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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)

THE CHALLENGES OF MULTICULTURALISM FOR EDUCATIONAL AND SOCIAL INSTITUTIONS

SUMMER TERM 2010

EDFS 322

Z2

(course# 60473 )

Instructor

Sherwood Smith

Classroom

Allen House 104

Email

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

.

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

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)

The one absolutely certain way of

All of our people all over the countryexcept 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,

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.

inwardly as well as outwardly, this fear that destroys human thought, human relationship and love."

So the function of education, surely is to eradicate,

Krisnamurti

"

Overview (subject to change) EDFS 322 COURSE TASKS OUTLINE

# READINGS ASSIGNMENTS

1 - Course Themes Warm-up Activities: personal narratives, definition exercise, video & course review. Video:

P’s review and discussion / Video America Article

WRITTEN

ASSIGNMENTS

In Class

In-class exercise Personal Identity Map Definition exercise due next class

2 Roemblum Text articles

Media project

Review definitions exercise *Video (Text readings on-line)

Topic due

3 Articles on Blackboard (BkBd) from class 2 Iceberg article

4 *Spring ( p1-128) Bennett article & Domestic v International American Identity Language & Culture Blbd articles

5 Up Against Whiteness

6 NTEA Presentations Thurs,Tues. *Up Against Whiteness (text)

Journal 1 due Media Paper due Topic for CIP

7 Exercises

8 Presentations CIP Wed

CIP due

Reading on Bkbd

Journal 2

*Up Against Whiteness (text)

9 Last class meeting

Final review

paper

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 definitions from those you researched? *How do you account for the similarities or differences?

*How easy or hard was the exercise?

*What are the criteria for defining the “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.

TITLE: your topic/focus is due 3 rd class

Final Paper: grid ( handout) and 4 page paper due 4 th class Select from these six or suggest alternative:

Television Series News Music Television Talk Show Cartoon Series Video Game (Alternative)

KEY QUESTIONS FOR PMA:

* Collect data of the types (who), the quality (where & how) and amount (when) each of the issues or populations. A simple system of numbers, checks, plus and minus will do. See grid handout for a template. You may alter the grid to fit your topic.

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

3. Critical Issue Paper - Topic Outline due

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

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?

Date

Critical Issue Paper (CIP) ( Due 7 th 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.

your paper. This should serve as your reference section and does not count to the

total 5 pages.

Title:(APA format citation) Focus: 1-2 sentences on values of the article to

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 of the responses to the problem?

(3) What recommendations would you make to us?

What is the nature/scope of the problem at the level you are dealing with? Is it local, national, global?

What are its dimensions? Did research include or exclude specific groups:

(e.g., age, class, ethnicity, gender, sexual orientation, looks, disability)?

Who decided what to research and why?

Who implements the responses?

Which P’s influenced you to select the recommendations you propose?

Who might oppose your recommendations and for what reasons? Or what are the different views, if any?

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.

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 6 th & 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*

Comment on the course using course goals: 1 page

Class Review Paper (CRP) (Due last class meeting)

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:

7 Answer and label the questions asked?

http://library.uww.edu/GUIDES/APACITE.htm]

Alternative Paper Option [Due 2 nd 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).

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:

Association, 6 th Edition. American Psychological Association (APA). Washington, DC.

Publication Manual of American Psychological

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.

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

NTEA EVALUATION CRITERIA

Summer 2009

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.

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

Please note that the course content is subject to ongoing revisions

THE CHALLENGE OF MULTICULTURALISM FOR EDUCATIONAL AND SOCIAL INSTITUTIONS EDFS 322 NTEA PAIRS SIGN-UP SHEET

EDFS322 /Sum

 

Date

Name 1

Name 2

1

     

2

     

3

     

4

     

5

     

6

     

7

     

8

     

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

(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

of its purpose(s) and hoped for outcome(s) (3) comments on the place of these sorts of
of its purpose(s) and hoped for outcome(s) (3) comments on the place of these sorts of
of its purpose(s) and hoped for outcome(s) (3) comments on the place of these sorts of

EDFS322

P's -->

Positionality,

Partiality/Prejudice,

Privilege,

Power,

Principles,

Practice,

Perspectives,

Pluralism

Participation

Praxis