.

?

EDUC 382: Diversity in Education: Theories, Policies, Practices

Meeting: Tuesdays and Thursdays June 23 - July 30 2009

12:30 p.m. - 4:20 p.m.

SFU Surrey Campus - Room 3240

Instructor: Raj Sanghera

Email: rsanghersfu.ca

Office Hours: By appointment

The unwillingness to approach teaching

from

a stana'oofrzt that includes awareness of

race, sex, and class is often rooted/n thefear that classrooms will be uncontrollable, that

emotions andpassions will not be contained To some extent, we all know that whenever

we address fri the classroom subjects that students are passionate about there is always a

possibility ofconf

r

ontation, forceñd expression

of ideas, or even conflict (p. 39).

bell hooks. (1994).

Teaching to Transgress.

New

Course Description:

This course serves as an introduction to diversity issues in education. Specifically this

course will explore racial, ethnic, gender, sexual, class, and religious differences, situated

within the context of Canadian schooling. Students will be introduced to theoretical and

conceptual frameworks and key authors in the field of education. The aim of this course

is for students to begin to critically examine and engage in meaningful dialogue (both

verbal and written) on issues related to diversity in education.

Course Objectives Include:

The course activities are organized with attention to the following learning objectives. By

the end of the course, students will be able to:

situate issues of diversity in Canadian schools within theory of social justice,

power, and politics of education;

develop vocabulary and key concepts in which to examine diversity issues

through a critical lens;

improve one's critical thinking, listening, writing, and speaking skills.

---

. ?

ASSIGNMENTS

DUE DATE

VALUE

Attendance, Participation,

Ongoing

30%

Weekly Assignments,

Assignment 1: Paper

July 9

20%

Proposal

(600-750

words)

Assignment 2: Final Paper

July 30

50%

(4000-5000)

Weekly Assignments:

Throughout the course of the term, students will be asked to

complete weekly assignments that demonstrate understanding of the week's readings.

Paper Proposal:

Students will submit a 600-750 word proposal presenting an

issue/problem that is related to diversity in education. Students must clearly state why

this issue/problem is important to take up. It is expected that students will cite authors,

concepts, and/or films discussed in the course to help them frame their argument.

Final Paper:

This is a scholarly assignment; so begin by reading scholarly literature

about your topic. Search for at least 6 highly relevant scholarly publications (journal

articles, chapters in academic anthologies, books) on your topic. In combination with in-

class discussions, readings, films, and outside sources, construct a polished, coherent, and

insightful short paper on your topic.

Format (guidelines only):

• In 1-2 pages, state the issue/problem to be discussed. Why is the issue important

and to whom. This is your introduction section.

• In 6-8 pages, tell your reader (me!) what scholars say about this issue. What are

points of similarity? What are points of contrast?

• What is your

/nJbrmedopi>z/on?

Where do you stand on the issue? With whom,

among the scholars you have cited, do you agree/disagree? On what basis?

• Include in your paper the concepts we have taken up in class as they pertain to

your topic. Your task is to educate me on how these issues are important and

worth discussion.

• In 2-3 pages, tell me what scholars recommend for change. Add your own

recommendations if you like. Consider theories, policies, and/or practices. Do not

attempt to solve all of the problems on your issue. Just describe some ideas about

what could be done to address the issue/problem.

Specifications for your research paper:

• 8-10 pages (not including references page);

• double-spaced;

• font 12;

---

.

?

S

• margins no smaller than 1 inch; no larger than 1

'/4

inch;

• pages numbered.

Expectations:

It is expected that all students will:

(1)

come to all sessions, arrive on time to all sessions, and remain for the full session;

(2)

demonstrate evidence of having done all the required readings;

(3)

demonstrate 'active listening' by responding to others' contributions in a constructive

fashion; ?

-

(4)

demonstrate an effort to speak;

(5)

avoid dominating discussion;

(6)

demonstrate evidence of having completed all the required weekly assignments;

(7)

contribute to small group and large group discussions and activities;

(8)

avoid speaking for others (e.g. "everyone knows..." or "we all...." or "our society..")

