EDUC B260 Multicultural Education Fall 2018 Syllabus · education can be enacted in pedagogy,...

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Multicultural Education (Education B260) Fall 2018

Instructor: Kathy J. Rho, EdD

Class Meetings: Fall 2018, TH 9:10 a.m. – 12 p.m.

Location: Bettws Y Coed 239

Office Hours: Thursdays 1 – 3 p.m. or by appointment

(in-person at Bryn Mawr, Haverford, or Penn GSE campuses or by phone/virtual call)

Email: [email protected]

Ph: (832) 651-4275 - mobile

Course Description

In our era of globalization, increased standardization of education, and perpetual discrimination,

this course investigates the following key questions: What does multicultural education mean

today? And how do we understand and respond to the issues and challenges involved as learners,

educators, and education stakeholders? We will reflect on definitions of power and privilege,

critique understandings of difference, and examine the multi-faceted ways in which multicultural

education can be enacted in pedagogy, curriculum, and educational organizations. We will also

examine the intersections between race, class, gender, sexuality, language, and citizenship status

and try to assess their impact on teaching and learning.

Though listed as a lecture-style course, weekly class meetings will consist of multiple

opportunities for critical self-reflection and to engage with other learners in analyzing and raising

questions about the topics discussed. For fall 2018, there will be no fieldwork component for

this course. Instead, you will be asked to synthesize academic and experiential learning by

drawing on your own experiences – in both personal and academic spaces – as a foundation on

which to expand your learning.

Learning Goals

The intention of this course is to explore educational concepts through a multicultural lens as

well as learn/practice how to critique and articulate perspectives on issues in multicultural

education – others’ and your own.

In line with these overarching goals, there are four key learning outcomes we hope to achieve:

▪ Deeper knowledge and understanding of what multicultural education is in both historical

and contemporary contexts;

▪ Greater awareness and capacity to identify how power, privilege, and identity impact

education in both formal and informal settings;

▪ Increased comfort and skill in engaging in critical self-reflection and dialogue; and

mailto:[email protected]

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▪ Enhanced capacity to critique current educational issues using a multicultural education

framework.

We will work throughout the semester to build trust amongst ourselves as a learning community.

To do this, students are asked to show respect to peer classmates, the instructor, guest speakers,

and to the authors that we read. You can “show respect” of these multiple perspectives by

listening/reading what they have to say, asking questions, considering their feelings and ideas

from their perspective, and reflecting on how your own feelings and ideas might differ, connect,

or be similar to others. You do not need to change your own unique perspectives to succeed in

this course. However, you will be asked to consider particular perspectives about research and

approaches to inquiry in order to expand your understanding and learning.

Class Format: Requirements & Course Policies

While there will sometimes be lecture, you can also expect a wide variety of writing, speaking,

reading, and other activities designed to explore course topics. Readings are theoretical,

narrative-based, current, and historical. In-class activities include small/large group discussions,

watching videos, practicing active listening, engaging with guest speakers, and more.

This class is designed to get you actively involved in your own learning and to provide you with

opportunities to critically self-reflect and practice engaging with others in dialogue about the

concepts and ideas presented in this course.

Attendance and Participation (20 points total)

• Weekly attendance and on-time arrival: Your regular, active, thoughtful engagement

and constructive contributions are key to your own and others’ learning in this course.

o Students should expect to attend all classes unless sickness or other

circumstances arise that prevent a student from attending class. In this case,

the instructor must be notified as soon as possible by email or phone/text.

Communication is key!

o If a class is cancelled due to instructor illness, bad weather, or other reasons,

additional information regarding how the missed content will be covered will

be shared via email. This could include, for example, the possible use of an

online meeting space such as Zoom in lieu of class in the case of inclement

weather.

• Constructive contribution and class participation: We each bring our own unique

experiences that impact our world views. Also, the best discussions happen when

everyone is involved. While “participation” does not look the same for every student, it

is expected that all students actively engage during class time. If for some reason you are

unable to participate in class or if you find yourself struggling to participate, please email

the instructor.

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o Readings and discussions across the semester are meant to build on one another.

If you miss a class, you are strongly encouraged to connect with a classmate to

review and discuss the topic(s) from the missed session(s).

• A note about technology in the classroom: Some instructors have a no

computer/phone/digital device policy in their classrooms. I do not. I understand that

some students prefer to take notes on laptops or other devices, have families/loved ones

who they may need to check in with, or need technology to help them focus. However, if

the use of technology distracts you or others from meeting other expectations (such as

engaging in active and constructive participation), then this policy is subject to change.

Weekly Readings and Resources

There are no required textbooks for this course. All reading materials and resources will be

made available on the Moodle page. Please read these BEFORE each Thursday session. We

will discuss these readings and resources during the class for which they are assigned.

