UNIVERSITY OF WYOMING
COLLEGE OF EDUCATION
Developing Competent and Democratic Professionals
EDCI 5600: Diversity in Education
Fall, 2011
Compressed video… Laramie, Cheyenne, Evanston, Gillette, Jackson, Powel, Riverton,
Rocksprings, Sheridan and Torrington.
Tuesday: 4:00 – 6:50pm
Instructor Information
John Kambutu, Ph.D.
307.268.2584
Tate 124
kambutu@uwyo.edu
www.uwyo.edu/kambutu
Thursday, 10:00-12:00 and upon student request
Prerequisites
Graduate level students only. Previous course in multicultural education.
Course Description
This course provides practicing teachers and graduate level students with an
understanding of the macro level influences on diversity in education. It includes an examination
of competing models of diversity in education as well as reviews critical scholarly work in the
field (including alternative methodological frameworks for engaging in this research). The
course includes competencies for developing advocacy-oriented skills and dispositions.
Course Outcomes
By the end of this course, the student will have accomplished the following:
 Understand the social and political context of diversity in the U.S. with attention to
institutional and philosophical (ontological, axiological, but especially epistemological)
assumptions;
 Explain competing models/theories of education for diverse learners (social
reconstructionism, anti-racist, anti-oppressive, critical race, decolonization, critical
disability theories, feminist theories, standpoint theories, theories of liberation, etc.);
 Critically analyze the extant research in the field of diversity and education that is
multicultural;
 Consider challenges and alternative research methodologies for conducting scholarship
with (and NOT on) diverse populations;


Develop critical thinking skills associated with teaching and research issues in
multicultural education; and,
Plan for advocacy and activism as leaders of diversity and multicultural education.
Readings
Nieto, S., & Bode, P. (2012). Affirming diversity: The sociopolitical context of multicultural
education (6th Edition). Boston, MA: Pearson/Allyn & Bacon.
Sleeter, C. A., & Grant, C. (2009). Making choices: Five approaches to race, class, and gender
(6th edition). Hoboken, NJ: Wiley
Readings as Assigned
Optional
Banks, J., & McGee Banks, C. (2004). Handbook of research on multicultural education. San
Francisco, CA: Jossey-Bass.
For Book Groups
Au, W. (2009). Rethinking multicultural education. Milwaukee, WI: Rethinking Schools.
Nathan, L. (2009). The hardest questions aren’t on the test. Boston, MA: Beacon.
North, C. (2009). Teaching for social justice? Boulder, CO: Paradigm.
Zamudio, M., Russell, C., Rios, F., & Bridgeman, J. (2010). Critical race theory matters:
Education and ideology. New York: Routledge,
Course Assignments
Course assignments are set to help us to answer critical questions that underlie teaching and
engaging in research around diversity in education from a multicultural perspective.
NOTE: The guidelines and projects outlined in the syllabus and attached course schedule are
negotiable. If you choose to approach the course in a different manner, please feel free to
schedule an appointment with me to discuss alternative proposals. All alternative proposals must
be outlined in writing and pre-approved by me.
This course deals with complex material processed in a variety of ways. Structured interactions,
group processes, oral presentations, guided discussion of readings, and self-disclosure exercises
are the norm. Students are expected to have read assigned materials by the date indicated in
the syllabus, and students should be prepared to discuss readings individually or in
variously structured groups. Due to the highly interactive nature of the course, regular
attendance and full participation are expected: teaching and learning are difficult (if not
impossible) if one is not present and engaged in the process.
Students are expected to establish appropriate personal, academic and career-ladder priorities. At
end, I urge you to take appropriate individual responsibility for your own learning in a
democratic, collaborative and reciprocal-learning environment.
1. Participation – Students are expected to attend class and to be active and engaged in class
activities.