In fostering a community of learners, there must be an exchange of ideas, knowledge, and

perspectives among all participants. Dialogue will be an essential component of this

course, and it is the responsibility of the students to come to class fully prepared to

engage in activities and discussions that will draw heavily on the course readings.

*please note that if you must miss all or a part of any session, it is

your

responsibility to

contact the instructor. The opportunity to make-up any missed work will be at the

discretion of the instructor.

Rubric for written assignments:

Your written work must:

(1)

be easy to read (well organized; concise; proofread for errors of grammar, spelling;

conform to APA - or other standard - style of citation;

(2) make connections to pertinent course readings, films, concepts, and class discussions;

(3)

move beyond anecdotes, summarizing and/or fault-finding;

(4) provide cogent examples and explanations;

(5)

shape facts, personal insights, or preferably both into a structured argument;

(6)

demonstrate the ability to reflect critically on assumptions and ideology;

(7)

use inclusive language (non-sexist, non-racist, non-heterosexist);

(8)

provide adequate references, when required.

Your written work must avoid:

(1) recurring errors of grammar, spelling, and/or organization;

(2) significant portions of inaccurate information;

(3) failure to make connections to course readings, concepts, and discussions;

(4)

failure to go beyond summarization and/or fault-finding;

(5) lack of examples, details, and/or explanations;

---

(6)

lack of critical reflection on assumptions and ideology;

(7)

using language that suggests exclusion (sexist, racist, and heterosexist).

Letter Grade

Definition

Numerical Equivalent

A+

Superlative Performance

4.33 (95-100%)

A ?

.

4.00 (90-94%)

A-.

3.67 (85-89%)

B+

Excellent Performance

3.33 (80-84%)

B

3.00

(75-79%)

B- •

2.67 (70-74%)

C+

Good Performance

2.33

(65-69%)

C

2.00 (60-64%)

C-

Marginal Performance

1.67

(55-59%)

D

1.00

(50-54%)

F

Unsatisfactory Performance

0.00 (<50%)

(fail)

_______

---

S ?

S

Class 1 (June 23): Welcome! Introduction to Diversity in Education

DiAngelo, R. & Sensoy,

O.

(in press, 2009). We don't want your opinion: Knowledge

construction and the discourse of opinion on the equity classroom.

Equity & Excellence

in Education,

42 (4).

In class film:

Pride and prejudice: The road to human rights and multiculturalism in

BC (1999, 60 minutes).

Kivel, P. (2002). The culture of power. Available online: www.paulidvel.com

Young, I.M. (1999). The five faces of oppression. Available online:

http://www.racialeguitytools.org/resourcefiles/young.pdf

In class film:

The color ofFear(1994,

90 minutes).

Class 3 (June 30): Representation

Hall, S. (1997). Chapter 1, Representation, meaning and language. In S. Hall (Ed.).

Jepresentation: Cultural representations andsiçni5'/ngpractices

(pp

15-29).

London: Sage Publications. [CLASS HANDOUT]

Meek, B. (2006). And the injun goes "how:" Representations of American Indian English

in white public space.

Language in Society, 35 (1),

93-128. [Available SFUL]

Provenzo, Jr., E. & Kincheloe, J.L. (1996).

klediaandschools: What i1c the effect of

kiedia on the educational experiences ofchildren? (pp

2

15 -23 6).

New York: Peter

Lang. [CLASS HANDOUT]

In class film:

bell hooks: Cultural criticism

c

transformation

(1997,

55

minutes).

Class 4 (July 2): Race

Lund, E. (2006). Rocking the racism boat: School-based activists speak out on

denial and avoidance.

Race Ethnicfty andEducation,

9 (2), 203-221. [SFUL]

5

---

S ?

S

Montgomery, K. (2005). Imagining the antiracist state: Representations of racism in

Canadian history textbooks. D.&course: Studies in the culturalpo/frics a/education,

26

(4),427-442. [SFUL]

In class film:

Race.- T he power 0/an illusion.

Part 1: The difference between us (2003,

56

minutes).

Class 5 (July 7): First Nations

Bouvier, R. & Karlenzig, B. (2006). Accountability and Aboriginal education:

Dilemmas, promises and challenges.

