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Selected Topics - Issues in Diversity Education

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Course Website: I1A

2004 —3 Fall Semester

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Instructor Michael Warsh, Ph.D.

email: warsh@sfu.ca

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604.294.2552

Description of Course:

This course is based on both practical and theoretical orientations to issues having to do with diversity

in Canadian education. It will be organized around the central theme, "the politics of diversity and its

impact on schooling." Students will survey school responses to student diversity historically and

examine educational principles, practices, and perspectives related to a number of issues, such as

cultural, ethnic, racial, linguistic and religious diversity, and socio-economic, gender and ability

differences in schooling.

Objectives: Learning outcomes for students:

The course will comprise of a range of learning experiences, including: 1) individual study and fieldwork

assignments, 2) small-group and whole-class discussions, seminars and problem-solving activities, 3)

written and oral presentations, lectures and workshops. Specifically, the participants will:

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become conversant with some of the major issues having to do with linguistic, ethnic and

cultural diversity, and with gender differences in schools;

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become conversant with the history of diversity in education in Canada and British Columbia;

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become conversant with the underlying political and education mandates that pertain to

diversity in BC schools;

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reflect on what culture, gender, linguistic and economic difference mean to individuals and

groups;

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examine and begin to develop some understanding of the context for and implications of how

diversity is addressed in classrooms and schools;

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examine school curriculum and learning materials for stereotyping and bias;

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become knowledgeable about the ways that teachers and schools inadvertently further social

injustices;

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explore ways that classrooms, curriculum, schools, and teachers can increase appropriate

responses to diversity in schools.

Assignments:

In-class and/or take-home readings or activities, and in-class participation - 20%

• Midterm -

25%

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Field activity - 15%

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Research Project or Curriculum Development -

25%

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Final Essay/Presentation - 15%

Texts:

There is no textbook for the course. There is a $ 25.00 per student photocopy charge for

copies of articles, book chapters, etc., to be paid at the first class meeting.

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Course Readings/Text: TBA

Assignment Overview

Assignment

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Due

1.

In class/take-home assignments/ class participation

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207o

- as assigned

2.

Field Assignment

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107o- TBA

3.

Midterm Quiz

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257o- TBA

4.

Research Project or Curriculum Resource Unit

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257o- TBA

5.

Final Essay Presentation

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20% - TBA

General Guidelines for Assignments

• Assignments that receive a low grade can be revised and re-submitted; however they

may only earn a maximum grade of C, and must be re-submitted within one week after

the original was handed back to students.

• Assignments need not be typewritten, but make sure your work is easily read.

• Assignments must be completed on time or will lose 17o

for every day late unless other

arrangements are made prior to the due date.

• Grades will be based upon the criteria for evaluation as attached.

Grade Appeal Procedures:

The process of grading a student's work always involves an element of judgment. We try to be

as careful and as fair as possible in evaluation papers and class participation. Still, errors of

judgment can and do occur. To safeguard the interests of the student, the following appeal

procedure is available to you in the event you feel your work has been unfairly evaluated.

First Step:

Bring the matter to the attention of the instructor.

Second Step:

If disagreement about the grade persists, the student and instructor will

submit the work to the Director of Undergraduate Programs who will seek an independent

evaluation of the work from another member of the Faculty of Education with specific

knowledge in the topic of the assignment.

Third Step:

If still dissatisfied the student may appeal the decision to the Dean of the

Faculty of Education. This is the last avenue of recourse within the Faculty of Education.

Fourth Step:

Ultimately any student can appeal a decision to the President.

Gradin g Scale:

90-100% = A

80- 89% =B

70-79% =C

60- 69% =D

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Overview of Grading Criteria

A

range:

Exceptional/ excellent

performance. The student will have

demonstrated:

• excellent organization throughout;

• the capacity to analyze and synthesize

information;

• outstanding grasp of subject matter with

ability to provide sound critical

evaluation;

• evidence of careful/ precise reading of

required and other text materials;

• ability to relate theory to practice;

• fluent and appropriate use of relevant

concepts and careful and courteous

consideration of ideas of others;

• dear and strong evidence of original

thinking;

• and stylistically sound writing and

correct spelling.

