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EDUCATION 101 

CULTURAL DIFFERENCES IN EDUCATION 

SPRING, 1980 

INSTRUCTOR: Rita Chudnovsky ? 

January 17th - April 10th, 1980 

MPX 8627 

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Thursdays from 

1:30 

to 8:30 p.m. 

This course will examine the topic of multiculturalism in education from both 

a theoretical and practical viewpoint. 

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1. ? 

Practical Issues 

Through active participation in problem-solving groups and class 

workshops and lectures, students will implement effective strategies 

and use or develop resources and materials for dealing with: 

i. teaching in the multicultural classroom 

ii.

teaching about cultural differences 

iii. home - school communications in the 

culturally diverse community 

iv.

community services and organizations 

working for and with cultural groups 

2. Theoretical Issues 

Through assigned readings and active participated in class sessions, 

students will develop informed opinions on the significant issues 

affecting the function of education in a multicultural society. 

Students will be expected to base educational decisions on defensible 

theories concerning: 

i.

Canadian Cultural Identity - the historical 

and present status of Canadian multiculturalism 

ii.

The history of minority culture education in B.C. - 

in whose interests? 

iii. 

Values: does/should education be teaching the 

value of assimilation, cultural presentation, 

or neither? 

iv.

Class, culture, and student achievement - are 

class variations differences or deficiencies? 

v.

Teacher expectations - what is their effect or 

student achievement. 

vi.

Bilingual education - educational and political 

concerns. 

vii. Community control - what educational and political 

roles should community/cultural groups play? 

REQUIREMENTS 

Students will be graded on: 

1)

an individual project 

2) participation (as leader and participant) in a small group 

3)

general classroom participation 

OF ?

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Education 441 - Cultural Differences in Education 

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Page 2 

READINGS 

Available at the bookstore. 

AOKI, 1., DAHLIE, J.; Whose Culture? Whose Heritage? Faculty of Education, 

Curriculum Centre, University of British Columbia 

ASHWORTH, M; The Forces Which Shaped Them - A History of Education of Minority 

Groups, Children in B.C., New Star Books, 1979 

v' ? 

TROPER, H., PALMER, L.; 

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Issues in Culture Diversity, O.I.S.E. 

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WOLFGANG, A. (ed.); The Education of Immigrant Students, O.I.S.E., 1975 

Further readings will be assigned in class. These will be on reserve or will 

be xeroxed hand-outs. 

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SPRING SEMESTER S 

1980

ASSIGNMENTS 

1. Group Work 

Each student will participate in an on-going small group which will focus 

on one of the practical issues listed in the course outline. Students 

will be grouped according to their stated Interests. 

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New topics can? 

be added based on student interests (eg. native education, second 

language training, etc.) 

There are two projects associated with these groups. 

A. Program Development Project 

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points 

Each student in the group will prepare a written report on 

the Implementation of one educational program which addresses 

the group topic. 

'

the programs can be directed at students 

of any grade level, teachers and/or administrators, or 

parents and/or the community. Students are encouraged to 

choose a particular focus (grade level, subject area, target 

cultural group, etc.) which meets their daily practical needs. 

The report should be organized as follows: 

a)

The rationale for and objectives of the program - 10 pts. 

- state the general purpose of the program 

- identify the target group, its characteristics 

and needs 

- discuss programs presently offered 

- state long and short-term objectives 

b)

Description of the program - 15 points 

- describe the program model 

- indicate amount of time for program, staffing, 

etc. 

- discuss curriculum materials and classroom 

strategies to be used in the program. 

c)

Review of related literature - 10 points 

- seek different points of view in literature 

(in favour and against proposed program) 

- indicate what points are being used to justify 

the program 

- provide a reference list for the articles cited 

d)

Social/political context of implementing the program 10 pts. 

- discuss the social/political issues and interests 

which are related to the implementation of 

the program (eg. community reacting teacher 

attitude, funding, etc.) 

Students wishing to work jointly on a project should put 

forward a proposal covering: 

- scope of the project 

- assignment of grades 

tuu..dtiOh41 -

Spring Semester, 1980 (COflst) 

B. Group Presentation to Class 

15 points 

(to be assigned to all 

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group members) 

Each group is responsible for providing the class with an overview 

of the topic they have studied. Class presentation(s) will be 

made by each group and can cover topics such as: 

a)

the major issues connected with the group topic 

b)

some of the common problems associated with the issue 

c)

some of the present programs operating in this area 

d)

references, curriculum material, and resources available 

e)

a look at the projects done in the group 

The last two-four class sessions will be used for these presentations. 

Groups are encouraged to coordinate the work done on their program 

development projects and their classroom presentations. 

2.

Discussion of a theoretical issue 

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30 points 

Each student will prepare a written report which discusses one of the 

theoretical issues listed in the course outline. The report should 

include: 

- a discussion of related readingswhich highlight different 

points of view (not necessarily those assigned in class). 

- your analysis of the issues addressed in these readings. 

- a look at the educational implications of your analysis. 

The report should be 5-10 pages in length. It will be evaluated 

for clarity of writing and in focusing on the issues. The report 

is due one week after the issue is discussed in class (see course 

schedule). By Session •, January 31st, students will be expected 

to commit themselves to a topic and a completion date. 

3.

Class participation 

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10 points 

Students will be evaluated on the basis of: 

- preparation for each class session 

- contributions made to class discussions (quality, not 

quantity) 

- participation in on-going and adhoc small group activities. 

EDUCATION 1e41 

SPRING SEMESTER, 1980 

COURSE SCHEDULE ? 

THURSDAY: 4:30 - 8:30 p.m. 

JANUARY 17th - APRIL 10th, 1980 

MPX 8627 

Each class session will include: 

- a presentation on and discussion of one of the theoretical issues. 

(and some of the more specific practical concerns) - a full 

group session 

- a look at some curriculum materials and time spent assessing these 

- small-group work 

The following schedule outlines the topics which will be addressed in 

the full group sessions. 

JANUARY 17th ? 

INTRODUCTION 

JANUARY 24th 

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Canadian Cultural Identity - an historical look at the 

cultural composition of 

Canadian society 

Preparation: Class Handout #1 

JANUARY 31st ? 

A Look at Present Day Multiculturalisms 

Policy and Reality 

Preparation: Class Handout #1 

FEBRUARY 7th ? 

The History of Minority Cultural Education in B.C. 

Preparation: Ashworth 

FEBRUARY 14th 

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SPEAKER - Gerry Bass 

Chairperson, B.C.T.F. Task Force on Racism 

(the work of the task force and a look at certain 

curriculum materials) 

FEBRUARY 21st. ? 

What Values should/does Education Teach: 

Assimilation, preservation or neither 

Preparation: Class Handout #2 

FEBRUARY 28th 

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Class, Culture and Achievement 

GUEST SPEAKER: Wes Knapp 

B.C.T.F. 

Preparation: Class Handout #3A 

MARCH 6th ? 

Teacher Attitude as it Affects Student Achievement 

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Preparation: Class Handout #3B 

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MARCH 13th ? 

NATIVE EDUCATION 

GUEST SPEAKER - Saul Arbus 

Director of Native Education Programs 

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Ministry of Education 

Preparation: Class Handout 

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t.ute Schedule (con't) 

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EDUCATION 1+41 

MARCH 20th 

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Bilingual Education 

Preparat(on: Class Handout #5 

MARCH 27th 

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Home School Communications 

GUEST SPEAKER: Representative of Home-School 

Liaison Project 

APRIL 3rd 

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Community Control 

Preparation: Class Handout #6 

APRIL 10th 

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Review and Course Evaluation 

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