EDUC 488: Multicultural Perspectives in Children and Youth Spring Semester, 2006 Dr. Jane Fowler Morse Instructor: Jane Fowler Morse Office: 221 C South Hall E-Mail:jfmorse@Geneseo.edu Office Phone: 585 245 5381 Office Hours: MWF 11-12 and by appointment COURSE LOCATION: South Hall 241, 5-7:30 PM, Jan 17-May 10, 2006 COURSE DESCRIPTION This course examines the impact of different backgrounds and life experiences on children from multicultural life circumstances through the reading of memoirs and novels of childhood and youth and the viewing of movies on the educational experiences of children and youth. COURSE PREREQUISITES Admission to the Graduate School of the Ella Cline Shear School or permission of the instructor. COURSE RATIONALE This course infuses the constructivist approach to teaching and learning in which teacher candidates use their prior knowledge and social contexts to interact and develop relevant knowledge, skills and dispositions to become teachers committed to improve the lives of students through education. This course is consistent with the following Geneseo core values: 1. Geneseo mission to develop socially responsible citizens with skills and values important to the pursuit of an enriched life and success in the world; and 2. The School of Education mission to prepare future teachers to be reflective, critical thinkers, adept at problem solving, and committed to the development of communities of inquiry to ensure that all students have the opportunity to learn the skills necessary for a productive life and responsible citizenship. Consistent with SUNY policies, regulations of the New York State Department of Education, NAEYC standards, and with the School of Education Conceptual Framework, this course will provide candidates the opportunity to acquire the knowledge, skills, and dispositions pertinent to the specific learner outcomes listed below. Specifically, this course prepares preservice and inservice teachers to be sensitive to differences in children’s learning and children’s needs due to differences in their backgrounds, personal and social histories, associations, ethnicities, and gender identification as well as differences from other sources. 1 REQUIRED TEXTS, READINGS, AND MATERIALS Books: Ralph Ellison. 1980. Invisible Man NY: Vintage. Toni Morrison. 1970. The Bluest Eye. NY: Penguin Plume edition. Mark Methabane, 1986. Kaffir Boy. NY. Free Press. OR Mark Mathabane. 1989. Kaffir Boy in America. NY: Scribners. (or both for ambitious readers) Anne Frank. 1997. The Diary of Anne Frank: The Definitive Edition NY: Bantam Books. OR Elie Wiesel. 1960. Night. NY, Bantam Books. (or both for ambitious readers) Marjane Satrapi, 2003, 2005. Persepolis and Persepolis 2. NY: Pantheon. Khaled Hosseini. 2003. The Kite Runner. NY: Riverhead Books. Mark Haddon. 2003. The Curious Incident of the Dog in the Night-time .NY: Vintage Books. Peter Balakian. 1997. The Black Dog of Fate. NY: Broadway Books. Henry Giroux. 2003. The Abandoned Generation: Democracy beyond the Culture of Fear. NY: Palgrave Macmillan. Movies: “To Sir with Love” “Stand and Deliver” “Bowling for Columbine” “Dangerous Minds” Articles: Morse, “Reflections on Sept. 11” in Books, Sue, ed. Invisible Children in the Society and its Schools (Lawrence Erlbaum, 2003) Henry A. Giroux. (1997) “Rewriting the discourse of racial identity: Towards a pedagogy and politics of whiteness,” Harvard Educational Review. Cambridge: 67:2 (Summer), 285-321. (full text available at Proquest). Mark A. Hicks. (2005). “Lessons from rental cars: The struggle to create seeing communities.” Educational Studies: A Journal oft the American Educational Studies Association 38:2 (Oct.). 120-153. (available on eres) Plus other articles to be announced. COURSE REQUIREMENTS 1. Three papers (30%; 10% each) 2. Class participation (which requires attendance) (10%) 3. Article review and report (20%) 4. Seminar leader (5%) 5. Reflective Autobiography (20%) 6. Final class session (exam) (15%) COURSE GRADING PROCEDURES Grading scale is based on percentage of total points earned: Scale of final letter grades: A 94-100% 2 AB+ B BC+ C CD E 90-93% 87-89% 84-86% 80-83% 77-79% 74-76% 70-73% 66-69% 65% and below. (Note: Minimum passing grade for graduate students is B-, in this case 80%) I calculate all grades by a spreadsheet, rounding up from .5 and down from .4 on each assignment. To calculate final grades, I weight and add percentages and assign letter grades according to the chart above. Please consult me immediately after receiving each graded assignment if you wish to discuss the grade. I will not change grades if you do not discuss them with me right away after receiving the assignment back. I do not write many comments on finals, nor do I return them, since my questions are very general and something like them must eventually appear again sometime. You are cordially invited to stop by my office to see your final during the early weeks of the semester following the semester you are enrolled. Please note: your participation grade counts for a hefty 10%. You will need to be present in class, speak up, and take part in group work to earn these points. Pop quizzes, surveys, and small assignments (if I give any) will count towards your participation grade. I calculate your participation grade in three ways. Everyone starts with 100 points. a. Attendance (you can’t participate if you are not in class). The first week’s absence can be excused (if you notify