. ?
S
January 2003
This course will be offered during the 2002-2 through to the 2003-2 semesters for only PDP
students enrolled in the International Teacher Education Module (ITEM).
Simon Fraser University
Faculty of Education
?
Undergraduate Programs
Title of Course: International and Intercultural Education —4 credits
Faculty Sponsors:
Dr. Ian Andrews and Prof. Meguido Zola
1. Description of Course:
This course is based both on practical and theoretical orientations to international and
intercultural education, including perspectives on the relationships between culture,
learning and schooling.
The overall approach to the course is twofold. It examines the relationships between
culture, learning and schooling from an intercultural orientation and it examines
contemporary issues in teacher education from an international perspective.
This course surveys:
1)
methods for development of culturally sensitive and culturally responsive teaching
practices and curricula;
2)
principles and practices in international education from a global and development
education perspective;
3)
issues and perspectives pertaining to multicultural and anti-racism education and
its relationship to schooling.
A detailed outline of topics and a schedule of readings and other assignments will be
made available at the first class, along with a list of recommended readings.
2. ?
Learning outcomes:
The course will comprise a range and variety of learning experiences for students.
These include: 1) individual study, action research, and field-work with children both
internationally and in Canada; 2) focused practice on instructional strategies and
procedures, with peer review and feedback to take place both in Canadian and
international settings during Education 401/402; 3) small-group and whole-class
discussions and seminars, problem-solving and presentations; and 4) lectures, workshops,
and demonstrations.
The course will function as a forum and as a catalyst, not only for its own agenda
but also for the development of each individual participant as it relates to the goals of the
course.
Specific learning outcomes are as follows:
Participants will:
• become conversant with some of the major issues in international and intercultural
education;
S ?
S
'• become conversant with contemporary issues in global and development education;
• become conversant with principles and practices of teaching and learning that are
culturally sensitive and culturally responsive and responsible;
• become conversant with models of integrating and infusing cultural, global and
multicultural content across the curriculum;
• become skilled in creating a culturally rich environment that nurtures all children;
• reflect on what "culture" means to individuals and groups;
• examine and begin to develop some understanding of the contexts and implications of
international classrooms;
• examine school curriculum and learning materials for stereotyping and bias;
• become knowledgeable about the ways teachers and schools inadvertently further
social injustices;
• undertake an action research assignment focussing upon culturally informed pedagogy;
• explore ways that classrooms, curriculum, schools and teachers can become more
international and intercultural;
• examine teaching practices and education systems in different cultural contexts.
3.
Rationale for course offering (reasons why course is needed):
This course is designed to provide better integration of Education 401/02 and 405
with Education 404.
PDP evaluations over the years confirm that one of the problematic program
configurations we offer at SFU is the Fall 401/2 - Spring 405 - Summer 404 sequence of
instruction. What this configuration does not do, according to the data, is allow students
adequate opportunities to integrate their 404 learning into their 401/402 and 405
experiences, and visa-versa, at least not in the way that the Spring sequence may achieve.
The design of this course for the ITEM student allows students to begin their work
during the pre-401 /402 term (they start work on-line immediately after acceptance into the
program). They continue with some components of this course during the Fall 401/402
semester in their international placements. They undertake further course work during
the Spring 405 semester here in Canada and complete the course work and receive a grade
of pass/ fail during the intersession portion of Education 404.
The course sequence allows students to step back from the classroom and pursue
studies that integrate theoretical and practical components in preparation for employment
in this pervasive area of the school curriculum - international and intercultural education.
A key aspect of this course is its ability to relate theory to practice by providing
students with frequent, repeated opportunities to apply and test their learning with
children in classroom settings during their practicum in schools internationally and in
Canada and throughout the PDP year.
4. List of student assignments to be completed and any other expectations of students:
Course requirements
comprise the following:
o ?
regular class attendance and participation in all tasks (e.g., discussions, group
problem-solving, self- and peer-evaluation strategies, etc.);
o
?
systematic observations, with appropriate written reflections and commentaries, of
children in a variety of settings;
o ?
completion of professional readings and written assignments which, in each case,
require participants to: prepare for reading; read; reflect on readings; and, lastly,
extrapolate from and apply readings in a variety of ways-for example, in acquiring certain
skills through frequent and/or extended practice in real-life contexts with children;
o ?
demonstration of competency in the fulfillment of assignments.
Course assignments
comprise the following:
o ?
a written description and analysis of one's current teaching practices generally
and/or in a specific instructional context (both in Canada and internationally);
o ?
a journal demonstrating thoughtful analysis of readings, course content and issues
discussed;
o ?
an action research assignment that provides an opportunity to undertake in-depth
research on a topic of interest and value in both domestic and international context;
o ?
a plan for implementation of a selected approach to infusing a cultural approach
across the curriculum, within a specific educational context, showing the use of criterion-
referencing consistent with existing policies and recommended practices for the target age
group and indicating an understanding of links among principles, policies and practices;
o ?
an action plan for one's professional development, with rationale;
o ?
a final interview (option of the instructor or student);
o one major paper that incorporates an examination, to be shared with the class, of
several models or strategies for addressing culture across the curriculum, incorporating
selected readings, including a presentation of their implications for student learning and
accountability.
