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INSTRUCTOR(S) TYPE DAYS TIME BUILD ROOM

Smith, Sherwood Lecture 3 per week 05-8:30pm Allen House 104

COLLEGE: College of Education & Soc S DIVISION: Dates: Jun 21 - July 16

EDFS 322 SUMMER 2010


___________________________________________________________________________

Core Concepts:
Even though cultural diversity has been present on this continent for centuries, some of us have only recently
begun to seriously consider what it means to live in such a society. For some Americans, this diversity is seen
as problematic, a danger to our unity and a drain on our resources. For others, it is our strength and offers rich
opportunities for future greatness. For many, it offers both personal and professional challenges in terms of
curriculum, pedagogy and communities. Our educational and social service professions, for example, have had
to redefine problems and include new voices and multiple perspectives to address issues both national and
global. We must now respond to demands that previously were either unarticulated or effectively silenced.

This course will engage these multiple perspectives and positions in constructive and productive debate or
discussion. We will examine the concept of multiculturalism from a variety of perspectives and through many
different ideological and cultural lenses. I hope we all gain greater insight into the meaning of multiculturalism
for ourselves and for our work.

_________________________________________________

DICE Model:

D = Describe
I = Interpretive
C = Compare & Contrast
E = Emotion/Affect

For each reading you will be in pairs and asked to share the article with the class. The following is a
format for your prwesentation to the class on your article. Plan on about 8-10 minutes for each article.
Your goals are to share information and raise questions.

D = Describe (factual contents of the article) brief summary

I = Interpretive (your meaning making of the article) your analysis

C = Compare & Contrast (Make a comparison to course models and concepts)

E = Emotion/Affect (Feeling about what you read)

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THE CHALLENGES OF MULTICULTURALISM FOR EDUCATIONAL
AND SOCIAL INSTITUTIONS
 EDFS 322 Z2 (course# 60473 )
 SUMMER TERM 2010

Instructor Sherwood Smith Classroom Allen House 104


Email Sherwood. Smith@uvm.edu Day and Time MWF @ 5PM
Office Location Allen House, 461 Main St. Office Phone 656-8739

COURSE GOALS

 To understand major dimensions of the ongoing societal debate regarding multiculturalism

 To broaden and enrich one's understanding of issues related to identity, power, and justice
as they relate to societal diversity

 To examine historical and contemporary multicultural issues from a variety of perspectives


as they relate to educational/social policy and practice

 To analyze critically the dynamics of prejudice, discrimination, and oppression as they are
manifest within ourselves, our institutions and our culture

 To examine one's professional practices in light of issues and concerns raised in the larger
societal debate on multiculturalism

 To identify a path of action (personal or professional) congruent with beliefs, values, and
insights held

COURSE READINGS / TEXTS

1 Spring, J. Deculturalization and the Struggle for Equality. NY: McGraw-Hill

2 Lee, Stacey J., Up Against Whiteness: Race School and Immigrant Youth. NY:
Teachers College Press, 2005.

3 TBA:

4. Rosenblum, K.E. AND Travis, . (Eds.) The Meaning of Difference. Boston: McGraw-Hill

Articles to be distributed in class & Packet of Readings available on-line

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.

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.

This education course focuses through nine powerful themes:

Privilege Power Principals


Positionality Participation Pluralism
Prejudice Praxis Perspective
These are central to a critical analysis of social, historical, and philosophical dimensions of multiculturalism,
whether examining curriculum revision, intercultural communication theory, ethnic identity development,
immigration policy, Affirmative Action, cross-cultural counseling, ethnocentrism, sexual orientation or other
related topics.

Even though cultural diversity has been present on this continent for centuries, some of us have only recently
begun to seriously consider what it means to live in such a society. For some Americans, this diversity is seen
as problematic, a danger to our unity and a drain on our resources. For others, it is our strength and offers rich
opportunities for future greatness. For many, it offers both personal and professional challenges in terms of
curriculum, pedagogy and communities. Our educational and social service professions, for example, have had
to redefine problems and include new voices and multiple perspectives to address issues both national and
global. We must now respond to demands that previously were either unarticulated or effectively silenced.

