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SPECIAL TOPICS: Education 370-4 -?
International and Intercultural Education
1.
Course number: Education 370
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Credit Hrs.: 4
2.
Course Instructors: Ian Andrews, Meguido Zola, Anne Scholefield
3.
Semester to be offered:
This course is being offered during the 2003-3, 2004-1, and 2004-2 semesters for only
PDP students enrolled in the International Teacher Education Module (ITEM). The
course incorporates assignments undertaken during the pre-PDP semester, 2003-2,
2004-1 and uses semester 2004-2 to consolidate all of the assignments completed during
the previous semesters.
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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:
a)
methods for development of culturally sensitive and culturally responsive
teaching practices and curricula;
b)
principles and practices in international education from a global and
development education perspective;
c)
issues and perspectives pertaining to multicultural and anti-racism education
and its relationship to schooling.
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Learning outcomes for students:
The course will comprise a range and variety of learning experiences for students.
These include: a) individual study, action research, and field-work with children both
internationally and in Canada; b) focused practice on instructional strategies and
procedures, with peer review and feedback to take place both in Oaxaca/Trinidad and
in Canada international settings during Education 401/402; c) 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.
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Learning outcomes:
Participants will:
• become conversant with some of the major issues in international and intercultural
education;
• 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.
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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.
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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.
Bibliography (list 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.
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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.
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.
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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
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Courtrooms and Classrooms. Toronto, Ontario: University of Toronto Press.
Reardon, B.A. (1988). Comprehensive Peace Education: Educating for Globa
Responsibility. New York, NY: Teachers College Press.
Republic of Trinidad and Tobago, Ministry of Education (2000). Integrating
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).
Shukla, 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.
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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 Calypso 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 identit
y
. 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.
De 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.
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Leon-Portilla, Miguel. Aztec Though and Culture: a stud
y
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 Lab
y
rinth 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.
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S. List of student assignments to be completed and any other expectations of
students:
Course requirements
comprise the following:
• regular class attendance and participation in all tasks (e.g., discussions, group
problem-solving, self- and peer-evaluation strategies, etc.);
• systematic observations, with appropriate written reflections and commentaries, of
children in a variety of settings;
• 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; and
demonstration of competency in the fulfillment of assignments.
Course assignments
comprise the following:
• a written description and analysis of one's current teaching practices generally
and/or in a specific instructional context (both in Canada and internationally);
• a journal demonstrating thoughtful analysis of readings, course content and issues
discussed;
• 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;
• 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;
an action plan for one's professional development, with rationale;
• 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;
• evaluation of the student's work will be on pass or fail;
• personal/ professional credo (student statement of beliefs/ philosophy of education);
and
• professional portfolio.
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6.
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 / s' evaluation.
7.
Name of faculty sponsor:
Dr. Ian Andrews and Prof. Meguido Zola
8.
Funding or budgetary arrangements:
Faculty:
This course is offered to ITEM PDP students (enrolment of 32 students x 6
credits). It will be taught by Prof. Meguido Zola (as part of load) and Dr. Ian Andrews
(as part of load) and the ITEM Module's Faculty Associates.
Staff:
None
Library:
Access
Audiovisual:
None
Space:
On-line course during the pre-term period; PDP ITEM space during the on-
campus portions of Education 401-402 and 405; and classroom space required for eight
4-hour sessions offered during the semester period of Education 404.
Equipment:
None
Funds:
None
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