• You do not need to read every word or try to commit to memory everything you read.

The purpose is to expose yourself to the ideas and concepts presented, make notes for

yourself, and raise questions that you would like to either discuss in class or use to

structure future learning.

o Some sample questions to help focus your reading/thinking:

▪ What ideas do you support, object to, and/or find confusing?

▪ Are there particular readings/resources/themes that really stand out to you

and why?

▪ What implications might these ideas have for your learning? For your

understanding of education and schooling?

▪ What questions do you have about the reading/resource or about the ideas

presented within them?

Weekly Reflections (10 x 2 points each = 20 points total)

“Knowledge rooted in experience shapes what we value and as a consequence how we

know what we know as well as how we use what we know.”

― bell hooks, Teaching Critical Thinking: Practical Wisdom

Beginning week 3, students will submit a weekly reflection that builds on readings/resources as

well as personal notes, in-class writing exercises, and small/large group discussions from the

week prior. These are informal but thoughtful analyses posted AFTER each weekly meeting.

Weekly reflections should:

a. Demonstrate an understanding of the assigned topic(s) and theme(s) for the previous

week(s),

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b. Draw connections to your own experiences – both academic and personal, and

c. Capture how discussion and activities during the previous session affirmed, complicated,

and/or changed your thinking about the issues addressed.

As the course progresses, you will be encouraged to also include in your written reflections any

recurring questions/themes which begin to stand out for you as a learner (i.e., specific ideas or

larger issues across readings/resources/class discussions that continue to grab your attention and

interest). Over time, these will help to inform your other class assignments and final portfolio for

this course.

• Weekly reflections should be posted to Moodle by 5 p.m. EST every Monday after

each Thursday class meeting. The first reflection will be due after our second class

meeting and should be submitted by Monday, September 17th.

• Submissions should be no more than 500 words in length keeping in mind that quality

should come before quantity. A 2-point rubric for these assignments will be available on

Moodle.

• Please note that of the 11 weeks of the course to which this applies, only 10 will be

graded. This is meant to provide you with flexibility for one missed week as needed.

Critical Incident Reflection & Analysis (2 x 15 points each = 30 points total)

In lieu of fieldwork, students will have an opportunity to critically reflect on significant moments

or events in their life using the theories and concepts presented in this course. At heart, this

approach recognizes the existence and importance of your own “praxis” and your role and/or

active participation in it. Additional instructions and a rubric will be provided. In general,

however, these reflective writing assignments will involve:

• Describing in detail an event or moment that stands out in your personal or academic

experience (i.e., a “critical incident”); and

• Considering other perspectives through which one might understand the incident

differently based on ideas and concepts you have learned about thus far in this course.

There will be two of these assignments due this semester:

• Week 4, September 27th: Focused on a past incident in your own K-12 schooling

experience; and

• Week 8, November 1st: Focused on a current incident.

Final Portfolio/Reflection (30 points total)

Due at the end of the semester, the final portfolio will demonstrate your understanding of key

concepts and frameworks in multicultural education as well as your personal learning and

development throughout the course. Additional guidelines for this assignment and a rubric will

be provided. A brief outline is included below.

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The portfolio should include:

1) An introduction;

2) Each of your 10+ weekly reflections;

3) Any additional notes on learnings or questions that emerged during each class and across

the semester;

4) Both critical incident reflection and analyses; and

5) A final, “meta” reflection that critically reflects on your learning throughout the course.

The final reflection (#5 above) should identify any emergent and/or recurring themes and

questions that were particularly salient to your learning and include citations for course readings

that contributed to or support your thinking. Additionally, the final reflection should discuss

implications of this learning toward your future work or thinking.

• The final portfolio is due Friday, December 16th, by 5 p.m. EST. We will discuss as a

group forms that the portfolio might take (e.g., electronic, hard copy, etc.) and the

different ways you may want to organize it (e.g., thematically, chronologically, etc.).

This may be different for each student.

Class Participation (20 points)

Weekly Reflections (#10)

(20 points)

Critical Incident Reflections & Analyses (#2)

(30 points)

Final Portfolio (30 points)

Contribution to Course Grade (=100 points)

Late Assignments: Quality Over Timeliness and the Snowball Effect

If you need to turn in something after the listed due date, you must communicate this with the

instructor via email. In general, for larger assignments (such as the critical incident reflections or

final portfolio), there is a 1-week window to submit once you’ve communicated with the

instructor. After this time, the grade will be turned into a 0 or incomplete. In these cases, the

grade change will be communicated via email.

• Communication: It is extremely important for us to maintain communication via

Moodle and/or email. The instructor will post to Moodle and/or send emails about

assignment changes, events, etc. Students are encouraged to contact the instructor with

any questions or concerns.