This course will engage these multiple perspectives and positions in constructive and productive debate or
discussion. We will examine the concept of multiculturalism from a variety of perspectives and through many
different ideological and cultural lenses. I hope we all gain greater insight into the meaning of multiculturalism
for ourselves and for our work.

QUOTES THAT REFLECT THE COURSE

“There is no room in this country for hyphenated Americanism... The one absolutely certain way of
bringing this nation to ruin, of preventing all possibility of its continuing to be a nation at all, would be to
permit it to become a tangle of squabbling nationalities.”
Theodore Roosevelt (1858-1919)

“All of our people all over the country—except the pure-blooded Indians---are immigrants or
descendants of immigrants, including even those who came over on the Mayflower.”
Franklin Delano Roosevelt (1882-1945)

"When those who have the power to name and to socially construct reality choose not to see you,
hear you, whether you are dark-skinned, old, disabled, female, or speak with a different accent or dialect
than theirs, when someone with the authority of a teacher, say, describes the world and you are not in it,

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there is a moment of psychic disequilibrium, as if you looked into a mirror and saw nothing.”
Adrienne Rich
“We must always take sides. Neutrality helps the oppressor, never the victim. Silence encourages the
tormentor, never the tormented.”
Elie Weisel, Acceptance Speech, Nobel Peace Prize, Oslo,
1986

“The hottest places in Hell are reserved for those who in times of great moral crisis maintain their
neutrality.”
Dante Alighieri (1265-1321)

"The most distinctive mark of a cultured mind is the ability to take another's place, and see life and its
problems from a point of view different from one's own."
A. H. R. Fairchild

Because if I am not what I've been told I am, then it means that you're not what you thought you
were either. And that is the crisis.
James Baldwin, A Talk to Teachers (1963)

"I wonder if we have ever asked ourselves what education means. To live is to find out for yourself what
is true, and you can do this only when there is freedom, when there is continuous revolution inwardly,
within yourself. It is only when you are constantly inquiring, constantly observing, constantly learning,
you cannot be deeply aware if you are afraid. So the function of education, surely is to eradicate,
inwardly as well as outwardly, this fear that destroys human thought, human relationship and love."
Krisnamurti

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Overview (subject to change)
EDFS 322 COURSE TASKS OUTLINE
# READINGS ASSIGNMENTS WRITTEN In Class
ASSIGNMENTS

1 - Course Themes Warm-up Activities: personal In-class exercise


narratives, definition exercise, video & course review. Personal Identity
Video: Map
P’s review and discussion / Video Definition
America Article exercise due
next class
2 Roemblum Text articles Media project
Review definitions exercise Topic due
*Video (Text readings on-line)

3 Articles on Blackboard (BkBd) from class 2


Iceberg article

4 *Spring ( p1-128) Journal 1 due


Bennett article & Domestic v International Media Paper due
American Identity Topic for CIP
Language & Culture
Blbd articles

5 Up Against Whiteness

6 NTEA Presentations Thurs,Tues.


*Up Against Whiteness (text)

7 Exercises CIP due


Reading on Bkbd Journal 2
*Up Against Whiteness (text)

8 Presentations CIP Wed


9 Last class meeting Final review
paper

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ASSIGNMENTS: (points gotten divided by total points possible [estimate = 120 + bonus ]

1 PARTICIPATION & ATTENDANCE 30


2 PERSONAL MEDIA ASSESSMENT #1 & 2 (PMA) 20
3 CRITICAL ISSUE PAPER (CIP) and PRESENTATION 30
4 MULTICULTURAL JOURNAL 4 PAPERS (MJ) 15
5 NON-TRADITIONAL “EXPRESSIVE ACT” (NTEA) 10
* NON-GRADED ASSIGNMENTS (definition, review paper, TBA…) 15

7 Bonus points for attending 2 events for 10 points (5 each event) 10


Note: overall total assignments may be altered

1. Attendance and Participation:

Everyone should expect to serve as a primary discussant for an article or book on several
occasions during the semester. This will involve presenting based on the DICE Model.
Because of the condensed format of this summer class, missing one third or more of the classes
will result in an “F” for the course.