2. Reading Discussion Leader – Students, in pairs, will be expected to lead a discussion on
two of the assigned readings during the semester. This will include summarizing key
ideas, posing provocative questions, and advancing important extensions. (10%)
3. Book Review – Students will participate in a book group. I have identified four
contemporary books. Students will read the book and provide a review of that book (710 pages). At least half of the review should be a synopsis of the highlights and key
ideas of the book while the other half should provide an analysis of those ideas within the
context of this book. Students will write the book review with the intent of
submitting it to a journal that publishes book reviews of education texts. Students
can choose to do this individually or as within the group. In addition, students will
participate in a “fishbowl” dialogue where they share their review during class. (30%)
4. Reviews of Research in Education that is Multicultural – Students will identify two
research-oriented articles that have a diversity focus (one article must be empirical). To
begin, you might want to read at least one of the “review of research” articles from Banks
and McGee (2004). The intent is to develop increasingly sophisticated analysis of
research studies. Each review will be 3-5 pages in length. Except for the “review of
research” article, be sure to include the actual articles with the critique. (20%)
5. Research Proposal Assignment — You will be asked to write an extensive scholarly
(empirical research) paper (8-12 pages). You will set it up as an article for publication.
More or less, it will have a 1-2 page description of the “problem,” the literature review
and theoretical framework (5-8 pages), a research question of interest, a description of the
research methods you would use to answer that question (2-3 pages) and details on how
you would analyze the results, and implications (limitations, practical or policy
implications, future research questions, etc.) of this study (2-3 pages). You DO NOT
have to actually carry out the study. Write this up, however, using APA format for
writing for publication. Using a teacher action-research approach (a study within your
own classroom) is encouraged for practicing teachers. (30%)
6. Final Reflective Response—Students are asked to take stock of what they learned in the
class. The final paper (3-5 pages; required of everyone) should be a reflection of what
you learned, what helped you learn, what these learnings mean to you, what questions
still concern you, what you feel you need to know next, and what grade you feel you
deserve for the class based on your effort/learning. (10%).
Grading Criteria
All assignments will be evaluated using the following criteria:
 Clarity and Completeness
 Accuracy for the assignment as given
 Insightful/Reflective/Analytical
 Connectedness to class readings, discussions, lectures, experiences
 Overall Impression
Each written assignment will be graded approximately 80% on content and context (detail, logic,
synthesis of information, depth of analysis, etc.), and 20% on mechanics (grammar, syntax,
spelling, format, uniformity of citation, etc.). All citations, where appropriate, will use APA
format. Consult Library Services for the Manual of Citation of the American Psychological
Association, or other guides to citation. A helpful web site for these formats is “The OWL at
Purdue University.”
http://owl.english.purdue.edu/owl/resource/560/01/
Submission Schedule: Work submitted late will be reduced by one letter grade for each
class session that it is late; after three class sessions the work will not be accepted.
Grading Scale
A=
B=
C=
100-93 points
92-80 points
79-70 points
Below 70 points is an F
GENERAL CONSIDERATIONS
Academic Honesty: The University of Wyoming is built on a strong foundation of
integrity, respect, and trust. All members of the university community have a responsibility to be
honest and the right to expect honesty from others. Any form of academic dishonesty is
unacceptable to our community and will not be tolerated [from the UW General Bulletin].
Teachers and students should report suspected violations of standards of academic honesty to the
instructor, department head, or dean. Other University regulations can be found at:
http://uwadmnweb.uwyo.edu/legal/universityregulations.htm )
Appeals: Every student has the right to appeal grades or appeal for redress of grievances
incurred in the context of any course. Please try to resolve disputes informally with the professor
before going through the formal appeal process. For the latter, consult Dr. S. Young, Associate
Dean.
Attendance: This is an engaging course, and its effectiveness rests on your willingness
to engage rigorously with the material, take risks in the classroom, and openly participate in
class. I recognize that everyone has different comfort levels with large groups and different
learning styles/needs. Because of this, I will utilize a variety of forums to create class
discussions and participation. In addition to participation, this class also relies on active listening
skills. One of the most valuable aspects of the class is the information we share with each other.
University sponsored absences are cleared through the Office of Student Life.
Students with more than two (2) unexcused absences may have their grade lowered by one grade.
Students with more than four (4) unexcused absences will be dropped from the class.
Disability Statement: Every student has the right to equitable educational consideration
and appropriate accommodation. Every effort will be made to accommodate students having
differing abilities (for example, in the areas of mobility, sight, hearing, documented learning
challenges, first language/English as a second language). If you have a physical, learning, or
psychological disability and require accommodations, please let the instructor know as soon as
possible. You must register with, and provide documentation of your disability to University
Disability Support Services (UDSS) in SEO, room 330 Knight Hall. Students are again reminded
of the availability of the Writing Center, technology assistance in the computer labs, and other
student support services available as part of reasonable accommodation for all students.
