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    Education 441
    Cultural Differences in Education
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    Instructor: Dr. T.
    Course DescritiOfl
    IL Morris
    COURSE OBJECTIVES
    1.
    To explore the impact of
    ?
    such cultural factors as
    race, sex, language, ethnicity and social classon
    the process of education.
    2.
    To describe and analyse the effects on inter-group
    relations and education of such phenomena as prejudice,
    racism, discrimination, stereotyping, assimilation,
    valuing and selective perception.
    3.
    To develop frameworks and observational techniques through
    which to enhance understanding of the cultural context
    of schooling.
    4.
    To examine various approaches to the improvement of inter-
    cultural communication within schools and other educational
    settings.
    5.
    To investigate alternative approaches to the development
    of culturally sensitive curriculum.
    6.
    To assess the relationship betweendecision-making in
    education and such social issues as multi-culturalism,
    bilingualism, inequality,.rflifloritY group rights and
    community control of schools.
    COURSE TOPICS
    I
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    The Concept of Culture and Its Relationship To Education
    II ?
    Problems in Defining and Interpreting Cultural Differences.
    III The Family as an Educational Context: Change and possibility
    For Growth.
    IV Ethnicity and Education
    (a)
    Ethnic Identity and Schooling
    (b)
    Ethnic Values and School Values
    (c)
    Ethnic Differences and Educational Policy
    (d)
    Approaches to Ethnic Studies In the Curriculum
    (e)
    Education and Immigration
    V ?
    Social Class and Education
    al
    Success
    (a)
    Family Background and Educational Success
    (b)
    The Structure of Inequality in Education
    (c)
    Social class, Language Codes and Learning Style
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    Other Cultural- i'actors to be Discussed: sex role stereotyping
    and racism.
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    VI
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    Education and The Dynamics of Inter-Group Relations
    (a)
    Historical Factors: The Canadian Case: Immigration
    Policy and Assimilation.
    (b)
    Psychological Factors: Prejudice, stereotyping,
    conformity, selective perception, valuing, labelling.
    (c)
    Socio-cultural factors: status threat, urbanization
    marginalization, enculturation, social distance.
    (d)
    Inter-Group Relations: An Ecological Approach
    VII Examining School Culture
    (a)
    Values and the Hidden Curriculum
    (b)
    Ethnographic Techniques for observing school settings.
    (c)
    De-Coding the Cultural Environment of Schools.
    (d)
    School Culture and the Problem of Educational Change.
    VIII Inter-Cultural Communication
    (a)
    Culture-General and Cultural Specific Models
    (b)
    Inter-Cultural Communication Models: Imersion,
    Culture shock, rational, simulation, case study,
    sensitivity roles as cultures, contrast-Canadian,
    exchanges.
    (c)
    Designing Inter-Cultural Communication Programs
    For Students and Teachers.
    IX Alternative Approaches to the Development of Culturally
    Sensitive Curriculum
    (a)
    Culture Selection
    (b)
    Cultural Futures
    (c)
    value-Centered Models
    (d)
    Affective Education
    (e)
    Conflict Models
    (f)
    Experiential Models
    (g)
    Attitudinal Change Strategies
    (h)
    Political Education
    (i)
    GroupHistOrieS, etc.
    ?
    X ?
    Cultural Issues, Social Policy and Canadian Education
    COURSE FORMAT
    The course material will be dealt with in four ways: presentations
    by the instructor, workshops, student seminars and field
    observations.
    I
    ,. ?
    .)
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    STUDEN
    T
    EVAL U T I ON
    (1)
    Each student, working in a group of three, will plan, develop
    and present a seminar to the class. The seminar will focus
    on the educational applications of the concepts, theories
    and models discussed in class. A suggeste
    d
    list of topics
    will be provided by the instructor.
    (2) Project
    Students will have an option to undertake one of the following:
    (1)
    Design and conduct an ethnography within an educational
    setting involving more than one identifiable cultural
    group.
    (2)
    Describe and analyse the status of policy related to a
    selected cultural or social issue.
    (3)
    Develop a curriculum framework through which to improve
    cross-cultural awareness and understanding.
    (4)
    Review research which relates to the impact of cultural
    factors on school performance.
    (5)
    participate and report on a program or instititiOfl which
    has, among its goals, the improvement of cross cultural
    understanding or reduction of social and economic inequities.
    (3) Take-Home Exam
    BOOKS
    Jerry Rose, Peoples: The Ethnic Dimension In Human Relations
    (Rand-McNally, 1976) paperback (required)
    Elliot
    ArOflSofl,
    The Social Animal (San Fransisco, W.H. Freeman?
    ?
    & co
    ?
    76) second
    iedition, paperback, (required)
    A. Wolfgang, The Education of Immigrant Students (OISE, 1976)
    paperback (required)
    Edward T. Hall, Beyond Culture, (NY, Doubleday, 1977) pb.
    Additional articles and a bibliography will be available at
    the outset of the course.

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