*. Glossary of Terms (non-graded):

Without using any resources, write definitions of the terms distributed in class. Begin by
doing the first term in class and complete the rest at home. Then check a reliable source
and record its definition of the terms you were assigned.
Hand-in: Definitions Sheets (original and 1 copy of terms operational (hand-out) and
researched definitions for 2 terms of your choice.
(Oral) Come to class ready to share one of your comparisons on these 4 points
*How similar or different are your *How easy or hard was the exercise?
definitions from those you researched?
*How do you account for the similarities *What are the criteria for defining the
or differences? “correct” or “True” definition that you use?

2. Personal Media Assessment (PMA) (10 x 2 for papers)

The goal of this individual project is for you to develop awareness and understanding of your
own socialization concerning a culture and to present this information on the learning process
to the class. Also, it will provide insight into using media as a tool for teaching critical analysis
skills. This chapter from text, The Children Are Watching, will help you with the project.

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TITLE: your topic/focus is due 3rd class

Final Paper: grid ( handout) and 4 page paper due 4th class
Select from these six or suggest alternative:
Television Series * Collect data of the types (who), the quality
News (where & how) and amount (when) each of
Music Television the issues or populations. A simple system
Talk Show of numbers, checks, plus and minus will do.
See grid handout for a template. You may
Cartoon Series
alter the grid to fit your topic.
Video Game
(Alternative)

KEY QUESTIONS FOR PMA:


Examine the media (Movie, TV, Video, etc…) and answer the following 3 questions:
1 - What generalizations, if any, are made and Do the generalizations connect to any or
all the P’s (Be specific)?
Are there labels used? Labels = terms that are assumed to be understood within the
dominant culture? Or are there depictions used to represent individual or group, such
as setting, colors, tones, dress, body language, caricature & mockery?
Having assessed the above items ask the following using the P’s:
2. What purpose(s) do the images you observe serve?
Do they support social justice, cultural norms or reinforce inequality/privilege systems?
Who benefits from the presentation? Who does the format privilege or marginalize?
What emotions, if any, does the media attempt to evoke and does it succeed with you?
PMA PAGE FORMAT
4 pages (double spaced) of text beyond specific data grid
Paper will be assessed on the following 4 points and the level of detail in each:
1. Paper examined a clearly defined example of media and data collection presented in-
depth
2. Opinions are supported using course materials and material was accurately referenced.
3. Models or theories are used to explain findings/data.
4. Paper links the readings and your thinking in a viable explanation of your findings which
demonstrates critical analysis of the media and course material
HOW much to look at? (Estimate depends on format but approximately 2 hours)

PMA Oral Assessment


Speaker was able to clearly define his/her viewpoint
Speaker used examples to support his/her position
Speaker demonstrated knowledge of the material/terms
Speaker was able to clearly define his/her viewpoint

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3. Critical Issue Paper - Topic Outline due

Outline for Critical Issue Paper (CIP) [Due 4th class]


Outline (maximum one page) of the proposed Final paper is to be handed in by fourth
class. Label each point (A,B, C, D& E listed as a heading).
A Name(s) Date
B Title or Theme with definition
C One paragraph on why this topic? What is the importance of this area you are
exploring?
D One paragraph on the issue [What, When, Who, Where, etc.] and the questions or
topic area your paper will explore.
E Give me information on the sources of information. How will you choose them?

Critical Issue Paper (CIP) ( Due 7th class)


CONTENT:
It should be 5 pages (double spaced). You are expected to have 5 scholarly journal research
sources beyond the class material.
Paper will be an examination of the issues in U.S.A. context. The paper should address
questions in the sections below.
Please label these 5 sections in your paper:
1 DESCRIPTION: What are the issues raised? Clearly and briefly define the topic and
context.
2 THEMES: How do the ideas you are exploring relate to themes developed in
class/readings specifically? For example, how does your own set of P’s impact you as
author/researcher? How did it inform your choice and focus?

