EDUC 238
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Winter 2013
Education 238:
Multicultural Education
Winter 2013
T/TH: 115-3PM
Weitz 231
Professor Jeffrey
Snyder Willis
108
jsnyder@carleton
.edu, X4008
Office Hours: M: 1-230PM; W: 11AM-1230PM; and by appointment
Course Description
In 1997, sociologist Nathan Glazer emphatically declared that “we are all
multiculturalists now.” What did he mean? Was he right? These are just
two of the many questions that we will address in this course. Other central
questions include: What are the core ideas that have animated multicultural
education? What does multicultural education look like in practice? And,
most broadly, what role should education play in a multiethnic,
multireligious, multilingual, etc. nation like the United States? We will
explore the following topics, among others: the “culture wars” debates about
the literary canon and U.S. history; multicultural approaches to science and
math instruction; and the dynamics of a predominantly white teaching force
working in schools with large populations of students of color. Along the
way we will pay special attention to three key concepts—“race,” “culture”
and “diversity.”
Course Readings
Delpit, Lisa. Other People’s Children: Cultural Conflict in the
Classroom. New York: New Press, 2006.
Schlesinger, Arthur M. The Disuniting of America: Reflections on a
Multicultural Society. New York: Norton, 1998.
* All additional readings will be available on Moodle *
Course Objectives
Standards of Effective Practice for Beginning Teachers
The following are the 10 broad Standards of Effective Practice for Beginning Teachers, which are
mandated by the Minnesota Board of Teaching and are used to determine if students have met the
requirements in the Educational Studies Teaching Licensure Program. In ED238 , we will be
addressing standards 2, 3, 5, 7, 9, 10.
1: The teacher understands the central concepts, tools of inquiry and structures of the disciplines
taught and can create learning experiences that make these aspects of subject matter meaningful for
students.
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2: The teacher understands how children learn and develop, and can provide learning opportunities
that support their intellectual, social and personal development.
3: The teacher understands how students differ in their approaches to learning and creates
instructional opportunities that are adapted to diverse learners.
4: The teacher understands and uses a variety of instructional strategies to encourage students’
development of critical thinking, problem solving, and performance skills.
5: The teacher uses an understanding of individual and group motivation and behavior to create a
learning environment that encourages positive social interaction, active engagement in learning, and
self-motivation.
6: The teacher uses knowledge of effective verbal, nonverbal, and media communication
techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
7: The teacher plans instruction based upon knowledge of subject matter, students, the community,
and curriculum goals.
8: The teacher understands and uses formal and informal assessment strategies to evaluate and
ensure the continuous intellectual, social and physical development of learners.
9: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices
and actions on others and who actively seeks out opportunities to grow professionally.
10:The teacher fosters relationships with school colleagues, parents, and agencies in the larger
community to support students' learning and well-being.
A full list of SEPBT sub-standards can be found on the Educational Studies Teaching Licensure
page on the Carleton website http://apps.carleton.edu/curricular/educ/teaching_licensure/
Course Requirements
Assignment
Due Date
Participation (15%)
Every class
Group Presentation (20%)
Thursdays, starting January 17
Journal Reflections (20%)
Fridays by Noon
January 25; February 8; and
February 22
Analytical Essay (20%)
Friday, February 1 by 1159PM
Case Study Final Paper (25%)
1-page proposal due Friday,
February 15 by 1159PM; Paper due
Saturday, March 16 by 5PM
Course Outline
INTRODUCTIONS
TH, January 3
 print out and read course syllabus in advance of class
“WHAT THEN IS THE AMERICAN, THIS NEW MAN?”
T, January 8
THE RACE CONCEPT
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 Explore understandingrace.org
 R.C. Lewontin, “Confusion
About Human Races”
 Melissa Nobles, “”The
Tables Present Plain
Matters of Fact”
 Snyder, “”The Paradox of Race”
in class: Race: The Power of an Illusion
TH, January 10
DEMOGRAPHICS AND DIVERSITY
 David Hollinger, “From Species to Ethnos”
 Arthur Schlesinger, Disuniting of
America, ch.1 (“A New Race?”)
