EDCI XXX: Multicultural Education in a Global Society
Instructors: Keonghee Tao Han & Melissa Saul
Office locations: UI College of Education, Dept. of Curriculum & Instruction
Phone: (208) 885-2879
Email addresses: han@uidaho.edu msaul@uidaho.edu
Office hours: TBA
Class location: TBA
In order to learn to teach in a global society that is increasingly culturally and
linguistically diverse, prospective educators, as well as experienced educators and teacher
educators, need opportunities to examine much of what is usually unexamined in the tightly
braided relationships of language, culture, race, and power in school, schooling, society, and the
world around us. This kind of examination inevitably begins with our own histories as persons
in a community and as educators; our own experiences as members of particular races, classes,
and genders; and as students, parents, and educators in the world (Cochran-Smith, 1995) .
READINGS:
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Required texts:
Ways with Words: Language, Life and Work in Communities and Classrooms by Shirley Brice
Heath
Race, identity, and representation in education - Edited by Cameron McCarthy, Warren
Crichlow, Greg Demitriadis, and Nadine Dolby. Routledge.
The Dreamkeepers: Successful Educators of African American Students by Gloria LadsonBillings
Handbook of Research on Multicultural Education-Edited by James A. Banks, Cherry A.
McGee Banks
Required additional readings
Additional readings will be reserved on E-Reserve links.
COURSE DESCRIPTION:
Course is designed for: Graduate students interested in issues pertaining to education and
cultural diversity
Anticipated enrollment: approximately 20 students
Brief course description:
The primary emphasis in the course is the exploration and implementation of current
conceptions of quality instruction for students from diverse backgrounds in mainstream
classrooms. This course emphasizes that instruction should be designed to meet the needs of all
students by preparing them effectively to live and work in a democratic and pluralistic society.
Major themes and issues to be addressed in the course include exploring: (1) our own
backgrounds, beliefs, and practices relative to serving students whose backgrounds and
experiences may differ significantly from ours, (2) background information about the needs of
students from linguistically and culturally diverse backgrounds, (3) the lived experiences of
individuals from diverse cultural and linguistic backgrounds who can provide powerful
commentary on the complexities of crossing linguistic and cultural boundaries, and 4) planning
instruction that incorporates models of culturally responsive teaching and transformative
teaching/learning.
Course Objectives:
Participants will demonstrate the ability to:
 Articulate their individual positions in their schools and communities as cultural
beings
 Exhibit sensitivity to an understanding of foundations that allow them to be
sensitive to the needs of cultural diverse students
 Critically examine their institution’s current policies and practices and make needed
changes
 Begin to design and implement culturally relevant and responsive research and
instruction.
Instructional model:
As a graduate-level seminar, you can expect an instructional model emphasizing
variety with respect to: (1) the nature of assignments, and (2) instructional approaches
and participation structures. First, you are expected to thoughtfully and critically read all
assigned readings prior to the class period for which they are assigned. Readings are
provided in the course packet and required texts. You will find a schedule of due dates
for readings and assignments towards the end of this syllabus. You will be asked to
complete a variety of different kinds of writing tasks including, but not limited to, a
literature review, and a final course paper. You should also expect to do occasional inclass written reflections. All class participants will have the opportunity to help lead a
portion of a class discussion at least once throughout the semester. Second, you can
expect to engage in individual work, small-group work and discussions, whole-group
discussions, class presentations, and conferences with peers and instructor(s). Please note
that as a student in a graduate-level seminar, you can (and should) expect some of the
readings and class activities and discussions to focus on practical ideas to implement in
your own classroom. Also, as a student in a graduate-level seminar, you can (and should)
expect some of the readings and class discussions to focus on conceptual and theoretical
ideas.
Purpose and relationship to the COE Vision:
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prepares professionals through integrated programs grounded in research
generates and evaluates knowledge through disciplinary and interdisciplinary scholarship
informs professional practice and community life through the exchange and utilization of
knowledge.
The college community achieves this vision through a culture of openness, innovation,
and collaboration.
– This course emphasizes that as professional educators we should view learning as a
life-long endeavor. Moreover, as professional educators we should desire to continually
learn about the subject matter they teach and we should strive to learn from and about the
students we serve.
–This course emphasizes the central role that reflection should play in our life-long
endeavor of learning to become a more effective educator.
– This course emphasizes that instruction should be designed to meet the needs of all
students by preparing them effectively to live and work in a democratic and pluralistic
society.
Information about using Blackboard for this course:
Blackboard
In order to enter the Blackboard learning for your course, you will need to activate your
username and password if you have not done so already. To activate, direct your browser
to the following URL:
blackboard.uidaho.edu
Contact:
COURSE REQUIREMENTS:
Attendance: Attendance and active, constructive participation at all class meetings for the
duration of the entire class period is required. (Please call or email the instructor(s) if
you have a major emergency/illness that precludes you from attending a class session.)
Unforeseen emergencies (e.g., a serious personal illness or death in one’s immediate
family) constitute excused absences. The success of this class depends largely on the
level of attendance and quality of class discussions. Thus, please come to class having
read all required readings and well prepared to assume an active and thoughtful role in
class activities. Please note that attendance and class participation count for a major
portion of your total course grade.
Participation:
Your course participation is part of your grade. Participation during class is required and will be
graded in the following ways:
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The participant demonstrates active engagement in the issues being discussed during
class time.
The participant actively critiques, challenges, and questions self and others in a respectful
manner.
The participant openly explores ideas presented in class in-depth and asks follow-up
questions during discussions that push and probe the thinking of self and others.
The participant maintains a grounding in the readings while sorting out and engaging in
an ongoing process of discovery through conversation.
Assignments:
All assignments are listed on the syllabus and the calendar. We strongly recommend that you
post your assignments early.
Assignment:
Percent of
Final Grade:
4 Writing Assignments written in relation to the class discussions and
readings.
20%
1 Discussion Leader: Students will read the assigned reading material
and prepare to lead the class discussion.
10%
1 Book (or article) Talk pertaining to a self-selected book and selfselected readings from required texts or additional readings outside the
course. Students will discuss how this reading relates to their own
teaching or research.
20%
1 Final paper: This can be a research report or a literature review
related to the topic of multicultural education
40%
Attendance/Participation
10%