3 APPLICATION: Are there issues/perspectives which you found that enable you to
examine your professional world in new and/or useful ways?
4 Recommendations for future learning for yourself. Suggest a plan for your future
learning on this topic. Tell what would happen, your reason for each event/activity
and the outcome you expect to come from them. Part of the grading is on it being
practical.
5 Annotated Bibliography: [pages do not count for the total]. Author, last name, first
name. Title:(APA format citation) Focus: 1-2 sentences on values of the article to
your paper. This should serve as your reference section and does not count to the
total 5 pages.

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3 cont. Critical Issue Presentation (10 points) - Evaluation Criteria:

Presentation in class (10 minutes) is the graded portion. There should be three parts to
the presentation. You are free to be as creative as you wish.
(1) What is the problem? (2) What have been some (3) What recommendations
of the responses to the would you make to us?
problem?

What is the nature/scope of Who decided what to Which P’s influenced you to
the problem at the level you research and why? select the recommendations
are dealing with? Is it local, you propose?
national, global?

What are its dimensions? Who implements the Who might oppose your
Did research include or responses? recommendations and for
exclude specific groups: what reasons? Or what are
(e.g., age, class, ethnicity, the different views, if any?
gender, sexual orientation,
looks, disability)?

CIP Oral Assessment


Speaker was able to clearly define his/her viewpoint
Speaker used examples and/or data to support his/her position
Speaker demonstrated knowledge of the material
Speaker was able to clearly define his/her viewpoint
Speaker attempts to engage the audience in dialogue

4. Multicultural Journal Papers (3 X 5 = 15 points)

These journals are due Tuesday of each week. (2 pages double spaced)

For each of the entries, reflect on the current class materials through such questions as
 Where are you now?
 What issues are being raised for you? Are they inside or outside of class or both?
Clearly link this part to content (films, readings, or other sources)
 In what ways are you being engaged, challenged, supported, and confused or
____ (choose the appropriate word)?

 PAPER:
This is a personal analysis drawing on course experiences and not a summary of readings
and discussions.

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5 Non-traditional Expressive Act (NTEA) (10 points)
(Inspired by Gardner’s “multiple intelligences”)
Students should employ a mode of expression other than that used in the traditional
academic paper to address a multicultural theme examined in this course. In addition, you
are expected to submit a two page (maximum) discussion of the meaning of this assignment
to you. Your assessment will be combined with ours. Your grade will be based on: your
original work for the class, organization in presenting, and responsiveness to the assignment,
but not on the artistic quality of the act. You need to stay within the time limit. Have fun with
this and stretch yourself. Presentations are the 6th & 7th class ( 6/25-30/09)

Your “act” should show insight and understanding and reflect originality and effort.
NTEA POINTS
(1) a very brief description of your act
(2) Act itself being done
(3) an explanation of its purpose(s) and relationship to course content
(4) a reflection on doing this NTEA

Non-grades 3* Class Review Paper (CRP) (Due last class meeting)


Comment on the course using course goals: 1 page

Expectations of Written Work:

7 Guiding Questions for Evaluating Written Work


 Please type all papers.

Does the writer:


1 Present a clear, focused thesis?
2 Present ideas in an orderly and effective way?
3 Use of clear grammar, spelling, etc.
4 Provide appropriate substantiation (e.g. examples, research findings, references to
readings, videos or discussions) for generalizations or conclusions made?
5 Demonstrate an understanding of the key concepts through their use?
6 Cite sources properly?[ APA style: http://library.uww.edu/GUIDES/APACITE.htm]
7 Answer and label the questions asked?

Alternative Paper Option [Due 2nd class]

Format
You are free to propose an alternative format for assignments 2, 3, & 7, but it must be in
writing with your suggestions for evaluating your final product (so I have specific details to
consider for grading you).

