentative schedule of reading assignments and topics to be examined.
As we are humans, we may need more time on any of the topics below. Thus, the
schedule is subject to change. For example, students should have read, and be prepared
to discuss, the required readings by Banks and Sleeter & Grant by the time our class
meets on 2 September 2014 (Session Two).
Session One 26 Aug. 2014
Tonight we will introduce ourselves to each other and be introduced to Multicultural
Education. We will ask and answer the question, “What were the historical antecedents to
Multicultural Education?”
Banks, J. (2004). Multicultural education: Historical development, dimensions, and
practice. In J. Banks & C. A. M. Banks (Eds.), Handbook of research on
multicultural education (2nd Ed.) (pp. 3-29). Jossey-Bass: San Francisco.
Branch, A. J. (2005). Practicing multicultural education : Answering recurring questions
about what it is (not). In M. C. Brown & R. R. Land (Eds.), The politics of curricular
change (pp. 143-161). Peter Lang: New York.
Session Two 2 Sept. 2014
Tonight we ask, “What is Multicultural Education?” We review conceptualizations of
Multicultural Education.
Banks, J. A. (1993). The canon debate, knowledge construction, and Multicultural
Education, Educational Researcher, 22, 5, 4-14.
Pang, V. O., Shimogori, Y., Stein, R., Garcia, F., Gomez, M., & Matas, A. (2012).
Multicultural Education. In S. Totten & J. Pedersen (Eds.), Educating about social
issues in the 20th and 21st centuries: A critical annotated bibliography volume one
(pp. 321-350). Charlotte, North Carolina: Information Age Publishing.
Sleeter, C. & Grant, C. A. (1987). An analysis of multicultural education in the United
States. Harvard Educational Review, 57, 4, 421-444.
Session Three 9 Sept. 2014
8
Tonight Dr. Cristian Aquino-Sterling will lead our investigation of Critical Pedagogy, and
help us understand its relevance to Multicultural Education?
Required Readings
Darder, A. (1991). Culture and power in the classroom: A critical foundation for bicultural
education (Chaps. 3-4). Westport, Connecticut: Bergin & Garvey. PDF to be
provided.
Freire, P. (2000 [1970]). Pedagogy of the opressed (Chaps. 1-2). New York: Continuum.
LINK to READING:
http://selforganizedseminar.files.wordpress.com/2011/08/freir
e_pedagogy_oppresed1.pdf
Recommended Readings
Marcuse, Herbert. "Philosophy and Critical Theory," in D. Ingram & J. Simon-Ingram
(Eds), Critical Theory: The Essential Readings (pp. 5-19). Originally published in
Zeitschrift für Sozialforschung, vol. VI, 1937.
Duncan-Andrade, J. & Morrell, E. (2008). "Critical pedagogy in an urban high school
English classroom." In J. Duncan-Andrade & E. Morrell, The art of critical
pedagogy: Possibilities for moving from theory to practice in urban schools. New
York: Peter Lang. PDF to be provided.
Ellsworth, E. (1989). Why doesn’t this feel empowering? Working through the repressive
myths of critical pedagogy. Harvard Educational Review, 59, 3, 297–324.
Session Four 16 Sept. 2014
Dr. Alberto Ochoa will discuss The Ochoa Paradigm: Models of Cultural Pluralism
Ochoa, A. (2003). The Ochoa Paradigm: Models of cultural pluralism. Unpublished
Manuscript.
Your seminar paper Introduction is due tonight.
Session Five 23 Sept. 2014
Equity Pedagogy, an essential element of Multicultural Education will be discussed
tonight.
Nieto, S. (2000). Placing equity front and center: Some thoughts on transforming teacher
education for a new century. Journal of Teacher Education, 51 (3), 180-187.
Pang, V. O., Han, P. P., & Pang, J. M. (2011). Asian American and Pacific Islander students:
Equity and the achievement gap. Educational Researcher, 40, 378-389.
9
Valencia, R. (2010). Dismantling Contemporary Deficit Thinking: Educational Thought
and Practice (Critical Educator) Paperback.
Your research question is due tonight.
Session Six 30 Sept. 2014
Tonight we will drill deeper into Equity Pedagogy by focusing on increasing academic
achievement for all learners using Branch’s model of Ethnic Identity Exploration in
Education. The question that will guide our thinking is, “How can we increase academic
achievement for all learners while facilitating their ethnic identity development?”
Branch, A. J. (2014a). Ethnic identity exploration in education promotes African
American male student achievement. Journal of African American Males in
Education, 5, 1, 97-104.
Branch, A. J. (2014b). Teaching subject matter content while promoting ethnic identity
development: A model of ethnic identity exploration in education. Unpublished
Manuscript.
Gay, G. (1983). Multiethnic education: Historical developments and future prospects. Phi
Delta Kappan, 64, 8, 560-563.
