mul·ti·cul·tur·al (m l t -k l ch r- l, -t

adj. 1. Of, relating to, or including several cultures. 2. Of or relating to a social or educational theory that encourages interest in many cultures within a society rather than in only a mainstream culture.

Not out of mere charity, but because peace in our time requires the constant advance of those principles that our common creed describes; tolerance and opportunity, human dignity and justice. We the people declare today that the most evident of truth that all of us are created equal -- is the star that guides us still; just as it guided our forebears through Seneca Falls and Selma and Stonewall; just as it guided all those men and women, sung and unsung, who left footprints along this great mall, to hear a preacher say that we cannot walk alone; to hear a King proclaim that our individual freedom is inextricably bound to the freedom of every soul on Earth. It is now our generation’s task to carry on what those pioneers began, for our journey is not complete until our wives, our mothers and daughters can earn a living equal to their efforts. Our journey is not complete until our gay brothers and sisters are treated like anyone else under the law, for if we are truly created equal, then surely the love we commit to one another must be equal, as well.
Mr. Obama’s 2nd Inauguration on January 21, 2013

Although for over a century our nation has advanced the ideal that a highquality and excellent public education is the birthright of all children, our schools cannot fulfill this ambitious and noble purpose unless all of us— parents, policymakers, and the general public—commit ourselves to sustaining education as a public trust and a promise to future generations.
Sonia Nieto, Why We Teach, 2005

Web definitions
the doctrine that several different cultures (rather than one national culture) can coexist peacefully and equitably in a single country.


Syllabus EDFS 322



Instructor Contact Information: Phone: 9am-9pm (H) 802-479-7972 (C) 802-272-5227 Office Hours: To be scheduled before or after class time, and via email or phone Classroom: TBA Pre-class reading: Black Like Me by John Howard Griffin (1960). (For July 15, 2013) Course Description: Critical analysis of social, historical, and philosophical dimensions of multiculturalism. Examination of identity, empowerment, and justice and their relationships to educational/social policies and practices. Goals: Examine historic & contemporary multicultural issues To enrich one’s understanding of multicultural issues of identity, empowerment, and justice Analyze power, privilege, marginalization as they manifest within us, our institutions, our culture Question assumptions, stereotypes, paradigms Examine our professional practice Identify direct action (personal and professional) Invite dialogue in personal and professional venues

• • • • • • •

Learning Outcomes: Students will be empowered to take multicultural knowledge and awareness into leadership, teaching, personal and professional realms. General Course Information Course Policies/Expectations:
Respect = honor each individual’s humanity and strengths especially when you disagree Confidentiality = what you hear here stays here, what you learn here take out into the world and share Agree to disagree = allow an idea to be an idea and not the whole individual Participate = take risks, be creative, have fun! • Read voraciously • Engage with class dialogue and facilitate new learning

Attendance Expectations: See schedule. This summer class is designed for the greatest impact within the shortest time frame. Our schedule will be as dynamic as our content! Course work will include independent and group projects with considerable input from peers and the professor.
Academic Honesty & Professionalism: All students are required to be familiar with and adhere to the “Academic Honesty Policy Procedures” delineated in the most recent edition of “The Cat’s Tale”. (


Accommodations: Accommodations will be provided to eligible students with disabilities. Please obtain an accommodation letter from the ACCESS office and see one of the instructors early in the course to discuss what accommodations will be necessary. If you are unfamiliar with ACCESS, visit their website at to learn more about the services they provide. ACESS: A-170 Living Learning Center, University of Vermont, Burlington, VT 05405. PH: 802-656-7753, TTY: call 711 (relay), Fax: 802-656-0739, Email:, Instant Messenger: UVMaccess. General office hours: 8:30am – 4:30pm Monday through Friday. Call to make an appointment.

