EDUCATION 441 

CULTURAL DIFFERENCES IN EDUCATION 

SUMMER 1978 

Instructor: Susana Cogan 

291-0946 

Office- Rm. 1406. 

Lectures: 

Intersession 

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Simiir Session 

Tuesday and Friday 8:30 - 12:30 

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Tuesday and Thursday, 16:30 - 20:20 

May 8th - June l6th-AQ 5036 

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July 4th - August 11th - AQ 5027 

Objectives: 

The objectives of this course are to provide students with: 

1.

an understanding of: 

culture, values, multi culturalism, Canadian identity. 

2. abilities to teach in a cross-cultural classroom .: curriculum 

development, use of materials, program and material evaluation; 

awareness about social issues related to a cross-cultural classroom. 

3.

familiarity with the different ethnic groups that live in B.C. 

4.

familiarity with community services available in the lower 

mainland. 

Requirements: 

1.

Presentation 

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35%

2.

Group discussions 

act as a leader ? 

35%

act as a participant ? 

30%

SC: ca 

I ?

COURSE OUTLINE : EDUC. 441 : CULTURAL DIFFERENCES IN EDUCATION 

Suniner Semester 1978 

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Monday 10:30 - 12:30 

May 8 - August 3 

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Thursday 9:30 - 11:30 

Description 

The course will focus on three interrelated concerns: 

1.

Strategies for teaching in a bi or multi cultural classroom (with 

attention to handling conflict). 

2.

Use and development of curriculum materials for teaching about 

cultural similarities and differences. 

3.

Social, economic and political issues which pertain to methods, 

content and administration of multicultural education programs. 

Inpleaentation 

1 and 2 will be dealt with in a workshop setting suring class and through 

student projects. 

3 will be done through small group discussions. 

Expectations 

I. Independent Project - 38 points 

a)

develop curriculum materials of your own and/or modify existing ones. 

b)

work and observe in a classroom situation with children from 

more than one cultural or linguistic background and prepare a 

written account of what you learned from this experience. 

Presentation could be in the form of a case study for one child and 

his/her family. 

c)

work and observe in an agency that provides social services to 

imriigrant families and prepare a written account of what you learned 

in this situation. Presentation could be in the form of a case 

study of a family. 

d)

develop a community based learning program designed to meet the needs 

and interests of a multi-cultural classroom. 

e)

suggest another option. 

. ?

2.

Oral presentations of projects will be held during the last week 

ath a half of class. 

II. Group Discussions 

Each class 

member 

will participate in all discussions and will serve 

as a leader in one. Discussion groups will be kept small - approximately 

5 people per group. This list of topics is listed under C. (below) 

Format 

A. As discussion leader you are responsible for 

1.

Seeking out different paints of view expressed in the readings. 

2.

Formulating discussion questions based on readings and making 

sure that members of the group have these at least one week 

before the discussion 

3.

Assigning readings to discussion group members at least one week 

before the discussion 

4. Directing the discussion 

5.

Writing up a report on the discussion to be handed in one week 

after the discussion 

Criteria for Evaluating Report (worth 38 points) 

1.

Clarity of writing, organization, presentation. 

2.

Clarity in focussing on and highlighting issues. (The report is 

not a series of "book reports" or summaries but an analysis of 

the ways in which readings and discussions highlight issues). 

The report should not exceed eight pages and should include: 

1.

The questions you used to guide discussion with an explanation of 

why you formulated these questions. 

2. A statement of the issues, you should report not only on what 

happened in 

the

discussion group but your own analysis of the 

issues. 

3.

A statement of different points of view as expressed in the readings. 

Refer specifically to readings. 

B. As discussion participant you are responsible for: 

1. Doing readings assigned by leader. 

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.

3.

2. Handing in a tqo page outline of each discussion 

(6 points per account) in which you describe the main issues 

dealt with, what you read and how it related to what others 

read. Total 24 points. Papers will reserve grades of 0,3, 

or 6. For example a thorough outline which made no reference 

• to readings would receive a 3. These are due one week after 

the

discussion. 