Session Seven 7 Oct. 2014
Dr. Cristina Alfaro will help us answer the questions, “What role did Bi-lingual Education
play in the development of Multicultural Education?” and “What role does Bilingual Education play in Multicultural Education today?”
Dr. Alfaro will provide required readings for tonight’s class.
Supplementary Readings
Cadiero-Kaplan, Karen (2004). The literacy curriculum & bilingual education: A critical
examination. New York: Peter Lang.
Melley, B. (2014). Los Angeles judge tells California it must educate all children who
don't speak English. Daily Journal. Retrieved from
http://www.smdailyjournal.com/articles/wnews/2014-08-13/judge-tellscalifornia-to-teach-english-learners/1776425128279.html
The conceptual framework for your paper is due tonight.
Session Eight 14 Oct. 2014
10
Tonight we will consider how Critical Race Theory can help us understand racial
prejudice and provide us with strategies for designing academic success for our students.
Bell, D. (2009). Brown v. Board of Education and the Interest Convergence dilemma. In
D. Gilborn & G. Ladson-Billings (Eds.), Foundations of critical race theory in
education (pp. 73-84). New York: Routledge.
Ladson-Billings, G. (2009). Just what is Critical Race Theory and what’s it doing in a nice
field like education? In D. Gilborn & G. Ladson-Billings (Eds.), Foundations of
critical race theory in education (pp. 17-36). New York: Routledge.
Parker, L. & Lynn, M. (2009). What’s race got to do with it? Critical Race Theory’s
conflicts with and connections to qualitative research methodology and
epistemology. In D. Gilborn & G. Ladson-Billings (Eds.), Foundations of critical
race theory in education (pp. 148-161). New York: Routledge.
Session Nine 21 Oct. 2014
How does an interrogation of White Privilege improve our understanding of the
foundations of multicultural education? Do questions about Whiteness have any place in
present day understandings of multicultural education? We will explore these issues
tonight.
Leonardo, Z. (2009). The color of supremacy: Beyond the discourse of ‘White Privilege.’
In D. Gilborn & G. Ladson-Billings (Eds.), Foundations of critical race theory in
education (pp. 261-276). New York: Routledge.
McIntosh, P. (1988). White privilege and male privilege: A personal account of coming to
see correspondences through work in women’s studies (Working Paper No. 189).
Wellesley, MA: Wellesley College Center for Research on Women.
Your review of literature for your seminar paper is due tonight.
Session Ten 28 Oct. 2014
The Whiteness of Teacher Education and its implications for Multicultural Education.
Branch, A. J. (2001). Increasing the numbers of teachers of color in teacher education.
Educational Forum, 65, 3, 254-261.
Ladson-Billings, G. (2005). Is the team all right? Diversity and teacher education. Journal
of Teacher Education, 56, 3, 229-234.
Sleeter, C. E. (2001). Preparing teachers for culturally diverse schools: Research and the
Overwhelming presence of Whiteness. Journal of Teacher Education, 52, 94-106.
11
Tatum, B. D. (2009). Teaching White Students About Racism: The Search for Whites Allies
and the Restoration of Hope. In D. Gilborn & G. Ladson-Billings (Eds.),
Foundations of Critical Race Theory in Education (pp. 277-288). New York:
Routledge.
Session Eleven 4 Nov. 2014
What role did the deculturalization of ethnic groups play in the development of
multicultural education?
Goodwin, A.L. (2010). Curriculum as colonizer (Asian) American education in the current
U.S. context. Teachers College Record, 112, 12, 3102-3138.
Spring, J. (2010). Deculturalization and the struggle for equality (6th ed.). New York: The
McGraw-Hill.
Session Twelve 18 Nov. 2014
Educators have been preoccupied with understanding achievement gaps. Tonight we will
investigate these various gaps and generate strategies for eliminating achievement gaps.
Gregory, A., Skiba, R. J., & Noguera, P. Achievement gap and the discipline gap: Two
sides of the same coin. Educational Researcher, 39, 1, 59-68.
Paik, S. & Walberg, H. (Eds.) (2008). Narrowing the achievement gap: Strategies for
educating Latino, Black, and Asian students. New York: Springer.
Prince, R. (2014). Is ‘acting white’ an ‘overstated’ idea? Maynard Institute. Retrieved
from http://mije.org/richardprince/how-overstated-notion-acting-white
Steele, C. M. (1997). A threat in the air: How stereotypes shape identity and performance.
American Psychologist, 52, 6, 613-629.
Session Thirteen 25 Nov. 2014
Student Presentations
Tonight three of our colleagues will present their seminar papers.
Session Fourteen 2 Dec. 2014
Student Presentations
Tonight three of our colleagues will present their seminar papers.
Your Complete Seminar Papers are due tonight.
12
Session Fifteen 9 Dec. 2014
Student Presentations
Tonight three of our colleagues will present their seminar papers.