me of the reason). The second week’s absence drops your points to 90, each absence after that drops your points by an additional five points. Absences for sports activities accompanied by an explanatory letter from your coach will not count against you. Doctor’s excuses are required for absences due to illness. b. Participation. If you are prepared and participate in discussions, you lose no points; if you participate only sometimes, you lose five points; if you rarely participate, you lose ten points; if you never participate (but you are present), you lose fifteen points. c. Surveys, quizzes, (or other small assignments) will be included in the calculation depending on the number of such assignments that we do. Please note: participation grades have a subjective element. I will have to use my judgment in such calculations, but I will be fair and use the same system for everyone. Surveys will not be graded per se, only counted. In general, the surveys will tell me two things. (1) Whether you have read the materials and (2) whether you have understood main points. This will help me to focus in class on things that were not clear to you, rather than things that were clear. Your responses will not be graded per se, only counted. You will be notified when surveys are up or when new handouts are in the outbox by e-mail. (I will not use surveys in EDUC 488 unless it seems that people need an incentive to finish the assignments.) 3 Since this is an upper division course, writers of plagiarized papers will fail the course. All plagiarized papers will be reported to the Dean of Students. Be sure to document all sources carefully. (The definition of plagiarism and a description of the procedure to be followed in cases of plagiarism are to be found in the Undergraduate Bulletin, page 396 ff.) I do follow up on suspected cases of plagiarism. COURSE OUTLINE Prepare Readings or movies for the date on which they are listed below to discuss All papers due in my office by 5 PM on the due date Table of readings, Movies, and Assignments: Date: Class discussion and activities Week 1 1/17/06 Week 2 1/24/06 Week 3 1/31/06 Week 4 2/7/06 Week 5 2/14/06 Introduction to the course; Questionnaire, “How privileged are we? Discussions Invisible Man, Giroux Assign seminar dates Chapter 6 Discussion: “To Sir with Love.” Giroux, Chapter 1 Discussion: The Bluest Eye Paper one Giroux, Chapter 5 Discussion: “Reflection on Sept. 11” Seminar 1 (Morse); Kaffir Boy or Kaffir Boy in America Discussion: Persepolis 1 Seminar 2 Giroux, Chapter 3 Discussion: Persepolis 2, Seminar 3 Giroux, Chapter 7 Discussion: “Stand and Deliver” Giroux, Seminar 4 Chapter 2 Spring break March 13-17 No Classes Discussion: Anne Frank (Diary) or Elie Paper two Wiesel (Night) Discussion: Balakian, The Black Dog of Seminar 5 Fate Discussion: “Bowling for Columbine” Seminar 6 Giroux, Chapter 4 Discussion: The Kite Runner Seminar 7 Week 6 2/21/06 Week 7 2/28/06 Week 8 3/7/06 Week 9 3/21/06 Week 10 3/28/06 Week 11 4/4/06 Week 12 4/11/06 Week 13 4/18/06 Week 14 4/25/06 Discussion: “Dangerous Minds;” Giroux article Discussion: The Curious incident of the Dog in the Night, wrap up and review Study Days 5/2-3/06 4 Required readings, assignments and assessments Buy books Paper three Seminar 8 Autobiography due May 1 Week 15 5/9/06 6:45-9:45 PM (I will try to reschedule for 5 PM but may not be able to do so) Final Exam (final class) Planned activity (final exam) CONCEPTUAL FRAMEWORK for Graduate Education State University of New York—Geneseo, Shear School of Education: All graduate programs in education at Geneseo will prepare candidates to become accomplished educators who can: 1. Link content, curriculum development, assessment, and pedagogy with the latest developments in the field; enhance the profession of education. 2. Link theory to practice. 3. Connect home, school, and community in the practice of education; to develop, define, and strengthen the profession of education. 4. Pursue advocacy and issues in education. 5. Understand the theory and implement the practice of multicultural education. 6. Interpret and implement the results of research in education in various fields, design and carry out action research in the classroom or other lab or clinical settings, and/or design and carry out ethnographic research in local schools. 7. Engage in and reflect on clinical practice. [The entire Graduate Conceptual Framework is in my outbox for EDUC 488, as well as in the School of Education outbox.] Intended Learning Outcomes for EDUC 488 linked to assessments and Graduate Conceptual Framework: Through taking EDUC 488 students will: 1. Enhance the profession of education by understanding the impact of multicultural background and experiences on children. (GCF 1) Assessments: Papers, discussions, seminars 2. Connect home, school, and community in the practice of education. (GCF 3) Assessments: Papers, discussions, seminars 3. Formulate the need for advocacy issues in education linked to multicultural background of children. (GFC 4) Assessments: Papers, discussions, seminars 4. Understand the theory of multicultural education though investigating the background of children and youth from many cultures. (Grad CF 5) Assessments: Papers, discussions, seminars 5. Become a reflective practitioner of education. Assessments: Papers, discussions, seminars, autobiography Graduate Conceptual Framework (1) (b) Enhance the profession of education Learning Outcomes for EDUC 488 (1) Enhance the profession of education by understanding the 5 Assessments:* Papers, discussions, seminars; article review (2) Link [identity formation] theory to practice [by thinking about the theory and educational implications of multicultural education] (3) (a) Connect home, school, and community in the practice of education; b. develop, define, and strengthen the profession of education. (4) Pursue advocacy and issues in education. (5) (a) Understand the theory of multicultural education. (6) Interpret and implement the results of research in [multicultural] education impact of multicultural background and experiences on children. (GCF 1b) (2) Become a reflective practitioner of education. Assessments: Papers, discussions, seminars, autobiography (3) Connect home, school, and community in the practice of education. (GCF 3a) Papers, discussions, seminars (4) Formulate the need for advocacy issues in education linked to multicultural background of children. (GFC 4) (5) Understand the theory of multicultural education though investigating the background of children and youth from many cultures. (Grad CF 5) (1) Enhance the profession of education by understanding the impact of multicultural background and experiences on children. (GCF 6) Papers, discussions, seminars, article review Papers, discussions, seminars, article review Papers, discussions, seminars, article review Brief Description of Assessments: (for a full description of all assignments, see outbox for EDUC 488, plus paper copies) 1. Three papers, each comparing two texts, chosen from the readings covered in the designated period (the weeks preceding the due date and following the previous due date). Papers will cover a comparison and contrast of two works on the following issues: (1) identity formation (2) the influence of the child’s multicultural surroundings on the child’s education; and (3) the educational implications of the works in question. Minimum: five sources, including the texts in question. (4-6 pages) 2. One article review. You will find an article related to the readings or movies, write a review of the article, discussing the question of identity 6 3. 4. 5. 6. formation in children and youth and its educational implications, and presenting your findings to the class (4-6 pages) One educational autobiography (7-9 pages) Your will act as seminar discussion leader for one week’s class, providing a set of discussion questions and a short bibliography of sources for the work under discussion, and coming prepared to lead a discussion in a group (perhaps with another leader, depending on enrollment). Class discussion (attendance required) Participation in the final exam activity OUTBOX: I will use the outbox to distribute copies of powerpoints, overheads, and handouts of various kinds. Whenever I place something new in the outbox, I will notify the class by e-mail. The outbox will be organized by weeks, corresponding to the syllabus. All assignments and other documents will be in the outbox. Outboxes may be accessed at http://www.boxes.geneseo.edu, then select Education, then select jfmorse, then select EDUC 488. E-res (electronic reserve) can be accessed through the Geneseo home page, then select College Libraries, then select E-res on the top left bar. DISCLAIMER STATEMENT: for National Accreditation The Ella Cline Shear School of Education is seeking national accreditation for its programs through the National Council for the Accreditation of Teacher Education [NCATE]. Part of the accreditation process includes review of samples of teacher candidates' course work by professional societies and the NCATE Board of Examiners. Therefore, some parts of your course work may be selected and used as an example to demonstrate that the learning outcomes are being addressed and achieved in this course. Please be advised that to ensure your privacy, names will be removed from the selected work. If you do not wish to participate in this process, please state your intent in writing by Friday of the first week of the semester STUDENTS WITH DISABILITIES STATEMEN Students who have documented special needs or disabilities that may affect their ability to access information and or material presented in this course are encouraged to contact Tabitha Buggie-Hunt, Office of Disability Services at 2455112. BIBLIOGRAPHY for MULTICULTURAL EDUCATION Adams, David Wallace. Education for Extinction: American Indians and the boarding School Experience, 1875-1926. 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Maximum Security: The Culture of Violence in Inner City Schools. The University of Chicago Press: Chicago and London, 1996 Dewey, John. Art as Experience. Capricorn Books: New York, 1934. ---. Democracy and Education. McMillan, Free Press: New York and London, (1916) 1944. ---. Experience and Education. Simon and Schuster: New York, 1997. ---. How We Think. Henry Regnery Company, Chicago, 1933. ---. Human Nature and Conduct. Dover: Mineola, New York, 2002. ---. School and Society. In Archambault, Reginald D., ed. John Dewey on Education. University of Chicago Press: Chicago and London, 1964. 295312. ---. The Child and the Curriculum. In Archambault, Reginald D., ed. John Dewey on Education. University of Chicago Press: Chicago and London, 1964. 339-358. ---. The Moral Principles Underlying Education. Feffer & Simons, Inc.: London and Amsterdam, 1975. Diller, Jerry V. and Jean Moule. 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