T, January 15
THE MELTING POT AND THE CULTURE CONCEPT
 Randolph Bourne,
“Transnational America”
(1916)
 Horace Kallen,
“Democracy Versus the Melting Pot” (1915)
 Alain Locke,
“The Contribution of Race to Culture” (1930)
TH, January 17
MULTICULTURAL EDUCATION—THE STANDARD MODEL
 James Banks, “Multicultural Education: Characteristics and Goals”
 Frederick Erickson, “Culture in Society and in Educational Practices”
 Carl Grant and Christine Sleeter, “Race, Class, Gender and Disability
in the Classroom”
 Sonia Nieto, Affirming Diversity,
excerpt Group Presentation
THE CULTURE OF POWER
T, January 22
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 Lisa Delpit, Other People’s Children,
Part 1 TH, January 24
 Delpit, Other People’s Children,
Part 2 Group Presentation
*Friday, January 25: Journal Entries due by Noon*
T, January 29
 Delpit, Other People’s Children, Part 3
THE CULTURE WARS: LITERACY and LITERATURE
TH, January 31
CULTURAL
LITERACY
 Mark Bauerlein, “Knowledge Deficits”
 E.D. Hirsch, Jr.,
“Literacy and Cultural Literacy”
 Robert Pattison, “On the Finn
Syndrome and the Shakespeare
Paradox”
Group Presentation
T, February 5
WHAT’S IN A CANON?




William Bennett, To Reclaim A Legacy, excerpt
Allan Bloom, “Books”
Lawrence Levine, “Canons and Culture”
Adalaide Morris, “Dick, Jane and American Literature: Fighting with Canons”
*Friday, February 1: Analytical Essay due by 1159PM*
SCIENCE AND MATH
TH, February 7
 Okhee Lee, “Promoting Scientific Inquiry with Elementary Students from
Diverse Cultures and Languages”
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Group Presentation
*Friday, February 8: Journal Entries due by Noon*
T, February 12
 Marcia Ascher, “Introduction,” “Numbers: Words and Symbols” and “In
Conclusion”
 Robert Moses and Charles Cobb, Jr., “Algebra and Civil Rights?”
 Explore the Algebra Project website
WHITENESS
TH, February 14
WHITE TEACHERS, DIVERSE CLASSROOMS
 Stephen Hancock, “White Women’s Work”
Group Presentation
*Friday, February 15: 1-page Final Paper Proposal due by 1159PM*
T, February 19
WHITE
PRIVILEGE
 Julie Landsman, “Being White”
 Rogers Smith, “The Hidden
Lessons of American Citizenship
Laws”
in class: Tim Wise, “The
Pathology of Privilege”
THE CULTURE WARS: HISTORY
TH, February 21
WHOSE
AMERICA?
 Gary Nash et al., “In the Matter of History”
 Schlesinger, Disuniting, chs. 2 (“History the Weapon”) and 3 (“The Battle
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of the Schools”)
Group Presentation
*Friday, February 22: Journal Entries due by Noon*
T, February 26
E PLURIBUS UNUM?
 Lynne Cheney, “The End of History”
 Peter Charles Hoffer, Past Imperfect, excerpt
 Schlesinger, Disuniting, chs.4 (“The Decomposition of
America”) and 5 (“E Pluribus Unum?”)
PARENTS AND TEACHERS
TH, February 28
THE VIEW FROM A “TIGER MOTHER”
 Amy Chua, The Battle Hymn of the Tiger
Mother, excerpt
 Julianne Hing, “The Creation—and
Consequences— of the Model Minority Myth”
 Sandra Tsing Loh, “Sympathy for the Tiger Moms?”
Group Presentation
T, March 4
THE VIEW FROM THE CLASSROOM
 Linda Christensen, “What Happened to the Golden Door?”
 Stan Karp, “Arranged Marriages, Rearranged Ideas”
 Nathaniel Smith, “Reconstructing Race”
CONCLUSIONS
TH, March 7
 Anthony Appiah, “The Case for Contamination”
 Russell Jacoby, “The Myth of Multiculturalism”
*Saturday, March 16: Case Study Final Paper due by 5PM*
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Course Assignments and Grading
Participation, 15%
“Be Prepared.” The Scout motto sums up the crux of participation. Because this course
places a premium on classroom and small-group discussions, students are expected to
come to every class on time with the assigned readings completed, ready to participate
meaningfully in all class activities. I will often send out guiding questions for the
readings over email. I expect that you will bring notes to class based on these questions.
Speaking up, while important, is not the only hallmark of participation. Active listening
and engaging with others’ ideas respectfully are also key components of participation.
*Air-time* is less important than the relevance and sincerity of your contributions.
Please *power-down* your electronic
devices—laptops, cell-phones, etc.—
before the start of class (and, yes, we can
still see you when you are surreptitiously
texting under the table).
Group Presentation, 20%
Thursdays, starting January 17
Working in small groups, prepare a half hour presentation that illuminates a significant
contemporary educational debate, controversy or policy initiative pertaining to
multicultural education. Prepare a class handout with a 250-word summary of the issue
at hand along with a short bibliography (minimum of five sources). In your presentation,
draw at least one noteworthy connection between the topic and our course material.