±i Very good performance. The student

will have demonstrated:

• dear use of relevant literature and

background reading;

• appropriate use of relevant concepts;

• good organization;

• sound critical evaluations;

• dear links with wider issues;

• courtesy in dealing with others' ideas

and opinions;

• good quality writing (i.e. clarity of

expression is largely good, basically

sound grammatically and correct

spelling);

B or B -:

Good performance. The student

will have demonstrated:

• a reasonably accurate grasp of key

concepts and issues with relevant and

appropriate analysis and discussions;

• adequate organization;

• readings sensibly incorporated into

arguments;

• accurate and sensible evaluative

discussions;

• courtesy in dealing with others'

opinions and ideas;

• reasonably dear expression of ideas,

free of spelling errors.

.. Satisfactory performance: The student

will have demonstrated:

• little evidence of having done the

required readings or of understanding

required readings;

• limited grasp of concepts being

discussed;

• divergence from main point to

peripherally or superficially related

items:

• largely dealing with anecdotal or

concrete examples rather than principles

and theories;

• largely descriptive writing with little

analysis, through showing some grasp of

main issues;

• poorly organized;

• problems with clarity of expression and

grammar;

: Borderline performance

F: Unsatisfactory performance

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A. Reading discussion groups. (Due as assigned)

1.

Purpose:

a.

To assist with the development of in-depth understanding of the class

readings / films / presentations;

b.

To provide opportunities for students to engage in dialogue about issues and topics

in Diversity Education;

c.

To enhance preparedness for the quiz, research paper, and final essay.

2.

Task: For the first 6 class meetings the students will:

a.

Consider the study questions that are given for each set of readings

b.

After considering each question select one to answer in depth;

b. Submit a one page, point-form summary of the answer;

c. Present and share an oral version of the summary in an assigned small group.

3.

Oral group presentation:

a. Working in assigned groups; each student is to take about three to five minutes to

present a summary of their question and answer;

b.

After everyone in the group has presented, the group is to discuss the implications of

each question to their growing understanding of issues in Diversity Education.

4.

Specific evaluation

criteria: In addition to the general guidelines for all assessments

as detailed above, the student will have demonstrated:

a.

Clarity and specificity in the written presentation;

b.

Thoughtfulness exhibited in the written presentation;

c.

Completion of the task as described.

D. Additional minor assignments as identified. (Due as assigned)

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2. FIELD ASSIGNMENT: (10%)

A.

OBJECTIVES:

1.

To increase knowledge of community/ school events and activities related to

diversity in education;

2.

To provide students with tools to observe, record, and analyze diversity.

B. OVERALL TASK:

Each student will:

1.

Select either a school or community event, a program, activity, or other situation

related to diversity in education,

2.

Make an on-site visit;

3.

Prepare both a written and oral summary as specified below.

C. WRITTEN REPORT: (3-5 pages)

1.

Provide all locational and organizational information, i.e. where, when, etc.;

2.

Write a summary of the specific activity, event, program or situation observed;

3.

List the aims, goals for purpose of the event

4.

Give the history and background, if any;

5.

Write a brief summary about the organization/ individual responsible for the event;

6.

Provide any background and contextually important information;

7.

Provide a "critical analysis" of the event or activity vis-à-vis the course content.

8.

Include your own personal evaluation of the activity or event.

D. ORAL PRESENTATION IN SMALL GROUPS

(5

minutes)

1.

Give a brief overview and summary of the activity you attended;

2.

Provide a critical evaluation of the event in terms of diversity education;

3.

Provide a personal evaluation of the activity or event.

E. SPECIFIC CRITERIA FOR EVALUATION (written presentation)

In addition to the general criteria for evaluation as described above, the student will also

have demonstrated:

1.

Clarity in the written presentation;

2.

Depth and clarity in the critical analysis;

3.

Specificity and thoroughness in relating information gathered to the assigned task;

4.

Completion of the task as described above.

F. DUE DATES:

• Written/ presentations - TBA

• Oral presentations - TBA

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INSTRUCTIONS:

An entire class period (four hours) is being given over to the midterm. Students are to answer

three (3) of four (4) questions:

1.

Everyone answers question number 1

2. Everyone answers question number 2

3.

Everyone answers one (1) of either question number 3 or 4, your choice.

CRITERIA FOR MARKING THE MIDTERM:

In addition to the general course grading policy as detailed above, the following will

be considered:

• Careful application and use of course readings and class presentations in

your answers;

• Clear, concise and accurate definitions and descriptions;

• Clear, accurate and thorough answers;

• Clear organization, appropriate grammar, spelling, etc.