Tentative Course Outline
Date
Topic/Readings/Assignments
Aug 23
Introductions and Course Overview
Aug 30
From the Personal to the Philosophical
Read: Nieto and Bode, Ch. 1, 2, 6
Sleeter, 2008*
Sept 6
Theoretical Frameworks for Multicultural Education
Read: Sleeter and Grant (Jigsaw)
Sept 13
Theoretical/Political Orientations about Difference
Read: Nieto and Bode, Ch. 3
Banks, 2004*
Sept 20
Theoretical/Political Orientations about Multicultural Education
(Decolonization)
Read:
Nieto and Bode, Ch. 5
*Quijada, Alvarez, & Rios, Ch. 7,
Assignment Due: Article Review #1
Sept 27
Competing/Complimentary Models
Read:
Nieto and Bode, Ch. 8
Bartlett & Brayboy, 2006*
Oct 4
Anti-Oppression Models, Anti-Racist, and Critical Race Models
Read:
Nieto and Bode, Ch. 4
Scheurich & Young, 1997*
Cameron and Wycoff 1998*
Oct 11
Feminist, Sexual Orientation, and Disability Models
Read:
Nieto and Bode, Ch. 7
Oct 18
Introduction to Research on Diversity in Education
Read:
Nieto and Bode, Ch. 9
Milner, 2007*
Mercado & Santamaría, 2005*
Assignment Due: Article Review #2
Oct 25
Book Review Fishbowls
Nov 1
No class – Name conference
Nov 8
Education and Teaching/Learning
Read:
Nieto and Bode, Ch. 10 & 11
Bartolome, 1994*
Assignment Due: Book Review
Nov 15
From Pedagogy to Advocacy
Read:
Duncan-Andrade, 2009*
Nov 22
No Class – Thanksgiving Break
Nov 29
Research Proposal Presentations
Dec 6
Final Exam – Class Debrief and Reflection
Assignment Due: Research Proposal
Assignment Due: Final Reflective Response
The instructor may make changes to the syllabus as the course proceeds. If change is
necessary, these will be announced in class.
References and Additional Resources
Allport, G. W. (1979). The nature of prejudice. Cambridge, MA: Perseus Books.
Banks, J. A. (1998). Curriculum transformation. In J. A. Banks (Ed.), An introduction to
multicultural education (2nd ed., pp. 21–34). Boston: Allyn & Bacon.
*Banks, J. A. (2004). Multicultural education: Historical developments, dimensions, and
practice. In J. A. Banks and C. McGee Banks (Eds.), Handbook of Research on
Multicultural Education (pp. 3-29). San Francisco, CA: Jossey-Bass.
Banks, J. A., McGee Banks, C. A., Cortés, C., Hahn, C. L., Merryfield, M. M., Moodley, K. A.,
Murphy-Shigematsu, S., Osler, A., Park, C., & Parker, W. C. (2005). Democracy and
diversity. Seattle, WA: Center for Multicultural Education, University of Washington.
(Available at: http://depts.washington.edu/centerme/demdiv.htm)
*Bartlett, L, & Brayboy, B. (2005). Race and schooling: Theories and ethnographies. The Urban
Review, 37(5), 361-374.
*Bartolome, L. (1994). Beyond the methods fetish: Toward a humanizing pedagogy. Harvard
Educational Review, 64(2), 173-194.
Bennett, C. (2001). Genres of research in multicultural education. Review of Educational
Research, 71(2), 171-217.
Brayboy, B. (2006). Toward a tribal critical race theory in education. The Urban Review, 37(5),
425-446.
Cameron, S. C. & Wycoff, S. M. (1998). The destructive nature of the term race: growing
beyond a false paradigm. Journal of counseling and development, 76, 277- 285.
Cammarota, J., & Fine, M. (2007). Revolutionizing education: Youth participatory action
research. New York: Routledge.
Delgado, R., & Stefanic, J. (2000). Introduction. In R. Delgado and J. Stefanic (Eds.), Critical
race theory: The cutting edge (2nd ed., pp. xv-xix). Philadelphia: Temple University
Press.
Delgado Bernal, D. (2002). Critical race theory, Latino critical theory, and critical racedgendered epistemologies: Recognizing Students of Color as holders and creators of
knowledge. Qualitative Inquiry, 8(1), p. 105.