Access Services and Other Campus Resources

From Access Services at Bryn Mawr College:

Students who think they may need accommodations in this course because of the impact of a

learning, physical or psychological disability must contact Deborah Alder, Coordinator of

Access Services (610-526-7351 or [email protected]) as soon as possible to verify their


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eligibility for reasonable academic accommodations. Early contact will help to avoid

unnecessary inconvenience and delays in arranging accommodations, if you are eligible for

them. Additionally, students are encouraged to meet with me privately to discuss any academic

concerns.

From Access and Disability Services at Haverford College:

Haverford College is committed to supporting the learning process for all students. Please

contact me as soon as possible if you are having difficulties in the course. There are also many

resources on campus available to you as a student, including the Office of Academic Resources

(https://www.haverford.edu/oar/) and the Office of Access and Disability Services

(https://www.haverford.edu/access-and-disability-services/). If you think you may need

accommodations because of a disability, you should contact Access and Disability Services at

[email protected]. If you have already been approved to receive academic accommodations

and would like to request accommodations in this course because of a disability, please meet

with me privately at the beginning of the semester (ideally within the first two weeks) with your

verification letter.

Academic Support and Learning Resources: Students are encouraged to reach out to the

Academic Support and Learning Resources Specialist to explore effective learning, studying,

test-taking, note-taking and time and stress management strategies that are essential to success in

this course and college life. Students can schedule a meeting with Rachel Heiser, the Academic

Support and Learning Resources Specialist by calling the Dean's Office at (610)526-5375.

For more information, please visit this site:

http://www.brynmawr.edu/deans/acad_support/learning_resources.shtml

Office of Academic Resources (OAR): Located at Haverford in Stokes Suite 118, the OAR

offers students many resources, including communal study spaces, peer tutoring, workshop

series, and individual coaching with the center’s trained staff. See their website for more

information http://www.haverford.edu/oar/.

Writing Center: The Writing Center offers free appointments and experienced peer tutors who

are there to help you at any stage of the writing process. The Writing Center is located in

Canaday Library. You can get more information at www.brynmawr.edu/writingcenter.

HC Writing Center: At Haverford, the Writing Center is located in Magill Library, Stokes, and

Zubrow Commons. You can get more information about hours and how to make an appointment

at http://www.haverford.edu/writing-center/.

Canaday Library and Magill Library: For help with research, multimedia and technology the

folks here stand ready to help! Email Alex Pfundt ([email protected]) or Margaret Schaus

([email protected]) to ask questions or make a research appointment.

https://www.haverford.edu/oar/

https://www.haverford.edu/access-and-disability-services/





http://www.haverford.edu/oar/



http://www.brynmawr.edu/writingcenter

http://www.brynmawr.edu/writingcenter

http://www.haverford.edu/writing-center/



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Weekly Schedule of Sessions Multicultural Education / Fall 2018

All readings and resources for this course are available under each session on Moodle. The files will be updated on a weekly basis.

Please submit all assignments via Moodle by the deadline indicated in the syllabus.

Dates Class Topic(s) Readings (to be completed by this date)

Assignments

Part I: History of Multicultural Education and U.S. Schooling

Class 1:

9/6/18

What is multicultural education? How

do we understand and respond to the

issues and challenges involved as

learners, educators, and education

stakeholders?

Course syllabus

Banks, J.A. (2013). The construction and

historical development of multicultural

education, 1962-2012.

Class 2:

9/13/18

Understanding the historical context of

schools in the U.S.

Exploring schools as organizations and

social systems

Taylor, J. (2018). From unequal to

unwanted: Reforms needed to improve K-

12 public and higher education in

America. Chapters 1, 2, and 5.

Additional resources posted to Moodle.

Learning Survey – due by

start of class

Weekly reflection due

9/17.

Class 3:

9/20/18

Locating self and others: Complex

issues of identity and community

- Social identities: Heterogeneity

and self-selection

- Multiraciality

- Intersectionality

Cole, E.R. (2009). Intersectionality and

research in psychology.

Crenshaw, K. (1991). Mapping the

margins: Intersectionality, identity

politics, and violence against women of

color.


9/24.

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Dates Class Topic(s) Readings

(to be completed by this date) Assignments

Rodriguez, T. (2011). Who counts as

Latino/a? Perspectives from a

multiracial/multiethnic Latina. (Ch. 4 in

The Latinization of U.S. Schools)


Part II: Contemporary Issues/Challenges in Schooling

Class 4:

9/27/18

Culturally responsive pedagogy (CRP)

Culturally sustaining pedagogy (CSP)

Ladson-Billings, G. (1995). But that’s just

good teaching! The case for culturally

relevant pedagogy.