Our Schools/Our Selves, 15 (3),

15-33. [SFUL]

Marker, M. (2006). After the Makah whale hunt: Indigenous knowledge and limits to

multicultural discourse.

Urban Education,

41(5), 1-24. [SFUL]

In class film:

I'm no/the Indian you hadi>z mind A spoken word video by Thomas King

(2007, 6

minutes)

Indecently exposed(with

Jane Elliott) (2004,

59

minutes).

Class 6 (July 9): Religions/Cultures

Clarke, P.

(2005).

Religion, public education and the charter: Where do we go now?

McGill Journal o/Education,

40 (3), 351-381. [SFUL]

Seifert, T. (2007). Understanding Christian Privilege: Managing the Tensions of Spiritual

Plurality. [Available online]

Recommended Reading:

Zine, J. (2006). Unveiled sentiments: Gendered Islamophobia and experiences of veiling

among Muslim girls in a Canadian Islamic School.

Equity f Excellence ,>zEducation,

39

(3), 239-252. [SFUL]

In class film:

Unveiled, the truth behindthe myth

(2003, 23 minutes).

Class 7 (July 14): Social Class

Anyon, J. (1981). Social class and school knowledge. Curriculum Inquiry, 11(1), 3-42.

[SFUL]

---

S

McLaren, P. (1994). "The suburbs was supposed to be a nice place..."

L(/è

In schools:

14n

,ztroduction to cr11/ca/pedagogy in thefoundat/ons ofeducatlon (

pp 119-164). New

York: Longman. [CLASS HANDOUT]

In class film:

Class dismissed- how

TJ'frames

the working class

(2006, 62 minutes).

Class 8 (July 16): Sexualities

CTV News, (2002). Supreme Court rejects school's ban

of gay

books. [Article available

at

http ://www.ctv.calservletlArticleNews/stor y

/CTVNews/l 0403 56828066_95/?hubTopSt

ones]

Goldstein, 1., Russel, V., & Daley, A. (2007). Safe, positive, and queering moments in

teaching education and schooling: A conceptual framework.

Teaching Education,

18 (3),

183-199. [SFUL]

Robinson, K. & Ferfoija, T. (2008). Playing it up, playing it down, playing it safe:

Queering teacher education.

Teaching and Teacher Education,

24, 846-858. [SFUL]

In class film:

In other words (2001, 27 minutes).

Class 9 (July 21): Abilities

Fritsch, K. (2004). SuperCrip strikes again: Or mine-body dualism. Available online:

www.disabilitystudies.netldsaconf2004/fullpai,ers/fritsch.pdf

Hehir, T. (2002) Eliminating abelism in education. Harvard Educational Review, 72 (1),

1-32. [SFUL]

In class film:

South Park: Krazy Kr (pp/es

(Season 7, Episode 2)

**please bring 3 copies of your rough draft of your final paper to

Class 9 (July 23): Gendered Construction: Femininity

Lyman, K. (2000). Girls, worms, and body image.

Rethinking

Schools,

14 (3). [SFUL]

Marshall, E. (2004). Stripping for the wolf: Rethinking representations of gender in

children's literature. Reading Research Quarterly, 39 (3), 256-270. [SFUL]

In class film:

Kil/thgussoft/y3(2000,

34 minutes).

Class 10 (July 28): Gendered Construction: Masculinity

p.

7

---

.

?

.

Frank, B., Kehler, M., Love!!, T., & Davison, K. (2003). A Tangle of Trouble: Boys,

masculinity and schooling - future directions.

Educational Jeview, 55 (2),

119-133.

[SFUL]

Kehler, M. & Greg, C. (2005). Reading masculinities: Exploring the socially !iterate

practices of

high school young men.

Internat/ona/Jozirnaloflnclusive Education,

9 (4),

351-371.

[SFUL]

In class film:

lbughguice (2002,

87 minutes).

Class 10 (July 30): Review

Overview of key concepts

Time to share final papers in small groups

**Final paper (hard copy) due today in class. If you wish to have your

paper returned please include a self-addressed envelope with

appropriate postage**

8