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Education 670

EDUC 670: Basic Principles and Practices of Multicultural Education

Credit Hours: (3)

Students critically examine how issues surrounding cultural and ethnic diversity impact individual and group identity, curriculum and instruction, and social organizations.   Students will develop understandings of culturally responsive teaching where educators work effectively with all students and families in a pluralistic society.  


Detailed Description of Content of Course


I. Identity, Social, and Critical Consciousness

        A.Socialization into a socio-cultural perspective
        B. Individual experiences with cultural characteristics such as: Race, ethnicity, gender,     language, disability, socio-economic status, and sexual orientation.
        C. Empathy, perspective-taking, and critical awareness
        D. Diverse cultures and shared humanity

II. The Social Construction of Difference

        A. Historical, scientific, and philosophical understandings of difference
        B. Theories, ideology, and beliefs about difference
        C.  Stereotyping, racism, oppression, prejudice, and discrimination
        D.  Dominant culture and the nature of privilege
        E.  How people’s ideas and actions have shaped the history of people’s perceptions of
“difference”

III. Analysis of the Effects of Dominance and Oppression on Schools and Social
      Organizations

        A. Dynamics of a dominant teaching force on an increasingly diverse student population
        B. Hidden curriculum
        C. Issues related to educational equity: tracking; lowered expectations; over-representation of minority students in special education, under-representation of minority students in gifted education; inadequate assessment of linguistic differences (dialect, narrative style, communication style), misunderstandings or assumptions about culturally related behavior.
        D. Critical pedagogy as a lens for analysis of power relationships, normalized expectations, curriculum, and social organizations.

IV.    Theories and Applications of Multicultural Education and Culturally Responsive
         Teaching
        A. Key theorists and theories
        B. Equitable learning contexts for all children through multicultural education and culturally responsive teaching
        C. Advocacy for and creating relationships with diverse families
        D. Civic participation in a pluralistic society
        E. Applications of social justice principles in the educational context

Detailed Description of Conduct of Course
A variety of instructional methods will be used which may include lecture, small and large group discussion, small group work, research, class presentations, hands-on activities, role-play, media, guest speakers, internet investigation, class blogs, threaded discussions, and on-line course management systems.

The course will be based on constructivist theories of learning and transformative education. Therefore, students will be expected to be prepared for each class session, participate in class activities and discussion, and engage with the content in meaningful ways. Topics related to multicultural education and diversity can challenge the student to consider perspectives other than his or her own ideas. Some concepts and issues may seem controversial; however, it is imperative for future educators to engage in thoughtful and considered inquiry related to ongoing and contemporary issues in our world. It is expected for each participant to act and speak respectfully about all topics, regardless of opinion or belief.

Goals and Objectives of the Course
•    NCATE Standards: Goals, objectives, and assignments in this course address NCATE Standard 1c Professional and Pedagogical Knowledge and Skills, 1G Professional Dispositions and 4a Diversity: Design, Implementation, and Evaluation of Curriculum and Experiences.
•    Virginia Department of Education Standards: Goals, objectives and assignments in this course address Virginia Department of Education Standards. Codes for these standards include: VGC = Virginia’s General Curriculum; and VPS = Virginia’s Professional Studies. TSIPS = Technology Standards for Instructional Personnel.
•    Specialized Professional Associations: Goals, objectives, and assignments in this course address standards for the related NCATE Specialized Professional Associations.  Codes for these specialized associations include Association for Childhood Education International (ACEI), National Association of Educators of Young Children (NAEYC), National Middle School Association (NMSA), National Council for Teachers of Mathematics (NCTM), National Council for the Social Studies (NCSS), National Council of Teachers of English (NCTE), National Science Teachers Association (NSTA), Council for Exceptional Children Common Core (CEC CC), The National Association of Schools of Music (NASM), International Society for Technology in Education (ISTE), Teachers of English to Speakers of Other Languages (TESOL), and the American Library Association (ALA).  
As a result of this course students will:
•    Understand and raise their self-awareness of identity, social and critical consciousness. NCTM 7; NASM 3a and 5; CEC CC5K4, CEC CC6K2, CEC CC9K1, CEC CC9S6, CEC CC3K3, 8VAC20-542-100 c (2)(d).
•    Be able to discuss, analyze and explain the social construction of difference – theories, ideology and beliefs. CEC CC1K5, CEC CC1K8, CEC CC5K9, CEC CC5K10, CEC CC6K3; 8VAC20-542-100 c.(2)(c).
•    Be able to discuss and analyze the Effects of Dominance and Oppression on Schools and Social Organizations  NAEYC 1a, 1b, 2a, 2b, 2c; CEC CC2K3, CEC CC3K2, C# CC3K3, C#C CC3K5, CEC CC5K7, CC5K8, CEC CC5S1, CEC CC5S13, CEC CC5S14, CEC CC6K1, CEC CC7S14, CEC CC2K3, CEC CC6K1,   CEC CC1K10, CEC CC3K4, 8VAC20-542-100 c.(2)(c).
•    Understand and be able to apply theories and applications of multicultural education and culturally responsive teaching to schools and social organizations.  NAEYC 2a, 2b, 2c, NAEYC 4a, 4b; CEC CC3K2, CEC CC3K5, CEC CC5K7, CEC CC5K8, CEC CC5S1, CEC CC5S13, CEC CC5S14, CEC CC7S14, CEC CC10K4, CEC CC10S10, CEC CC6S2, CEC CC7S8, CEC CC8S2, CEC CC8S6; NASM 3a(5 and 6); NCTE 2.2, 4.4; ISTE-NET TF-VI B1, C1, E1; NSTA 5; TESOL 1a9, 1b8, 1b11, 2a2, 2a3, 2a4, 2b1, 2b2, 2b3, 2b4; ALA I.2,I.2.8, II.3.4, II.3.5; ACEI 3.2; VGC 8VAC20-542-80 2a, 2b; VGC 8VAC20-542-90 1c, 2c, 6, 7; VGC 8VAC20-542-100 1f; 8VAC20-542-100 c.(2)(e); VGC 8VAC20-542-110 1f; VGC8VAC20-542-120 1f; VGC 8VAC20-542-130 2, VGC 8VAC20-542-290 4, VGC8VAC20-542-330 2a, d, 4a, 4d; VGC8VAC20-542-370 1, 11; VGC8VAC20-542-410 3e, 6a; VGC8VAC20-542-420 3e, 6a; VGC8VAC20-542-430 3e, 6a; VGC8VAC20-542-440 3e, 6a; VGC8VAC20-542-450.
•    Shall be able to use electronic technologies to access and exchange information VAC TSIP 20-25-30d.

 

Assessment Measures
Goals and Objectives of the Course: Students will    Assessment Measures
1. Understand and raise their self- awareness of identity, social and critical consciousness.    Cultural Autobiography
2. Be able to discuss, analyze and explain the social construction of difference – theories, ideology and beliefs.    Reading Responses
Research Report
3. Be able to discuss and analyze the effects of dominance and oppression on schools and social organizations.    Reading Responses
In-class case study analysis
4. Understand and be able to apply theories and applications of multicultural education and culturally responsive teaching to schools and social organizations.
5. Use electronic technologies to access and exchange information.    Action Project


Other Course Information
None

Review and Approval
Approved:  February, 2010