Required Reading: • Articles distributed to the class via Blackboard. • Four books (minimum): (may include pre-first class reading of Black Like Me) Non-fiction, memoir, and literature appropriate to your unit of study or project design needs. Engage with the issues that are challenging to you for your personal and academic development.
Required and/or recommended readings: Bechdel, Alison. (2006). Fun Home: A Family Tragicomic & Are You My Mother? A Comic Drama (2012). Boston: Houghton Mifflin Bond, Justin Vivian. (2011). Tango: My Childhood, Backwards and in High Heels. New York: The Feminist Press. Delgado, Richard and Jean Stefancic. (2012). Critical Race Theory: An Introduction. Second Edition. New York: New York University. DeWolf, Thomas Norman and Sharon Leslie Morgan. (2012). Gather At The Table: The Healing Journey of a Daughter of Slavery and a Son of the Slave Trade. Boston: Beacon Press. Griffin, John Howard. (1960). Black Like Me. Boston: Houghton Mifflin. Harper, Lee. (1960). To Kill a Mockingbird. New York: HarperCollins. Mooney, Jonathan. (2007). The Short Bus: A Journey Beyond Normal. New York: Henry Holt. Williams, Thomas Chatterton. (2010). Losing My Cool: Love, Literature, and a Black Man's Escape From the Crowd. New York: Penguin Books. Schwartz, John. (2012). Oddly Normal: One Family’s Struggle to Help Their Teenage Son Come to Terms with His Sexuality. A Memoir. New York: Gotham Books. Smith, Lillian. (1961). Killers of the Dream. New York: W. W. Norton. Filmography (suggestions): Race: The Power of an Illusion, The Color of Fear, The Way Home, Paris is Burning, We Were Here, Jihad for Love, Freedom Riders, Before Stonewall, Stonewall Uprising, Murderball, A Class Apart, Until The Violence Ends, What I Want My Words To Do To You, Beyond Our Differences, Skin Deep, Race: The Power of Illusion, It’s Elementary, CRASH, The Letter, Beautiful Daughters, TransAmerica, Albert Nobbs, 4 Little Girls, The Codes of Gender, MissRepresentation, The Invisible War, XXY

Description of Assignments: It is imperative that you select issues and formats to meet your professional and personal needs and goals. REQUIRED: 4 books, 6-8 films, & journal articles Three Mini Projects (in the order you choose). {7-15 pages} Due Weekly: July 20, July 27, & August 3. Literary reviews of articles, books, research for projects. Reflect on learning. Media/film (same as literary review above with visual media) analysis of content & reflection. Personal narrative examining identity development and awareness. Final Project: Engaged Critical/Contextual Research paper Or Curriculum /Unit of study {25-75 pages} and Presentation. Formats may vary. Determine an equivalent for PowerPoint or multi-media products.

The Professor’s Disclaimer
Multiculturalism. This is such an all-encompassing term! This course is designed to explore who we are—as professionals and as unique individuals in multiple relationships in our community and family---and how we teach and live in a multicultural society. History, sociology, psychology, philosophy and every other discipline and art form could


be considered for our greater understanding. Curiosity and compassion will be our guide. Thus, this schedule may change.

WEEK ONE July 15-July 19 July 15 9:00-11:45 Class ONE

Introductions, Black Like Me dialogue, & begin design of individual goals for final project. Assignment For Class Two (July 17)
• • • Bias Test---Teaching Tolerance website Baldwin, J. (1963). A Talk to Teachers. Saturday Review, 60, 42-47. Freire, P. (1998). Seventh Letter: From Talking to Learners to Talking to Them and With Them; from Listening to Learners to Being Heard by Them. In Teachers as Cultural Workers: Letters to Those Who Dare to Teach. Boulder, CO: Westview Press, pp. 63-68. McIntosh, P. (1998, 1988). White privilege and male privilege: A personal account of coming to see correspondences through work in women’s studies. In M. L. Anderson & P. H. Collins (Ed.), Race, class and gender. Belmont, CA: Wadsworth Publishing, pp. 103-108. Yamato, G. (1998). Something About the Subject Makes it Hard to Name. . In M. L. Anderson & P. H. Collins (Ed.), Race, class and gender. Belmont, CA: Wadsworth Publishing, pp. 99-108.

July 17 9:00-11:45 Class TWO Discuss articles Documentary: Race: The Power of an Illusion Schedule/plan for Independent study week (July 22-26) Assignment #1 due Saturday July 20

WEEK TWO July 22-26 No On Site Classes Assignment: Independent reading, documentaries and research. Gather At The Table: The Healing Journey of a Daughter of Slavery and a Son of the Slave Trade Emily Bernard. Teaching the N-Word: Boo, K. (February 6, 2006). Swamp nurse: What's the best hope for the first child of a poor mother? The New Yorker, pp, 54-65. DiAngelo, R. J. (2006). My class didn’t trump my race: Using oppression to face privilege. Multicultural Perspectives, 8(1), 51-56.