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JOURNAL FORMAT:

The purpose of journal entries is two fold:


First, is to have you reflect on the readings, hand-outs and films in a more
structured and personal manner.
Secondly, is to have you connect your readings to your experiences of the
course.

Assessment:

1 Writing makes links between personal thoughts and course material.


Writing demonstrates that material has been critiqued and/or questioned.
Material presented addresses your stated points.
2
Material is connected to the course.
3

4 Writing shows personal reflection on both cognitive and affective levels

5 Material is NOT assessed for any agreement with a particular position or


viewpoint

BONUS EVENTS: (3 events at 3 pts each – if 3 get 10 pts)


Label event attended event as a journal page: Tell me What it was, When and where it
happened, and 3-5 sentences on why you picked it in relation to the course.

REFERENCING: (see UVM policy on academic honest, especially plagiarism)


If you have questions consult: Publication Manual of American Psychological
th
Association, 6 Edition. American Psychological Association (APA). Washington, DC.

 Policy on late papers :


 Unless arrangements are made prior to the due date, papers are due at the end of
the class period. Late papers will be lowered one grade and must be submitted by
the next class. Thereafter, the paper may not be accepted. There are no
extensions beyond the last day of class

Particular Needs or Situations:


Student with particular needs should inform the instructor so that arrangements can be
made. Special situations that conflict with class attendance or work are to be discussed in
advance. Instructor can be reached by phone or e-mail.

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CHALLENGE OF MULTICULTURALISM FOR
EDUCATIONAL & SOCIAL INSTITUTIONS EDFS 322 Summer 2009
NTEA SIGN-UP SHEET

NTEA EVALUATION CRITERIA

The "act" should draw on the . It should show insight and understanding, reflect originality and
organization, and incorporate appropriate intelligences (#5). The grade will be based on the criteria
below and not on the artistic quality of the "act." Students may submit a self-assessment that will be
combined equally with our assessment.

An NTEA of the highest quality:

1) Exhibits an understanding of a multicultural theme that reveals conceptual and analytical depth.

2) Is organized clearly and logically (for the particular NTEA).

3) Makes effective use of the time available.

4) Is original work done for this class.

5) Employs "intelligences" other than the dominant two (verbal/linguistic and logical/mathematical) in
a thoughtful manner.

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Name___________________
Word Exercise:
Smith/EDFS 322 Su02010DEFINITONS EXERISE

Write your definitions for each of the following words. DO NOT use a dictionary or thesaurus.
I want the definitions in your head not from a book. Do not use opposites or contrasts to
create a definition.

Culture

American

Class(SES)

Ethnicity

Civilized

Gender

Transgender

Privilege

Justice

Race

Normal

Intelligence

Stereotype

Prejudice

Racism

Sex (noun)

Truth

Heterosexism

Privilege

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Please note that the course content is subject to ongoing revisions

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THE CHALLENGE OF MULTICULTURALISM FOR EDUCATIONAL
AND SOCIAL INSTITUTIONS EDFS 322 EDFS322 /Sum
NTEA PAIRS SIGN-UP SHEET
Date Name 1 Name 2
1

NTEA EVALUATION CRITERIA

The "act" should show insight and understanding of course material, reflect originality and
organization, and incorporate appropriate intelligences (#5). The grade will be based on the criteria
below and not on the artistic quality of the "act." Students may submit a self-assessment that will be
combined equally with our assessment.

An NTEA of the highest quality:

1) Exhibits an understanding of a multicultural theme that reveals conceptual and analytical depth.

2) Is organized clearly and logically (for the particular NTEA).

3) Makes effective use of the time available (stays within time frame).

4) Is original work done for this class.

5) Employs "intelligences" other than the dominant two (verbal/linguistic and logical/mathematical) in
a thoughtful manner.
1 Page Paper
(1) very brief description of your act
(2) explanation of its purpose(s) and hoped for outcome(s)
(3) comments on the place of these sorts of assignments in education for you

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EDFS322

P's -->

Positionality,
Partiality/Prejudice,
Privilege,
Power,
Principles,
Practice,
Perspectives,
Pluralism
Participation
Praxis

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