OUIZ DATE: (TBA)

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4. RESEARCH PROJECT: (25%)

A.

OBJECTIVES:

1.

To identify issues of importance to diversity education.

2.

To increase knowledge on a specific issue related to diveristy in education.

3.

To examine sources of information from various perspectives.

B. OVERALL TASKS:

This assignment requires the student to identify an issue of personal interest that also

relates to the content of the course. The topic is to be to researched and findings are to be

summarized. A variety of resources such as texts, journals, editorials, newspapers,

documentaries, etc. are to be consulted.

C. WRITTEN PRSENTATION OF THE RESEARCH PAPER:

PART

1: -Prologue

The presentation is to begin with a prologue of sorts. The prologue should define the

topic, provide a short statement as to why the topic was selected, make a statement about

personal beliefs, attitudes, biases, and knowledge already held about the topic prior to

beginning the research. A list Of some of the questions being asking before beginning the

research is also to be included.

Note:

The prologue is to be handed in to the instructor prior to beginning the research.

PART 2: -Body

The body of the project is to include:

• a summary of all the findings (the research is to b e synthesized and summarized);

• an historical overview of the issue, if applicable;

• a description and account of any different points of view or perspectives related to

the issue, if appropriate, and if not appropriate a statement of why not;

• an explicitly made connections between the issue being researched and the content

of the course, and class presentations and readings.

PART 3: Epilogue

The written presentation is to be concluded with an epilogue. The epilogue should 1)

provide a brief summary of the research findings, 2) make a statement as to whether the

student's beliefs changed through the process of analysis, and if so, in which way(s);

provide an account of any problems or difficulties encountered in doing the research, 3)

make a statement about what future work or unanswered questions remain or what new

questions arose in the research process, and 4) provide a self-evaluation.

D. THE BROCHURE:

By way of summarizing the research and presenting it to the rest of the class, students are

to create a brochure. Make 2 copies of the brochure. Design it for an audience of

teachers or others who work in a diverse community. The brochure should be on one (1)

piece of paper, folded to make four (4) sections.

Page 1 is to be the title page with a logo, visual or other design. The title should be

something like, "What everyone should know about...

• Pages 2 and 3 should provide a written summary of the work

• Page 4 is for a listing of useful resources

One copy of the brochure is to be handed in with the research paper. The second copy of

the brochure is to be brought to class for a simple oral presentation at a class-sharing

session.

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E. CRITERIA FOR EVALUATION OF THE RESEARCH PROJECT:

In addition to the general course criteria as specified above, the student will also have

demonstrated:

1.

Careful selection and use of relevant and scholarly sources.

2.

Clear definition and careful consideration of the issue.

3.

Critical analysis of sources of differing points of view when applicable.

4.

Critical analysis of the issue in terms of diversity education.

5.

Clear development of the written report with support for each point raised.

6.

Appropriate support for statements made as facts.

7.

Clear summary and conclusion including a review of outstanding points raised.

8.

Thorough and complete prologue and epilogue.

9.

Proper completeness of the assignment.

10. Individual self-evaluation.

11.

Clear visual presentation for the brochure.

12.

Clear organization and completion of the brochure as per the task description.

F. DUE DATES:

Prologue (TBA)

Written Presentation and Brochure: (TBA)

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5. FINAL ESSAY PRESENTATION: (20%)

A. THE TASK:

Each student is to write a rigorous and inspiring speech according to the following

criteria:

"You have been asked to present a major address at the annual meeting of the

Society for Diversity Studies (SDS)

This year's meeting is in Paris during the month of July. All your expenses are being

paid, including a three-week European study tour.

B. CRITERIA FOR MARKING OF THE FINAL ESSAY PRESENTATION:

In addition to the general course grading policy as detailed above, the following will

be considered:

• Careful application and use of appropriate course materials, outsid readings and

class presentations;

• Clear, concise, and accurate use of facts;

• Clear, accurate, and thorough discussion of the main points;

• Clear development of the written presentation;

• Appropriate support for statements made as facts;

• Clear summary and conclusion, including a review of outstanding points;

• Completeness of the assignment.

• Clear organization, appropriate grammar, spelling, etc.

DUE DATE:

TBA