WEEK THREE July 29-August 2 July 29 9:00-11:45 CLASS THREE

Discuss Gather at The Table & articles Documentary: The Letter by Ziad H. Hamzeh Assignment for July 31 Selections from LAyers, Bill & Bernardine Dohrn. (2009). Race Course: Against White Supremacy. Chicago: Third World Press. Brown, Marvelyn. (2008). The Naked Truth: Young, Beautiful, and (HIV) Positive. New York: Amistad. Begin: Critical Race Theory: An Introduction. 4

July 31 9:00-11:45 Discuss articles Documentary: TBA


Assignment for August 5 Finish reading Critical Race Theory: An Introduction. Bell, C. (2006). Introducing White Disability Studies. In L. J. Davis (Ed.), The Disability Studies Reader (pp. 275-282). New York: Routledge. Fadiman, Anne. (1997). Birth. In The Spirit Catches You and You Fall Down: A Hmong Child, Her American Doctors, and the Collision of Two Cultures. New York: Farrar, Straus, and Giroux, pp. 3-11. Johnson, H. M. (2003, February 16, 2003). Unspeakable Conversations. The New York Times Magazine. ( Rosin, H. (2008, November). A Boy’s Life. The Atlantic. WEEK FOUR August 5-9 Final Theme: Transformative Scholarship, Anti-racist Education, Achievement Expectations, Organizational Change, Theory & Praxis, Who are we now? Where will we go?

August 5 9:00-11:45 CLASS FIVE Discuss Critical Race Theory Presentation of Final Projects Assignment: hooks, bell. (1994). Embracing Change, Chapter 3, Teaching to Transgress: Education as the Practice of Freedom. New York: Routledge. Kahane, Adam. (2010). Power and Love: A Theory and Practice of Social Change. San Francisco: BerrettKoehler Publishers, Inc. Kumashiro, K. (2002). Against repetition: Addressing resistance to anti-oppressive change in the practices of learning, teaching, supervising, and researching. Harvard Educational Review, 72(1), 67-92.

August 6 9:00-11:45 CLASS SIX Discuss additional articles Presentations August 7 9:00-11:45 CLASS SEVEN Presentations August 8 9:00-11:45 CLASS EIGHT Presentations & Grade Rubric Due

Grade Narrative: Explain in one detailed paragraph the grade you have earned for the course based on your objectives, your participation, timeliness, research and writing, new learning and awareness.


Bibliography Of Supplemental Readings

Alridge, D. P. (2008). The Educational Thought of W.E.B. DuBois: An Intellectual History. New York: Teachers College Press. There is more to Dr. DuBois than the Talented Tenth (1903) or Souls of Black Folks (1903). DuBois is as foundational an education philosopher as John Dewey and Paulo Freire. Aldridge offers a very accessible resource. Banks, James. A. (Ed.). (1996). Multicultural education, transformative knowledge, and action: Historical and contemporary perspectives. New York: Teachers College Press. James Banks has been at the forefront of the current revival of multicultural education. His research, writing and practice have helped establish multiculturalism as a field for scholars and activists. Bauer, Marion and Beck Underwood. (Eds.). (1994). Am I blue? Coming out from the silence. New York: HarperCollins. Stories from gay, lesbian or bi youth. What if we all turned blue one day? Who would be with us? Who would surprise us? Collins, C. & F. Yeskel. (2005). Economic Apartheid in America. New York: The New Press. 2009 and the Economy is less abstract than ever. Collins & Yeskel explain the underpinnings of the current situation. Dyson, Michael Eric. (2007). Know What I Mean? Reflections on Hip Hop. New York: Basic Civitas. Dyson is a philosopher who questions all authority. He has taken on Bill Cosby, Tupac Shakur, Martin Luther King, Malcolm X. He teaches theology, English and African American studies and writes theory as lyrically as pavement poetry. Fadiman, A. (1997). The Spirit Catches You and You Fall Down: A Hmong Child, Her American Doctors, and the Collision of Two Cultures. New York: Farrar, Straus and Giroux. The title explains the context but Fadiman explains the people, cultures and good intentions that crash into a non-westernized reality. Absolutely fascinating---even for non-medical personnel. Freire, P. (1998). Teachers as cultural workers: Letters to those who dare to teach. Boulder, CO: Westview Press. Pedagogy of the Oppressed (1990/1970) is so famous (and so dense). I think we all need to begin new ways of thinking about teaching with Freire. He has inspired many contemporary educational philosophers (Giroux, hooks, Macedo, McLaren to name just a few.) Education for Critical Consciousness. (2008/1974). London: Continuum. The foundational writings from which Freire continued to build. Hockenberry, J. (1995). Moving violations: A memoir. War zones, wheelchairs, and declarations of independence. New York: Hyperion. Hockenberry takes us up a mountain by mule in Afghanistan to report on refugees. He leaves his wheelchair at the bottom. That’s just the opening chapter! Who really has the issues—the non-disabled or the disabled? Kumashiro, K. (2002). Troubling education: Queer activism and anti-oppressive pedagogy. New York: RoutledgeFalmer. Kumashiro explains queer and anti-oppressive pedagogy. One of his points: “Oppression consists not only of the marginalizing of the Other; it also consists of the privileging of the “normal” (p. 37). Landsman, J. (2008). Growing Up White: A Veteran Teacher Reflects on Racism. New York: Rowman & Littlefield Education. 6