C. The social-Psychological Context of Cross Cultural Education. 

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The following issues will serve as foci for discussion: 

1.

Cultural Differences in the Canadian Scene - melting pot or mosaic? 

2.

Social Class and School Achieveme 

n t/Teacher 

Expectations - are 

social class variations in language and life style differences or 

deficiences? What is the effect of 

teacher

expectations on 

student achievement? 

3.

Native Indian Education - social, cultural and linguistic, 

differences; how do they affect school achievement? 

4.

Local Control/Catinunity Schools - What educational roles are 

possible for coirmunity groups? 

5.

Bilingual Education - educational and political concerns. 

6.

Canadian Identity - What is it? How is it represented (misrepresented) 

in curriculum? 

In the Library: 

Curriculum.

Banks, J. ? 

Teaching Ethnic Studies 

Banks & Joyce 

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Teaching Social Studies to Culturally Different Children 

aching Language Arts to Culturally Different Children 

Alberta Elementary 

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Social Studies Handbook: Experiences in Decision 

Making 

Paths, Hannin, Simon. Values and Teaching 

Shaftel, Fanny and George. Pole Playing for Social Values. 

Taba, Hilda. 

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Teaching Strategies for the Culturally Disadvantaged. 

A Teachers' Handbook for Elementary Social Studies. 

Curriculum Development: Theory and Practice 

S ?

4.

BOOKS (ORDERED FOR THE BOOKS'IORE) 

Ashworth, Mary Immigrant Children In Canadian Schools. 

Aoki, T. & Dahlie, J. Whose Culture? Whose Heritage? UBC Faculty of Ed. 

Cazden, C. Functions of Language In The Classroom. 

Teachers College Press. 

Mar-tell, George. Politics of The Canadian Public School. 

Troper & Palmer Issues In Cultural Diversity, Ontario Institute For 

Studies In Education, 1976. 

Wolfgang , Aaron The Education Of Immigrant Students, OISE, 1976. 

General: 

Palmer, Howard, ed. 

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Immigration and The Rise of Multiculturalism 

Rosenthal 

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Pygmalion in the Classroom 

Ryan, T. ? 

Poverty and the Child: A Canadian Study 

Hodgetts ? 

What Culture, What heritage? 

Krauter, Joseph 

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The Other Canadians: profiles of six minorities. 

Minghi, Julian ? 

Peoples of the Living Land (studies of ethnic 

groups in B.C.) 

Lan-bert, W.E. ? 

Bilingual Education: The St. Lambert Experiment 

Swain, M. ? 

Bilingual Schooling: Sane Experiences in 

Canada and the U.S. 

Journals 

Canadian Ethnic Studies 

Vol. VII No.1. 1975 

Vol. VIII No.1, 1976 

I. Melting Pot orMosaic? 

New Canadianism 

Indian Schools for 

Indian Children 

The Cultural Contri- 

butions of Other Ethnic 

Groups 

Indian Immigration and 

Racial Prejudice 

Special Issue: The Green Paper on Immigration 

Special Issue: Education and Ethnicity. 

READINGS 

Loren Lind 

Alex Sim 

Royal Commission 

Kermal Singh Sandhu 

.

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.

5.

Social Change and Problems 

Of Education in Canada 

Hutterites 

Eight Newspaper articles 

Face of Fear: Racism in Canada 

Fear and Loathing in the 

Canadian Mosaic 

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Children of Protest (toukhobors) 

"East Indian term arouses 

Critics" 

Prejudice and the Immigrant 

Child 

"Flannel-mouthed Bigots" 

"Another Perspective" 

II. Social Class and School Achievement 

John Porter 

Hostetler 

de Villiers, Smith, Peterson, Chandi, 

Sarti, Ah±ixpoulos, Calgary Herald, 

Suzuki, Braddock, Lifestyles. 

Marq de Villiers 

Collins, Doug 

Cameron. 

