EDUCATION 441
    crJL'IJRAL DIFFEREES IN EDUCATION
    StJER, 1979
    INSTRUCTOR: Susana Cogan
    731-1131 Local 251
    291-0946
    Lectures:
    Intersession
    Tuesdays and Thursdays 16:30 - 20:20 p.m.
    May 8th - June 14th - MPX 9511/9512
    Objectives:
    The objectives of this course are to provide students with:
    1.
    an understanding of: culture, valu
    es,
    nülti-culturalisiu,
    Canadian identity.
    2.
    abilities to teach in a cross-cultural classroom:
    curriculum develont, 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 coimiunity services available in the
    .Lower Mainland.
    Requirements:
    1.
    Presentation
    ?
    35%
    2.
    Group discussions
    act as a leader
    ?
    35%
    act as a participant ?
    30%
    Expectations:
    I. PRQJEC (worth 35% of the grade)
    The purpose of the project is two-fold:
    (a) to develop a familiarity with the different ethnic groups
    that live in B. C.
    .
    ?
    S
    .
    2
    (b) to develop materials that will enable the. student
    to teach about a cultural group.
    TO
    pursue these objectives each student should choose one
    cultural group and do:
    (a)
    a research On the group: (15 points)
    - homeland: location, climate, history, population,
    culture, language, government
    - reasons for migrating: from country of origin to Canada
    - the immigrant (or native) group in Canada and B.C.
    (b)
    develop materials in order to teach about the chosen
    cultural group: (15 points)
    - a course
    - a lesson
    - a story
    - audio-visual
    The materials may be aimed at different audiences: i.e.. pre-school,
    primary grades, high school or adults. Choose your audience before
    developing them.
    (c)
    Prepare a 15 minute presentation based on your research
    and the materials developed (15 points).
    Due Date: the last week of classes.
    Main cultural groups living in B.C.: German, Italian,
    Scandinavian, Greek, Chinese, Japanese, Portuguese,
    Indian, Pakistan, East
    Indians from Africa, Hungarian,
    Ukranian, Native Indians, French, Phi ilippinos, South
    Americans, Netherlands, Czechoslovaks, Arabs, Jews,
    and others. (see hand-outs on aocess to ethnic groups)
    II. GROUP DISCUSSI
    ON
    S
    The object of the group discussions is to analyze the readings for
    a broader understanding of the issues.
    Each class rrirter will participate in all discussions and will
    serve as lee
    r
    in one. Discussion groups will include approximately four
    people per group.
    S ?
    S
    •....
    3
    Format
    As discussion leader, you are responsible for:
    1.
    Seeking out different points of view expressed in the readings.
    2.
    Formulating discussion questions based
    on
    readings and making
    sure that nnbers 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.
    Typing up a report of the discussion, and handing it
    in one
    week after the discussion is held.
    Criteria for Evaluating Report (worth 35% of the grade)
    1.
    Clarity of writing, organization, presentation, spelling. (5 points)
    2.
    Clarity in focussing on and highlighting issues. (The report
    is not a series of "book reports" or sunmaries but an analysis
    of the ways in which readings and discussions highlight issues).
    (10 points)
    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. (5 points)
    2.
    A statstent of the issues, you should report not only on what
    happened in the discussion group but your cn analysis of the
    issues. (5 points)
    3.
    A statement of different points of view as expressed in the
    readings. Refer specifically to readings. (10 points)
    As discussion participant, you are responsible for:
    1.
    Doing
    readings assigned by leader.
    2.
    Handing in one week after the discussion is held, a one-page
    typed account of each discussion (10 points per account) in
    which you describe the main issues dealt with, what you read
    and how it related to what others read. (Worth 30% of the
    grade)
    .
    4
    Required Rdings:
    1. Hand-outs 1 - 6
    2.
    Wolfgang, Aaron (ed.) • The Education of Irnigrant Students,
    0.I.S.E., ¶flronto, 1975.
    3.
    Aoki, T., Dahlie, J., Whose Culture? Whose Heritage? Faculty of
    Education, Curriculum Center, U.B.C.
    4.
    Trcper, H., and Palmer. Issues in Cultural Diversity, 0.1 .S.E.,
    Toronto.
    Suggested Readings:
    1.
    Cazden, Courtenay: Functions of Language in the Classroom,
    Teacher's College Press.
    2.
    Ashworth, Mazy. Ininigrant Children in Canadian Schools.
    3.
    Grant, Carl (ed): Multi-cultural Education. Association for
    Supervision and Curriculum Development.
    CanplenEntaxy Suggested Activities:
    1.
    Visit multi-cultural areas in Vancouver.
    2.
    Visit the museum at U. B.0
    3.
    Films: How to Read a Foreigner: on non-verbal language
    Steel Blues (N. F. B.); the adaptation of a Chilean ininigrant to
    Canadian life.
    Balablok
    Augusta
    Bella-Bella
    4.
    Talk to people who belong to an ethnic group about their experience
    on their arrival to Canada and/or their life in Canada.

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