Email me the topic of your presentation at least one week in advance. Each group should
also meet with me in advance to discuss their ideas and plans. I highly recommend that
all groups practice their presentations before class.
Journal Reflections, 20%
Fridays by noon: January 25, February 9 and February 22
You are required to keep a running journal responding to and making connections among
the readings, classes, current events and your personal experience. Your entries should
consider the readings, classroom discussions, etc. on personal, interpersonal, institutional
and societal levels. You will submit these entries on Moodle three times during the term.
I expect that you will have at least two entries (approx. 500-750 words total) for me to
read each time you submit your journal.
Analytical Essay (1,000 words), 20%
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Friday, February 1 by 1159PM
The goal of this essay is to present a critical analysis of one of the course texts we have
read before the due date. Your essay should have a central argument that focuses on
what is most significant, provocative or problematic about the text. Concentrate your
energies on developing your own original analysis—deepening or complicating our
understanding of the text—rather than on summarizing the text. Please see the
Guidelines for Critical Reading below.
*Revision Option*: You may revise your analytical essay based on my feedback. If you
choose to do so, you will need to hand in the revised paper along with a 1-paragraph
description of how you addressed my comments. Revisions are due a week after I return
the papers to you. The final grade for the paper will be the average of the original and
revised essay grades.
Case Study Final Paper (approx. 2,000 words),
25%
1-page proposal with your topic, research question and an initial bibliography due on
Friday, February 15 by 1159PM
Final Paper due on Saturday, March 16 by 5PM
The goal of this paper is to analyze a particular example of multicultural education in
practice. You might examine a specific multicultural education textbook, curriculum,
website or policy initiative. Your paper will:
1. describe the practice
2. analyze the practice based on our course readings and at least three additional
scholarly sources (articles, book chapters and/or books) that we have NOT read
for class
3. recommend how the practice should change if changes need to be made and/or
describe why the practice is effective, referring to specific evidence from the
readings inside and outside of class
The Fine Print
Attendance:
Given the importance that all Educational Studies classes place on learning with
peers through classroom discussions, students are expected to come to every class
session. After two unexcused absences from class, each subsequent absence will
result in the lowering of your course grade by a third (e.g. from an A to an A-).
Guidelines for Written Assignments:
1. All written assignments should be double-spaced and written in 12-point Times
font
2. Include a word-count at the top of each assignment
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3. Use a standard format (APA, Chicago, etc.) for all citations
4. Submit all of your assignments using the dropboxes on Moodle
5. No late assignments will be accepted without prior approval from the instructor
The Writing Center:
Please note that the Writing Center (located on the 2nd floor of Scoville) has peer writing
consultants who can work with you during any stage of the writing process, from
brainstorming to final proofreading. Walk-ins are welcome, although writers with
appointments have priority: https://apps.carleton.edu/campus/asc/writingcenter/
Guidelines for Critical Reading
As a critical reader of a particular text, you should use the following four questions to
guide your reading:
1. What are the author’s main claims? This is the analysis issue—what is the
author’s angle?
2. Who says? This is the validity issue—what is the author’s evidence?
3. What’s new? This is the value-added issue—what does the author contribute that
we don’t already know?
4. Who cares? This is the significance issue—is the text worth reading?
Academic Honesty:
Sharing ideas with friends is central to the academic enterprise at Carleton. So too is
availing yourself of the ever-expanding universe of print and digital resources available
through the Library. In your written work, of course, it is imperative that the words you
present as your own are in fact original to you. When you borrow somebody else’s ideas
or words, make sure to cite the original author. For more on academic honesty at
Carleton, including a helpful overview of citations, see:
http://apps.carleton.edu/campus/doc/honesty/
Disability Services:
Carleton is committed to providing reasonable accommodations to students with
disabilities. Students seeking accommodations should contact the Coordinator of
Disability Services, Andy Christensen, at 222-4464 or anchrist@carleton.edu, to begin
the process.
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Bibliography:
Appiah, Anthony. “The Case for Contamination.” New York Times, January 1, 2006.
Ascher, Marcia. Ethnomathematics: A Multicultural View of Mathematical Ideas.
Belmont: CRC Press, 1998.
Banks, James A. and Cherry A. McGee Banks (eds.). Multicultural Education: Issues
and Perspectives, 7th ed. Hoboken: Wiley Press, 2010.
Bennett, William. To Reclaim a Legacy: A Report on the Humanities in Higher
Education. Washington, D.C.: National Endowment for the Humanities, 1984.
Bloom, Allan. The Closing of the American Mind: How Higher Education Has Failed
Democracy and Impoverished the Souls of Today’s Students. New York: Simon
and Schuster, 1987.
