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Sum2012EDFS322—draft1a

CRN TERM SUBJ CRSE SEC EDFS 322 D1 Challenge of Multiculturalism… INSTRUCTOR(S) Smith, Sherwood TYPE Lecture DAYS TIME Allen House 104

CREDITS 3.000 BUILD

# ROOM

????3 per week 05-8:30pm Dates: Jun 18 - July 3 College of Education & Soc S DIVISION:

EDFS 322 SUMMER2012 ___________________________________________________________________________

THE CHALLENGES OF MULTICULTURALISM FOR EDUCATIONAL AND SOCIAL INSTITUTIONS
  EDFS 322 (course# ----- ) SUMMER TERM 2012
Sherwood Smith Classroom Day and Time Office Phone Allen House 104 TBA 656-8739

Instructor Email Office Location

Sherwood. Smith@uvm.edu
Allen House, 461 Main St.

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

2 Lee, Stacey J., Up Against Whiteness: Race School and Immigrant Youth. NY: Teachers College Press, 2005. 3 Cortes, C. The Children Are Watching. Teacher College Press Readings available on-line
Videos at Bailey Howe Library

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 on social justice through nine powerful themes:

Privilege Positionality Prejudice

Power Participation Praxis

Principals Pluralism 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. Our educational and social service professions, for example, have had to redefine problems and include new voices and perspectives. We must now respond to demands that previously were either unarticulated or effectively ignored and deflected. A debate rages regarding the place of multiculturalism in the professions and, in a larger sense, in the fabric of our society. This course will engage these debates. We will examine the concept of multiculturalism from a variety of discipline 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)
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“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, 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 # 1 READINGS ASSIGNMENTS - Course Themes Warm-up Activities: personal narratives, definition exercise, video & course review. Video: P’s review and discussion / Video America Article Bennett article & Domestic v International American Identity *Cortes (Text) Language & Culture Articles on Blackboard (BkBd) *Spring ( p1-128) : http://www.whatreallyhappened.com/HAWAII/hawaii.html http://www.hawaii.gov/lrb/con/ NTEA Presentations *Up Against Whiteness (text) Presentations CIP Last class meeting CIP due Journal 2 Final review paper WRITTEN In Class ASSIGNMENTS In-class exercise Personal Identity Map Definition exercise due next class Media project topic due Lookism or Class Dismissed

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It’s Elementary

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Video: Eugenic Journal 1 due Video: TBA Media Paper due
Mickey Mouse Monopoly

Video: Last Chance Ede

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ASSIGNMENTS: (points gotten divided by total points possible [estimate = 125 + bonus ] 1 2 3 PARTICIPATION PERSONAL MEDIA ASSESSMENT (PMA) & Presentation CRITICAL ISSUE PAPER (CIP) and PRESENTATION 25 20 30 20 10 20

4 NON-TRADITIONAL “EXPRESSIVE ACT” (NTEA) 5* NON-GRADED ASSIGNMENTS (definition, review paper & TBA…) 6

Optional Bonus points for attending 2 events for 10 points (5 each 10 event)
Note: overall total assignments may be altered if you or I have alternatives

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.

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Glossary of Terms (non-graded #5):

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?

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Personal Media Assessment (PMA) (15 for paper & 5 presenting)

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 text, The Children Are Watching, will help you with the project.
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OUTLINE: One page paper (single spaced) on your topic, due 3rd class 1. 2. 3. Briefly explain choice and plans to collect information(s) Tell your thoughts so far as what you think your questions are. Ask any questions you have.

Final Paper: grid ( handout as tool not required to hand-in) and 4 page paper due 6th class Select from these six or suggest alternative: * Collect data of the types (who), the quality Television Series (where & how) and amount (when) each of News the issues or populations. A simple system Music Television of numbers, checks, plus and minus will do. Talk Show 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: - 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 indepth 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) 1

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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 4 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 4 APPLICATION: Are there issues/perspectives which you found that enable you to examine your professional world in new and/or useful ways? 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. 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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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 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? 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?

Who implements the responses?

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 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 onepage (maximum) discussion of the meaning of this assignment to you. 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 class) 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
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Non-grades * 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. 1 2 3 4 5 6 7 Does the writer: Present a clear, focused thesis? Present ideas in an orderly and effective way? Use of clear grammar, spelling, etc. Provide appropriate substantiation (e.g. examples, research findings, references to readings, videos or discussions) for generalizations or conclusions made? Demonstrate an understanding of the key concepts through their use? Cite sources properly?[ APA style: http://library.uww.edu/GUIDES/APACITE.htm] 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).

#6 OPTIONAL 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
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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 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.

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Name___________________ Word Exercise:
Smith/EDFS 322 Su2012

DEFINITONS 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 Race Normal Intelligence Stereotype Prejudice Heterosexism 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 NTEA PAIRS SIGN-UP SHEET Date Name 1 Name 2 1 2 3 4 5 6 7 8 NTEA EVALUATION CRITERIA

EDFS322 /Sum

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

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

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