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•
EDUCATION
441-4
CULTURAL DIFFERENCES IN EDUCATION
REGULAR SESSION
1980
Monday,
10:30 - 12:30
and Thursday,
9:30 - 11:30
?
INSTRUCTOR: Dr. Anne Lloyd
SUMMER SESSION
1980
Tuesday and Thursday,
4:30 - 8:30
This course will examine the Issue of multiculturalism in
education from both a theoretical and practical viewpoint.
Objectives
A. Theoretical Issues
Through assigned readings, lectures, and active participation in
class and group discussions, students will acquire an informed
position on the cultural and structural issues affecting the
process of education. Students will be expected to develop their
educational theories and practices based on knowledge of the
following:
1.
Canadian cultural identity--the historical and present status
of Canadian cultural diversity--some cross-cultural comparisons
with the United States will be highlighted---inequality and
public policy
2.
The history of minority cultural education in .C.---in whose
interest?--the shaping of educational policy
3.
Class, culture, and student achievement---differences vs.
deficiencies
4.
The process of education--a system of interrelated variables
i.e. achievement, locus of control, motivation, self esteem,
expectations--differences among ethnic and racial groups
5.
Teac her and parent expectations---as significant others and
their effects on various educational outcomes
6.
Prejudice and the role of the school--the nature of prejudice
and strategies for change
7.
Bilingual education--educational and political concerns
8.
Community control--the role of community groups in the educational
process--community service availability
B. Practical Issues
Through active participation in problem-solving groups and class
workshops and the development of individual projects, students will
S ?
S
SNALL GROUP DISCUSSIONS (20%)
Each class member will participate, in all discussions and
will serve
as
a leader in one. Discussion topics appear on the class calendar. Each will
complete a report on the discussion he led. Reports should average 4 pages.
1. As discussion leader you are responsible for:
a)
Seeking out different points of view in the reading
b)
Directing the discussion
c)
Writing up a short report on the discussion
2. Your report will be evaluated in terms of:
a)
Clarity of writing, organization, presentation
b)
Clarity in focussing on the issues (the report should not be a
summary book report)
c)
The questions you used to guide the discussion with an explanation
of why you formulated these questions
•
?
INDIVIDUAL CURRICULUM PROJECTS (40%)
The objectives of these projects are (1) to increase knowledge about dif-
ferent cultural groups that live in British Columbia and (2) to develop materials
to teach about a group. Each student will choose one cultural group and complete:
1.
A background analysis on the group--homeland, location, climate,
history, population, culture, language, government
---reasons for migrating to Canada
---the immigrant or native group in Canada and B.C.; social mobility,
education...
2.
Develop materials to teach about the cultural group
---a course
•
? ---several lessons
•
?
---audiovisual
The materials can be aimed at different audiences-preschool, primary,
secondary, adult. Each report should contain a statement about the value of
understanding cultural differences. Reports should average around 10 pages.
Date Dud: July 24
FAMILY HISTORY (5%)
The objective of this assignment is for students to gain knowledge about
the processes of social mobility over several generations. Each student will
complete a written family history for at least 3 generations which will include:
1.
name of individual, date and place of birth
2.
marriage (out-marry) -- age at marriage
3.
occupations of each adult
4. income/property (ex. own or rent)
5.
number children
•
?
-2-
6. race
7. religion/ethnic group
8. years of schooling
9.SES
• ?
10.
where they lived, number of times they changed homes, reason for
moving
• ?
11. languages spoken In home
12. other description of family: noteworthy events; interviews with
older members; maintenance of cultural identity
CONTEXT ASSESSMENT (25%)
This objective of this final assignment is for students to apply their
knowledge to situations involving cultural differences in the schools and
community. Students will be given several situations and will be asked to:
1.
define the issue involving cultural differences
2.
discuss the context of the issue
3. highlight the facilitating and negating factors
4.
suggest alternative strategies for resolving the issue
5.
using appropriate literature and experience select optimal alternative
Students will complete a written take-home essay and class discussion.
Reserve List:
General
Palmer, Howard
?
Immigration and the Rise of multiculturalism
Ryan, T.
?
Poverty and the Child: A Canadian Study
Krauter, J.
?
The Other Canadians: Profiles of Six Minorities
MInghi, Julian
?
?
Peoples of the Living Land (studies of ethnic groups
in B.C.)
Swain, N.
?
?
Bilingual Schooling.: Some Experiences In Canada and
the U.S.
Ontario Association for Curriculum Development Conference
on Multiculturalism
in
Education, 1973.
Journals
Canadian Ethnic Studies Special Issue Education and Ethnicity Vol. VIII
No. 1. 1976.
TESL Talk ?
Vol. 10, No. 3 Summer 1979 Immigration and
?
Multiculturalism
Curriculum
Banks, J.
?
Teaching Ethnic Studies
Banks & Joyce
?
Teaching Social Studies to Culturally Different Children
Taba, H. ?
Strategies for the Culturally Disadvantaged
•
Education 441
Cultural Differences in Education?
Summer, 1980
Instructor: Dr. Anne Lloyd
This course will examine the issue of multiculturalism in education from
both a theoretical and practical viewpoint.