5. ?
Description of student assessment and grading procedure:
The completion of course requirements will form the basis for evaluation.
Participants' work will be assessed according to university assessment and grading
guidelines. Criteria will be set for each assignment, and criterion-referenced evaluation
strategies will be used.
Assessment, evaluation and grading practices will model strategies reviewed
during the course. Evaluation will be based on stated criteria and standards but will allow
for a choice of representations that are appropriate to the particular assignment and that
encourage different ways of demonstrating learning. Criteria and possible forms of
representation for each assignment will be discussed with students prior to completion of
the assignments.
The final evaluating process will comprise both self-assessment and the
instructor's
Is'
evaluation.
. ?
.
January 2003
Simon Fraser University
Faculty of Education
?
Undergraduate Programs
Title of Course: International and
Intercultural Education —4 credits
Faculty Sponsors: Dr. Ian Andrews and Prof. Meguido Zola
Bibliography (list of recommended books
&
articles):
Alladin, M. Ibrahim (1996). Racism in Canadian Schools. Harcourt Brace Canada: Toronto.
Aoki, T. (Ed.). (1992). Teachers Narrating/ Narratives Teaching: Pac Rim Experiences.
Victoria, B.C.: Province of British Columbia, Ministry of Education and Ministry
Responsible for Multiculturalism and Human Rights, National & International
Education Branch.
Aoki, T. (Ed.). (1993). The Call of Teaching. Vancouver, B.C.: British Columbia Teachers' Federation.
Aoki, T. (Ed.). (1990/1991). Voices of Teaching (Vols. I & II). Vancouver, B.C.: British Columbia
Teacher's Federation.
Applebee, A. (1996). Curriculum As Coversation. Chicago: The University of Chicago Press.
Booth, D., Swartz, L., & Zola, M. (1994). Classroom Voices: Language-Based Learning
the Elementary School. Toronto: Harcourt Brace.
Case, C., Norlander-Case, K., & Reagan, T. (1999). The Professional Teacher. San
Franciso: Jossey-Bass Publishers
Chapman, M. L., & Anderson, J
.
(Eds.) (1995). Thinking Globally About Language Education. Vancouver,
B.C.: Research and Development in Global Studies, Centre for the Study of Curriculum and
Instruction, University of British Columbia and the Canadian Development Agency.
Chideya, F. (1999). The Color of Our Future. New York, NY: William Morrow and
Company Inc.
Craig, H., Kraft, R. & du Plessis, J
.
(1998). Teacher Development: Making an Impact.
Washington, D.C.: World Bank & University of Colorado - Boulder
Crystal, D. (1997). English as a Global Language. Cambridge, UK: Cambridge University Press.
Delpit, L. (2002). The Skin That We Speak. The New Press: New York
Fowler, R., & Wright, I. (Eds.). (1995). Thinking Globally About Social Studies Education. Vancouver,
B.C.: Research and Development in Global Studies, Centre for the Study of Curriculum and
Instruction, University of British Columbia and the Canadian Development Agency.
Freire, P., & Macedo, D. (1987). Literacy: Reading the Word and Reading the World. New York: Bergin &
Garvey.
Gwyn, R. (1996). Nationalism Without Walls: The Unbearable Lightness of Being Canadian. Toronto,
Ont.: McClelland & Stewart
Hall, E. T. (1976). Beyond Culture. New York: Doubleday.
Hall, E.T.. (1989). The Dance of Life: The Other Dimension of Time. New York, NY: Doubleday.
1
. ?
S
Hall, E.T. (1982) The Hidden Dimension. New York, NY: Doubleday.
Hall, E.T. (1981). The Silent Language. New York, NY: Doubleday.
Jobe, R. (1993). Cultural Connections: Using Literature to Explore World Cultures With Children.
Markham, Ont.: Pembroke.
MacGregor, R. N. (Ed.). Thinking Globally About the Arts in Education. (1995). Vancouver, B.C.:
Research and Development in Global Studies, Centre for the Study of Curriculum and Instruction,
University of British Columbia and the Canadian Development Agency.
Ministry of Education, Trinidad and Tobago (1993-2003). Education Policy Paper
(1993-2003). National Task Force on Education, White Paper.
Ministry of Education, Trinidad and Tobago (2000). Trinidad and Tobago Profile.
Ministry of Education, Trinidad and Tobago.
Ministry of Education and Culture (2001). Education: The Way Upward.
"A Path for Jamaica's Education at the Start of the New Millenium." Ministry
of Education and Culture, Jamaica.