Wyng chcM 

David Milner 

Calgary Herald 

David Suzuki 

Early Childhood Intervention (HER) Baratz 

Deficit, Difference and Bi- 

Cultural Models (HER) 

Same Performances and Prospects 

Canadian Intervention Proqrams 

School Performance and 

Social Class 

What Children Can Do 

Cultural Deprivation: Euphemism 

and Essence 

Teaching Disadvantaged 

Children in the Pre-School ? 

Chapter 1 and 2 

A Successful Compensatory 

Educational Model 

A Critique of Carpensatory 

Education 

Bereiter 

Stenner 

Bernstein 

Good and Brophy 

Rist 

Rosenthal & Jacobson 

Kleinfeld 

Articles by Boggs, John, Du?'bnt 

and Phillips. 

Valentine 

Frederick Williams 

Ryan. 

Ryan 

Kagan 

Das

Teacher Expectations 

Teacher Expectations 

Student Social Class and Teacher 

Expectations in Harvard 

Education in Review 

Pygmalion in the Classroom 

(on reserve) 

(preface Chapter 1, 5, 12) 

Effective Teachers of Indian 

and Eskimo High School Students 

III. Native Indian Education 

Functions of Language in the 

Classroom 

.

6.

IV.

V.

VI.

Canadian Indians. 

Culture and the American Indian 

Caanunity 

Orientation Class 

local Control 

The Case for OzimnLmity Control 

of the Schools 

What Rough Rock Demonstrates 

Community Schools 

Indian Control of Indian Education 

Training Teachers for Inner City 

Schools (HER) 

Bilingual Education 

Research in Bilingual Education 

Ethnicity and School Adjustment 

Perspectives on Bilingual 

Education. in Canada 

"Why the Bilingual Education..." 

'Ibronto Trustees Urge Bilingual 

Instruction 

Use of Chinese language in schools 

urged 

Canadian Cultural Identity 

The Gross National Ignorance 

What Culture What Heritage 

From Pilgrims Progress to Sesame 

Street 

Canadian Literature: The 

Necessary Revolution 

Canadian History in Public Schools 

Lane 

Rosenthal 

King 

Loren Lind 

Erickson and Schwartz 

Stevens 

Homer 

King 

McNamara 

Cranston 

Sallot 

Vancouver Sun 

Hurtig 

Hodgetts 

Repo 

Mathews 

Dewar 

.

7.

Sumner 1978 

I.

Mon day, May 8, Thursday, May 11 

Class mechanics introduction of members, scope of the course. 

Vancouver ITuIlt -cultural resources Field trip. 

II.

Monday, May 15, Thursday, May 18 

Scze practical concerns: cultural and racial conflict in the classroom. 

Planning curriculiun. Films: Eye of the Storm. Balablok. 

III. 

Monday, May 22, (Holiday), Thursday May 25. 

Report back on field trip. 

Discussion: Melting pot or Mosaic. Film: Between b g o Worlds. 

IV.

Monday, May 29, Thursday, June 1 

Field Trip: Social Service Agency to be announced. 

Exarriples of Curriculum. 

V. Monday, June 5, Thursday, June 8 

Field Trip follow-up. 

Video: How to Read a Foreigner. 

Discussion: Social Class/Teacher Expectations. 

VI. Monday, June 12, Thursday, June 15. 

Discussion: Indian Education 

Film: ? 

Bella Bella & Augusta 

VII. 

Monday, June 19, Thursday, June 22 

Discussion: Local Control 

Film: 

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Hutterites. 

VIII. 

Monday, June 26, Thursday, June 29 

Open 

IX.

Monday, July 3, Thursday, July 6 

Discussion: Bilingualism 

X.

Monday, July 10, Thursday, July 13 

Discussion: Canadian Cultural Materials 

XI.

Monday, July

•

11, Thursday July

Open

XII.

Monday, July 24, Thursday, 'July 27

Projects

XIII.

monday, August 1, ThurSday 'August 3

Projects