Compressed video… Casper, Laramie, Cheyenne, Gillette, Jackson, Pine Bluffs, WY.
Indian High School and Rawlins.
Tuesday: 4:00 – 6:50pm
Instructor Information
Dr.
John Kambutu
307.268.2584
Tate 124 kambutu@uwyo.edu
Office Thursday, 10:00-12:00 and upon student’s request
Credits 3
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 advocacyoriented 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 (6 th Edition). Boston, MA: Pearson/Allyn & Bacon.
Sleeter, C. A., & Grant, C. (2009). Making choices: Five approaches to race, class, and gender (6 th edition) . Hoboken, NJ: Wiley
Assigned articles
Articles are embedded in the syllabus pp.8-12. Articles (designated*) are assigned for study and discussion during class meetings. However, you are encouraged to read as many articles as time will allow you.
For Book Groups (you may review other books not on this list)
Au, W. (2009). Rethinking multicultural education . Milwaukee, WI: Rethinking Schools.
Derman-Sparks, L. & Ramsey, P. G. (2006 ). What if all the kids are White? Anti-Bias multicultural education with young children and families . New York: Teacher,
College,
Columbia University
Leiding, D. (2006). Racial bias in the classroom . Lanham, Maryland: Rowman &
Littlefield Education.
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 the 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 selfdisclosure 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.
Projects
1.
Participation – Students are expected to attend class and to be active and engaged in class activities.
2.
Reading Discussion Leader – Students 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. (8%)
3.
Threaded discussions - This assignment requires students to log into the class site http://www.uwyo.edu/outreach/ocp/online-uw/index.html
at least once a day. The goal of online discussions is to give you opportunities to participate in “Engaged
Pedagogy,” that is, learning that is personal, active and meaningful.
Prompts/questions for threaded discussions will be posted every week either on
Wednesday or Thursday. Learners are expected to conclude initial responses (1 minimum) to instructor’s questions/prompt every Saturday before 9:00pm.
Responses (2 minimum) to learners’ responses should be concluded on Sunday and Monday evenings before 9:00pm respectively. This being a graduate course, discussions worth of graduate scholarship are expected. Thus, the use of available literature/research to support your ideas is expected. As you respond/reflect, think about addressing the message in each question/response.
Additionally, think about the “big picture”… most important lesson to you & why, how the knowledge gained adds and/or modifies your existing thinking about teaching in diverse contexts, questions you need to explore further, etc. (33
% @ 2 points for initial response to instructor’s posting & .5 point for each of the two (2 minimum) follow-up responses to other students’ responses.

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 “review of research” article from a journal of your choosing. This assignment is intended to help you develop analysis skills 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. (14% @7% each… due in Dropbox)
5.
Book Review – Students will participate in a book group. I have identified several contemporary books. Students will read the book and provide a review of that book (7-10 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. (20%- due in Dropbox )
6.
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. (25%- due in Drobox )
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: All work for grading is expected to be submitted on time.
10% of an assignment grade will be deducted for each day for which it is late. After four days, the assignment will not be accepted for grading.
Grading Scale
A = 100-93 points
B = 92-80 points
C = 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.
Learners are allowed One (1) absence without penalty. Additional absence
(unless excused through the Office of Student Life) will cost you five (5) points.
Your final grade will drop one letter grade progressively when you miss three (3) and four (4) classes, i.e., from A to B, B to C, etc. Missing Five (5) and more classes will result in a failing grade. Illness and emergency circumstances will be negotiated on a case-by-case basis. This negotiation should occur within one week of the situation as a deadline. In the case of a major illness, please contact the instructor when possible.
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 28 Introductions and Course Overview
Sept 4 From the Personal to the Philosophical
Read: Nieto and Bode, Ch. 1, 2, 6
Sleeter, 2008*
Duffy, 2003*
Sept 11 Theoretical Frameworks for Multicultural Education
Read: Sleeter and Grant (Jigsaw)
Sept 18 Theoretical/Political Orientations about Difference
Read: Nieto and Bode, Ch. 3
Banks, 2004*
Sept 25 Theoretical/Political Orientations about Multicultural Education
(Decolonization)
Read: Nieto and Bode, Ch. 5
*Quijada, Alvarez, & Rios, Ch. 7,
Assignment due in Dropbox : Article Review #1
Oct 2 Competing/Complimentary Models
Read: Nieto and Bode, Ch. 8
Bartlett & Brayboy, 2006*
Oct 9 Anti-Oppression Models, Anti-Racist, and Critical Race Models
Read: Nieto and Bode, Ch. 4
Scheurich & Young, 1997*
Cameron and Wycoff 1998*

Oct 16 Feminist, Sexual Orientation, and Disability Models
Read: Nieto and Bode, Ch. 7
Oct 23 Introduction to Research on Diversity in Education
Read: Nieto and Bode, Ch. 9
Milner, 2007*
Mercado & Santamaría, 2005*
Assignment due in Dropox : Article Review #2
Oct 30 Book Review Fishbowl
Nov 6 Education and Teaching/Learning
Read: Nieto and Bode, Ch. 10 & 11
Bartolome, 1994*
Assignment due in Dropbox : Book Review
Nov 13 From Pedagogy to Advocacy
Read: Duncan-Andrade, 2009*
Nov 20 No Class – Thanksgiving Break
Nov 27 No class – Name conference
Dec 4 Research Proposal Presentations
Dec 11 Final Exam – Class Debrief and Reflection
Assignment due in Dropbox : Research Proposal
Instructor may make changes to the syllabus as the course progresses. If change is necessary, it 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 (2 nd
ed., pp. xvxix). 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.
*Duffy, F.M. (Winter, 2003). I think, therefore I am resistant to change: What we know-or think we know--is our biggest roadblock to learning. Journal of Staff
Development , 24 (1),
*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, 4-16.

*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.