Julie Landsman is to Tim Wise as Juan Williams is to Eric Dyson. Well, see if you agree. She is much more polite than Wise while saying some of the same things in Lessons, Reflections and Suggestions at the end of each chapter. Her gender and sexual orientation also heighten (not to be hierarchical or linear) her articulation of the ideas. Leondar-Wright, B. (2005). Class Matters: cross-class alliance building for middle class activists. Gabriola Island, BC Canada: New Society Publishers. Similar format to Economic Apartheid--accessible, lots of graphics and illustrations. Class is our toughest, most changeable arena of bias, prejudice and oppression. Do you agree? How do we understand class in our students? Friends? Selves? Lopez, A. (2008). Mediacology: A Multicultural Approach to Media Literacy in the Twenty-first Century. New York: Peter Lang. “The principle theme of this book is that current media literacy pedagogy is stuck in the nineteenth century.” How do we get our students to be media savvy critical thinkers when we are so well trained in old century ways? Media literacy is imperative in this social media era. How to begin? Maher, F. A. & Tetreault, M. K. T. (2001). The feminist classroom: Dynamics of gender, race, and privilege. Lanham, MD: Rowan & Littlefield Publishers. Tired of the “f” word being so bad? Maher & Tetreault suggest four critical themes: mastery, voice, authority, and positionality. There are gems herein such as Blythe Clinchy's maxim: "transform a source of irritation into a subject for research" (p.266). Marshall, C. & M. Oliva. (2006). Leadership for social justice: Making revolutions in education. Boston: Pearson Education Nieto, S. M. (1999). The light in their eyes: Creating multicultural learning communities. New York: Teachers College Press. (2000). Affirming diversity: The sociopolitical context of multicultural education. New York: Longman. The heart and soul of multicultural education is in Dr. Nieto’s work. She writes about the real world of multicultural education. This is education for all students and education for a democratic society. Spring, Joel. (2007). Deculturalization and the Struggle for Equality: A Brief History of the Education of Dominated Cultures in the United States. (Fifth Edition). Boston: McGraw Hill. Isn’t history amazing and weird the way it is so evident (present) in current affairs and practice? This is a very short, powerful, not-so-pretty historic contextualization for this course. An important perspective for all educators. Tatum, B.D. (1997/2003). "Why are all the black children sitting together in the cafeteria?" and other conversations about race. New York: Basic Books. A question that always comes up. Essential reading to understand psychological perspectives on identity development. Cross-racial considerations. (2007). Can we talk about race? And other conversations in an era of school segregation. Boston: Beacon Press. Very accessible. Trainor, J. S. (2008). Rethinking Racism: Emotion, Persuasion, and Literacy Education in an All-White High School. Carbondale, IL: Southern Illinois University Press. Could be our school. Maybe our old ways of thinking about racism need revising. Trainor offers insight on how to shift the old paradigms. Wray, M. & A. Newitz (Eds.). (1997). White trash: Race and class in America. New York: Routledge. Sunset Trailer Park, Trash-o-nomics, Telling stories of “Queer White Trash,” are some of the chapters in this collection. The editors’ introduction begins: ”Americans love to hate the poor” (p.1). A stereotypebusting collection even if it is from the other millennium. 7


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