SIMON FRASER UNIVERSITY?
Education 370 - International and Intercultural Education D200 ?

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SIMON FRASER UNIVERSITY?

Education 370 - International and Intercultural Education D200

Intersession 2008

Instructor: Kathryn Jung

EDB 7600F

kdjungsfu.ca

604

505

JUNG/5864

Mondays (May

12, 26, June 2, 9) 8:30 a.m. - 12: 20 p.m.

Optional Monday lunch (May 26, June 2, 9) - location TBA

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,

teaching & learning, and schooling.

The overall approach to the course is twofold. It examines the relationships between

culture, teaching & learning, and schooling from an intercultural orientation. It also

examines contemporary issues in teacher education (i.e. learning to teach) from an

international perspective. This course surveys:

a) methods for the development of culturally sensitive and culturally-responsive

teaching practices and curricula

principles and practices in international education from global and

developmental perspectives

issues and perspectives pertaining to multicultural, intercultural and anti-racism

education

Learning Outcomes:

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 (in China) and in Canada

focused practice on instructional strategies and procedures, with peer review

and feedback to take place both in Canada and in the international settings of

China and to a lesser extent, Mexico and Trinidad & Tobago

small-group and whole-class discussions and seminars, problem-solving and

presentations

lectures, workshops and reflective writing

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Student Teachers will:

become conversant with some of the major issues in international and

intercultural 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

examine and begin to develop some understanding of the contexts and implications of

international classrooms

undertake action inquiries focusing 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

Requirements:

regular class attendance and participation in all tasks (e.g., discussions, group problem-

solving, presentations, self- and peer-evaluation strategies, etc.)

completion of assigned readings and written assignments which, in each case, require

participants to: prepare for reading; read; reflect on readings

extrapolate from and apply readings in a variety of ways, and thus, to acquire certain

skills through frequent and/or extended practice in real-life contexts with children during

Education 401/402 and Education 404

create a videography which requires editing and thematic captioning of the footage

taken at the respective ITEM international sites

write personal narratives of place and pedagogy developed from the lived experiences

and process of Education 401/402

create a phenomenologically-based 'action research as inquiry' assignment on a topic

of interest and value in both domestic and international classroom contexts

g) present a practice of place and pedagogically-sensitive education

Submissions:

1. Writing to Learn. Since January, much writing has transpired. As a means of making

sense of our ongoing journey, we now reflect on the places and spaces we've been in an

effort to capture the essence of who we are becoming as culturally sensitive teacher

educators. (20% due May 12, May 19 and September 8)

2. Develop an interculturally-sensitive teaching unit (25% due September 2)

3. Seminar presentation and written critique (45 minutes, 20% due June 2- presentation

and June 9- written critique) Engage with an assigned article or text that is grounded in

educational theory. (It is expected that you will pre-read all articles before each

presentation.) A reading schedule with corresponding article titles and possible texts will

be provided ahead of time. A group mark will be assigned for this presentation.

Summarize the main points of the argument in your assigned article or

summarize the main theme(s) in your assigned text.

Select a short passage or main theme to engage in critical reflection.

Prepare discussion questions and lead a group discussion of the article's or

text's merits and its curricular and pedagogical implications.

As a group, write a response to the article or text, connecting its themes, thesis,

or argument, based on insights that have come forward given the process of

reading, discussing, presenting and reflecting on key ideas that have come from

the article or text.

4. Action Research as Inquiry Project. (No formal mark to be assigned.) Further develop

a question of teacher inquiry or reaffirm a question of teacher inquiry that was raised for

you in Education 401/402 to be conducted in Education 405.

Define the inquiry question through reference to experiences or events that

occurred at your international site placement;

Explore or anticipate the question in relation to your

+ 1 day teaching

placement in Metro Vancouver or future placement in Education 405.

provide some answers to the question through references to assigned readings

Videography Project

(25%

due June 9) Use videographic means of representing your

heightened awareness and understanding of teaching and learning (in China). Incorporate

thematic development (including metaphor and mood) as well as narratives in creating a

3-5

minute videographic project.

a) Work on this project individually or in pairs and be prepared to preface your

video with a contextual framework as well as to briefly respond to questions after

the video.

6. Participation (10%)

Readings:

a) Course overview:

Delpit, L. (1995). Other People's Children: cultural conflict in the classroom. New York,

NY: The New Press.

http://eric .ed.gov:

80/ERICDocs/datalericdocs2sql/content_storage_01/0000019b/80/14/2

d193 .pdf

James, C. (2003). Seeing Ourselves: exploring race, ethnicity and culture. Toronto,

Ontario: Thompson Educational Publishing, Inc.

Karpinski, E.C., and Lea, I. (1993). Pens of Many Colours: a Canadian reader. Toronto,

Ontario: Harcourt Brace Jovanovich Canada Inc.

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Souther, A. (2007). Notes from Panama: student teacher writings from the international

teacher education module. Professional Programs, SFU.