Delgado Bernal, D., & Villalpando, O. (2002). An apartheid of knowledge in the academy: The
struggle over "legitimate" knowledge for Faculty of Color. Equity and Excellence in
Education, 35(2), 169-180.
*Duncan-Andrade, J. (2009). Notes to educators: Hope required when growing roses in concrete.
Harvard Educational Review, 79(2).
Duncan-Andrade, J. (2004). Your best friend or your worst enemy: Youth popular culture,
pedagogy and curriculum. The Review of Education, Pedagogy and Popular Culture, 26,
313-337.
Fránquiz, M. E., & del Carmen Salazar, M. (2004). The transformative potential of a humanizing
pedagogy: Addressing the diverse needs of Chicano/Mexicano students. High School
Journal, 87(4), 36-53.
Freedman, E. (2007). Is teaching for social justice undemocratic? Harvard Educational Review,
77(4), 442-473.
Freire, P. (1973). Pedagogy of the oppressed. New York: Seabury Press.
Freire, P. (1998). Teachers as cultural workers: Letters to those who dare to teach. Boulder, CO:
Westview.
Galeano, E. (2004). In Granitos de Arena [Motion Picture, Documentary; Jill Friedberg,
Director]. United States: Corrugated Films
Gay, G. (2000). Culturally responsive pedagogy: Theory, research and practice. New York:
Teachers’ College Press.
Hidalgo, N. (1993). Multicultural teacher introspection. In T. Perry & J. Fraser (Eds.),
Freedom’s Plow (pp 99-106). New York: Routledge.
Hollins, E. R. (1996). Culture in school learning. Mahway, NJ: Erlbaum.
Kohl, H. R (1994). “I won’t learn from you” and other thoughts on creative maladjustment.
New York: The New Press.
Ladson-Billings, G. (1995). But that’s just good teaching! The case for culturally relevant
pedagogy. Theory into Practice, 32(3), 159-165.
Ladson-Billings, G. (1998). Just what is critical race theory and what’s it doing in a nice field
like education? Qualitative Studies in Education, 2(1), 7-24.
Ladson-Billings, G., & Tate, W. E., IV. (1995). Toward a critical race theory of education.
Teachers College Record, 97(1), 47-68.
Lomawaima, K. T. (2000, Spring). Tribal sovereigns: Reframing research in American Indian
education. Harvard Educational Review, 70(1), 1-21.
Macedo, D. (2000). The colonialism of the English Only movement. Educational Researcher,
29(3), 15-24.
*Mercado, C. I., & Santamaria, L. J. (2005). A new vision for Latino/a education: A comparative
perspective on research agendas. In Pedro Pedraza and Melissa Rivera (Eds.), Latino
education: An agenda for community action research (pp. 11-43). Mahwah, NJ:
Lawrence Erlbaum.
*Milner, R. (2007). Race, culture, and researcher positionality: Working through dangers seen,
unseen, and unforeseen. Educational Researcher, 36(7), 388–400.
Motha, S. (2006). Decolonizing ESOL: Negotiating linguistic power in US public school
classrooms. Critical Inquiry in Language Studies, 3(2/3), 75-100.
Parker, W. C. (2003). Teaching democracy: Unity and diversity in public life. New York:
Teachers’ College Press.
Parker, W. C. (1996). Curriculum for democracy. In R. Soder (Ed.), Democracy, Education, and
the Schools (ch. 7). San Francisco: Jossey Bass Inc. Publishers.
Pope, R., & Reynolds, A. (1997). Student affairs core competencies: Integrating multicultural
awareness, knowledge, and skills. Journal of College Student Development, 38, 266-277.
Sales, A., & Garcia, R. (1997). Programas de educación intercultural (Spanish only). Bilbao:
Desclée de Brouwer.
*Scheurich, J., & Young, M. (1997). Coloring epistemologies. Educational Researcher, 26, 416.
*Sleeter, C. E. (2008). Critical family history, identity, and historical memory. Educational
Studies, 43, 114-124.
Solórzano, D. G. & Delgado Bernal, D. (2001). Examining transformational resistance through a
Critical Race and LatCrit theory framework: Chicana and Chicano students in an urban
context. Urban Education, 36(3), 308-342.
Tuhiwai Smith, L. (1999). Decolonizing methodologies: Research and Indigenous people.
London: Zed Books.
Yosso, T. (2006). Critical race counterstories along the Chicana/Chicano educational pipeline.
New York: Routledge.