Nieto, Sonia (2000). Affirming Diversity. (2nd, edition). Longman: New York.
Razack, S.H. (1998). Looking White People in the Eye: Gender, Race, and Culture in Courtrooms and
Classrooms. Toronto, Ontario: University of Toronto Press.
Reardon, B.A. (1988). Comprehensive Peace Education: Educating for Global Responsibilit
y . New York,
NY: Teachers College Press.
Republic of Trinidad and Tobago, Ministry of Education (2000). Integrating
Student Assessment in the Instructional Process: A teacher manual for assessment,
marking and certification. Secondary Education Modernization Programme,
Division of Educational Research and Evaluation (DERE): Trinidad, West Indies.
Shepard, Lorrie A. (2000). "The Role of Assessment in a Learning Culture." In Educational Researcher
(29, 7,
pp.
4-14).
Shukia, S. and Kaul, R. (Eds.) (1998) Education, Development and Underdevelopment. Greater Kailash-I,
New Delhi: Sage Publications India Pvt Ltd.
Smith, D. G. (1994). Pedagon: Meditations on Pedagogy and Culture. Bragg Creek, Alberta: Makyo Press.
Smith, Stephen, S. Montabello and M. Zola. (1993). A Pedagogical Sense of Change. In
Riecken, T. and Deborah Court. Dilemmas in Educational Change. Calgary, AB:
Detselig, 31-47.
Snively, G. and MacKinnon (Eds.). (1995). Thinking Globally About Mathematics & Science Education.
Vancouver, B.C.: Research and Development in Global Studies, Centre for the Study of Curriculum
and Instruction, University of British Columbia and the Canadian Development Agency.
Tourism and Industrial Development Company of Trinidad & Tobago Limited (2002). Trinidad and
Tobago. Retrieve from http:
www.visittnt.com .
Turner, M.E. (1995). Imagining Culture: New World Narrative and The Writing of Canada. Montreal,
Quebec: McGill-Queen's University Press.
Vanier, Jean. (1998). Becoming Human. Toronto, Ontario: House of Anansi Press Limited.
TRINIDAD
Brand, Dionne (1986). Rivers Have Sources, Trees Have Roots: Speaking of Racism. Toronto: Cross
Cultural Communication Centre.
Brand, Dionne (1990). No Language is Neutral. Toronto: Coach House Press.
Brand, Dionne (1996). In another Place, Not Here. Toronto: Alfred A. Knopf Canada.
Brand, Dionne (1999). At the Full and Change of the Moon. Toronto: Alfred A. Knopf Canada.
Lovelace, Earl (1996). Salt.
Lovelace, Earl (1968). The Schoolmaster. London: Collins.
Lovelace, Earl (1982). The Wine of Astonishment. London: Andre Deutsch.
Lovelace, Earl (1984). Testina's Cal ypso and Other Plays. London: Heinemann.
Naipaul, V.S. (1960). Miguel Street. New York: Vanguard Press.
Naipul, V.S. (2001). Half a Life: A Novel. London: Picador.
Symposium on East Indians in the Caribbean (1982). East Indians in the Caribbean: Colonialism and the
struggle for identity . Millwood, N.Y.: Kraus International Publications.
MEXICO
Condon, John. Good Neighbours: Communicating with the Mexicans. Intercultural Press. 1994.
Cramer, Mark. Culture Shock: A Guide to Customs and Etiquette. Graphic Arts Center Publishing
Company, 1998.
Dc La Fuente, Maria. I Like You Gringo - But..!.
Fuentes, Carlos. A Latin American Speaks to North Americans. Toronto. Fair Play for Cuba Committee,
1963
Garcia Marquez, Gabriel. One Hundred Years of Solitude. Translated by Gregory
Rabassa. New York. Harper & Row, 1970.
Gershten, Donna M. Kissing the Virgins Mouth. Harper Collins. 2001. USA.
Greene, Graham. Another Mexico. New York. Viking Press, 1969.
Lawrence, D.H. Summers in Mexico.
Leon-Portilla, Miguel. Aztec Though and Culture: a study of the ancient Nahuatl mind.
Translated by Jack Emory Davis. Norman University of Oklahoma Press, 1970.
Leon-Portilla, Miguel. Broken Spears: The Aztec account of the conquest of Mexico.
Translated by Lysander Kemp. Boston; Beacon Press, 1962.
Lewis, Oscar. The Children of Sanchez: Autobiography of a Mexican family. New York. Randon House,
1961.
Oster, Patrick. The Mexicans: a personal portrait of a people. New York. W. Morrow, 1989.
Paz, Octavio. The Labyrinth of Solitude: life and thought in Mexico. Translated by Lysander Kemp. New
York. Grove Press, 1961.
In addition to the required readings, supplementary readings will be
recommended to the class and/or to selected groups and/or individuals at appropriate
times, as relevant.
3