Bauerlein, Mark. The Dumbest Generation: How the Digital Age Stupefies Young
Americans and Jeopardizes Our Future. New York: Penguin, 2008.
Bourne, Randolph. “Trans-National America.” Atlantic 118 (July 1916): 86-97.
Cheney, Lynne. “The End of History.” Wall Street Journal, October 20, 1994.
Christensen, Linda. “What Happened to the Golden Door? How My Students Taught Me
About Immigration.” In Wayne Au (ed.), Rethinking Multicultural Education:
Teaching for Racial and Cultural Justice. Milwaukee: Rethinking Schools, 2009,
pp.165-80.
Delpit, Lisa. Other People’s Children: Cultural Conflict in the Classroom. New York:
New Press, 2006.
Hancock, Stephen. “White Women’s Work.” In Julie G. Landsman and Chance W. Lewis
(eds.), White Teachers/Diverse Classrooms. Sterling: Stylus, 2011, pp.93-109.
Hing, Julianne. “The Creation—and Consequences—of the Model Minority Myth.”
Colorlines, July 6, 2011.
Hirsch, Jr., E.D. Cultural Literacy: What Every American Needs to Know. New York:
Vintage, 1988.
Hoffer, Peter Charles. Past Imperfect: Facts, Fictions, Fraud—American History from
Bancroft and Parkman to Ambrose, Bellesiles, Ellis, and Goodwin. New York:
Public Affairs, 2000.
Hollinger, David. Postethnic America: Beyond Multiculturalism. New York: Basic
Books, 1995.
Jacoby, Russell. “The Myth of Multiculturalism.” New Left Review I/208 (November10
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December 1994): 121-126.
Kallen, Horace. “Democracy Versus the Melting Pot.” Nation (February 25, 1915).
Karp, Stan. “Arranged Marriages, Rearranged Ideas.” Rethinking Schools 11 (Winter
1996/97).
Landsman, Julie. “Being White.” In White Teachers/Diverse Classrooms, pp.11-24.
Lee, Okhee. “Promoting Scientific Inquiry with Elementary Students from Diverse
Cultures and Languages.” Review of Research in Education 26 (2002): 23-69.
Levine, Lawrence. The Opening of the American Mind: Boston: Beacon, 1996.
Lewontin, R.C. “Confusions About Human Races.” Social Science Research Council,
June 7, 2006.
Locke, Alain. “The Contribution of Race to Culture” (1930). In Leonard Harris (ed.), The
Philosophy of Alain Locke: Harlem Renaissance and Beyond. Philadelphia:
Temple University Press, 1991, pp.201-206.
Loh, Sandra Tsing. “Sympathy for the Tiger Moms?” Atlantic (April 2011).
Morris, Adalaide. “Dick, Jane and American Literature: Fighting with Canons.” College
English 47 (September 1985): 467-481.
Moses, Robert P. and Charles E. Cobb, Jr. Radical Equations: Civil Rights from
Mississippi to the Algebra Project. Boston: Beacon Press, 2001.
Nash, Gary, Charlotte Crabtree and Ross Dunn. History on Trial: Culture Wars and
the Teaching of the Past. New York: Vintage, 2000.
Nieto, Sonia. Affirming Diversity excerpt. In James Fraser (ed.), The School in the United
States: A Documentary History. New York: McGraw Hill, 2001, pp.332-336.
Nobles, Melissa. Shades of Citizenship: Race and the Census in Modern Politics.
Stanford: Stanford University Press, 2000.
Pattison, Robert. “On the Finn Syndrome and the Shakespeare Paradox.” The Nation
(May 30, 1987): pp.710-720.
Schlesinger, Arthur M. The Disuniting of America: Reflections on a Multicultural
Society. New York: Norton, 1998.
Smith, Nathaniel. “Reconstructing Race.” In Rethinking Multicultural Education, pp.28795.
Smith, Rogers M. Civic Ideals: Conflicting Visions of Citizenship in U.S. History. New
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Haven: Yale University Press, 1997.
Snyder, Jeffrey Aaron. “The Paradox of Race: Lessons from the Smithsonian.” Teachers
College Record, October 7, 2011.
Images Credits:
“Racist Brain”: European Youth Campaign Against Racism; “Melting Pot” Playbill
Cover: unknown artist, c.1916; “Anything New by Shakespeare?” cartoon: Tony Lopes;
“At the Time of the Louisville Flood” [“World’s Highest Standard of Living”]: Margaret
Bourke-White, 1937; “The Truth About Tiger Moms”: Time Magazine, January 31, 2011;
“Before I read”: Danny Shanahan, New Yorker, 9/11/2000.
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