Objectives
A. Theoretical Issues
Through assigned readings, lectures, and active participation in class and
group discussions, students will acquire an informed position on the
cultural and structural issues affecting the process of education. Stu-
dents will be expected to develop their educational theories and practices
based on knowledge of the following:
1. Canadian cultural identity--the historical and present status of
Canadian cultural diversity--some cross-cultural comparisons with-
the United States will be highlighted--inequality and public policy
2.
The history of minority cultural education in B.C.--in whose interest?—
the shaping of educational policy
3.
Class, culture, and student achievement--differences vs. deficiencies
4.
The process of education--a system of interrelated variables i.e.,
achievement, locus of control, motivation, self esteem, expectations--
differences among ethnic and racial groups
5.
Teacher and parent expectations--as significant others and their effects
on various educational outcomes
6.
Prejudice and the role of the school--the nature of prejudice and
strategies for change
7.
Bilingual education--educational and political concerns
8.
Community control--the role of community groups in the educational
process--community service availability
B. Practical Issues
Through active participation in problem-solving groups and class workshops
and the development of individual projects, students will acquire knowledge
and develop resources and materials for effectively dealing with:
1.
Teaching in the multicultural classroom
2.
Handling conflict and prejudice in the classroom
. ?
-
2 - ?
.
3.
Teaching about value and cultural differences
4.
Home-school comeunications in the culturally diverse comity
V.
Requirements
1.
An individual curriculum project - 40%
2.
Sumeary context assessment - 25%
3.
Participant (as leader & participant) in smell groups (one short
written analysis) - 20%
4.
Class participation -.10%
Books Order6dtie Bookstore
Wolfgang, A.(editor) Education of Immigrant Students 1975
Werner, A. et al Whose Culture? Whose Heritage?°1977
Troper & Palmer Issues In Cultural Diversity 1976
Ashworth, M. The Forces that Shaped Them: A History of the Education.
of Minorit y
CrouD children in British Coluabis 1979
P
, -
"
II
I
SMALL GROUP DISCUSSIONS (20%)
Each class member will participate, in all discussions and will serve as
a leader in one. Discussion topics appear on the class calendar. Each will
complete a report on the discussion he led. Reports should' average 4 pages.
1. As discussion leader you are responsible for:
a)
Seeking out different points of view in the reading
b)
Directing the discussion
c)
Writing up a short report on the discussion
2. Your report will be evaluated in terms of:
a)
Clarity of writing, organization, presehtation
b)
Clarity in focussing on the issues (the report should not be a
auary book report)
c)
The questions you used to guide the discussion with an explanation
of why you formulated these questions
INDIVIDUAL CURRICULUM PROJECTS (40%)
?
IM
The objectives of these projects are (1) to increase knowledge about dif-
ferent cultural groups that live in British Columbia and (2) to develop materials
to teach about a group. Each student will choose one cultural group and complete:
1.
A background analysis on the group--homeland, location, climate,
history, population, culture, language, government
---reasons for migrating to Canada
---the immigrant or native group in Canada and B.C.; social mobility,
education...
2.
Develop materials to teach about the cultural group
---a course
---several lessons
---audiovisual
The materials can be aimed at different audiences-preschool, primary,
secondary, adult. Each report should contain a statement about the value of
understanding cultural differences. Reports should average around 10 pages.
Date Due: July 24
FAMILY HISTORY (5%)
The objective of this assignment is for students to gain knowledge about
the processes of social mobility over several generations. Each student will
complete a written family history for at least 3 generations which will include:
1.
name of individual, date and place of birth
2.
marriage (out-marry) -- age at marriage
3.
occupations of each adult
4.
income/property (ex. own or rent)
5, number children
/
if. '
•
?
-2-
•
?
6. race
•
?
7. religion/ethnic group
S. years of schooling
9.SES
?
.•••
10.
where
they lived, number of times they changed homes, reason for
moving
11.
languages spoken in home
12, other description of family: noteworthy events; interviews with
older members; maintenance of cultural identity
CONTEXT ASSESSMENT (252)
This objective of this final assignment is for students to apply their
knowledge to situations involving cultural differences in the schools and
community. Students will be given several situations and will be asked to:
1.
define the issue involving cultural differences
2.
discuss the context of the issue
3.
highlight the facilitating and negating factors
4.
suggest alternative strategies for resolving the issue
5.
using appropriate literature and experience select optimal a1terqtive
Students will complete a written take-home essay and class discussion.
Reserve List:
General
Palmer, Howard
?
Immigration and the Rise of multiculturalism
Ryan, T.
?
Poverty and the Child: A Canadian Study
Xrauter, J.
?
The Other Canadians: Profiles of Six Minorities
l4inghi,Julian ?
Peoples of the Living Land (studies of ethnic groups
in B.C.)
Swain, M.
?
Bilingual Schooling: Some Experiences In Canada and
the U.S.
Ontario Association for Curriculum Development Conference on Multiculturalism
in Education, 1973.
Journals
Canadian Ethnic Studies Special Issue Education and Ethnicity Vol. VIII
No. 1. 1976.
TESL Talk ?
Vol. 10, No. 3 Summer 1979 Immigration and
?
Multiculturaliam
Curriculum
Banks, J.
?
Teaching Ethnic Studies
Banks & Joyce ?
Teaching Social Studies to Culturally Different
Taba, H.
?
Strategies for the culturally Disadvantaged