Alim, H.S. & Paris, D. (2017). What is

culturally sustaining pedagogy and why

does it matter? (Ch. 1 in Culturally

Sustaining Pedagogies)

Genzuk, M. (1999). Tapping into

community funds of knowledge.

Critical Incident

Reflection & Analysis #1

– due 9/27 by 5 p.m. EST


10/1.

Class 5:

10/4/18

Power & privilege

- Colorblindness and

microaggressions

- Whiteness

Schofield, J. W. (2006). The colorblind

perspective in school: Causes and

consequences.

Leonardo, Z. (2004). The color of

supremacy: Beyond the discourse of

‘white privilege’.


10/8.

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Sue, D.W. (2015). What is race talk? (Ch.

1 in Race Talk and the Conspiracy of

Silence)


Class 6:

10/11/18

Social Class & Poverty

- Gentrification

- Parental involvement in schools

**Mid-semester feedback – to be

completed in class.

Gutstein, E. (2013). Whose Community Is

This? Mathematics of Neighborhood

Displacement.

Velsor, P., & Orozco, G. (2007).

Involving low-income parents in the

schools: Communitycentric strategies for

school counselors.

Florida, R. (2015). The complicated link

between gentrification and displacement.

Boston Housing Toolkit: Affordable

Housing & Displacement Intervention

City Policies and Strategies (March

2018).



10/22 (after fall break).

10/18/18: Fall Break

Class 7:

10/25/18

Immigrant and undocumented students

- English Language Learners

- Policies and practice (DACA

Picht-Trujillo, S. & Suchsland, P. (2009).

Putting a human face on the immigration

debate.


10/29.

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* Guest speaker: TBA

Crossing Borders/Border Crossings

Whelan, A., Matza, M., & Nadolny, T.L.

(2017). Kenney says Philly will remain a

sanctuary city…

Trump ends DACA, Calls on Congress to

Act


Class 8:

11/1/18

Myths about education

- Model minority myth

- Inter-group dynamics in schools

Wu, E. D. (2014, January 23). Asian

Americans and the "model minority"

myth.

Hartlep, N. D. (2014). Lost among

Caucasians: The lethal fallacy of the

model minority stereotype.

Wexler, J. & Pyle, N. (2012). Dropout

prevention and the model-minority

stereotype: Reflections from an Asian

American high school dropout.

Rosenbloom, S.R. & Way, N. (2004).

Experiences of Discrimination among

African American, Asian American, and

Latino Adolescents in an Urban High

School.

Critical Incident

Reflection & Analysis #2

– due 11/1 by 5 p.m. EST


11/5.

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Class 9:

11/8/18

Social action in and out of schools


See Moodle for more information and to

select readings of your choice.


11/12.

Class 10:

11/15/18

(Possible

virtual

meeting -

TBA)

Disciplinary practices

School-to-prison pipeline

Elias, M. (2013). The school-to-prison

pipeline (Teaching Tolerance).

Noguera, P.A. (2003). Schools, prisons,

and social implications of punishment:

Rethinking disciplinary practices.

Jones, K.M. (2015). Never been: An

exploration of the influence of dis/ability,

giftedness, and incarceration on

adolescents in adult correctional

facilities. Chapters 2 & 3.



11/19.

11/22/18: Thanksgiving holiday

Class 11:

11/29/18

Inclusion Models

- Ability and access

- Over-representation of

minorities in special education

Sapon-Shevin, M. (1996). Full inclusion

as disclosing tablet: Revealing the flaws

in our present system.

Youth Experiences with the R-Word


12/3.

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Skiba, R.J., Simmons, A.B., Ritter, S.,

Gibb, A.C., Rausch, M.K., Cuadrado, J.,

Chung, C. (2008). Achieving equity in

special education: History, status, and

current challenges.

Seeing the Student

Class 12:

12/6/18

Gender issues and LGBTQ youth

- Space and place in schools

- Gender identity and expression

- LGB and trans* inclusivity

Costello, C.G. (2013). On teaching (trans)

gender - Guest post by Dr. Cary Gabriel

Costello.

Miller, S. (2009). (Dis)Embedding gender

diversity in the preservice classroom.

Clark, C.T. (2010). Preparing LGBTQ-

allies and combating homophobia in a US

teacher education program.

Luecke, J.C. (2011). Working with

transgender children and their classmates

in pre-adolescence: Just be supportive.


12/10.

Class 13:

12/13/18

Case Presentation and Discussion:

Multiple Perspectives


Tennant, N. (2018). School as a

community of inquiry. (Ch. 6 in

Repositioning Educational Leadership)

Additional readings and resources, TBD.

Final portfolio due 12/14

by 5 p.m. EST.

EDUC B260 Multicultural Education Fall 2018 Syllabus · education can be enacted in pedagogy,...

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