. ?
S
EDUCATION 441
CULTURAL DIFFERENCES IN EDUCATION?
SPRING, 1981
Instructor: Dr. Anne Lloyd
This course will examine the issue of multiculturalism in education from
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 identiry--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 participation in problem-solving groups 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
3. Teaching abour value and cultural differences
4.
Home-school communications in the culturally diverse community
?
.. ?
S
? -
H ?
.
?
-2-
?
.
Evaluation
1.
An individual curriculum project
2.
Context assessment
3.
Family History
4.
Class and Small Group Participation
Textbooks
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 Minority Group Children in British Columbia, 1979.
Wood, D., Multicultural Canada's Teachers' Guide to Ethnic
Studies
Kehoe, J., Ethnic Prejudice in the Classroom
Banks, J., Teaching Strategies Ethnic_Studies
Tiedt, P.; Tiedt, I., Multicultural. TeacbIii,
S
?
-3-
?
S
1. FAMILY HISTORY
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 analysis of his 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 (e.g. own or rent)
5.
number of children
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
Students should conclude this essay with a statement of
their
own
cultural
identities and its relationship to their professional roles.
2. INDIVIDUAL CURRICULUM PROJECTS
The objectives of this project are:
1.
to increase student knowledge about cultural groups, and concepts and
attitudes in multicultural education
2.
to develop materials and strategies to teach about cultural groups,
concepts and attitudes.
Each project should Include:
1.
description and assessment of audience
2.
rationale for content and strategy selection
3.
statement of objectives
4.
curriculum materials and teaching strategies
Projects should encompass at least five classroom sessions and
average
10-15 pages.
Outline Due: Feb. 23
Final Project Due: March 23
. ?
.
-4-
3. CONTEXT
ASSESSMENT
The objective of this assignment is for students to apply their knowledge
to a situation Involving cultural differences in the school. Students will be
given a situation 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 experlene select optimal alternative
Students will complete a written take-home essay and class discussion.
. ?
.
?
COURSE OUTLINE
Dr. Anne Lloyd
?
EDUCATION 441
?
Spring,
1981
January 12
?
Course overview
Film: Starting from Nina
January 19
?
Conceptualizing the Educational Process
Read: I. Boardman, et al., "Variables Affecting the
?
Learning of Inner City
Children"
2. Moriarty & Wal].erstein, "Student/Teacher/
Learner"
January 26
?
The Canadian Cultural Identity
Read: 1.
Driedger, "Ethnic Identity in Canadian
Mosaic"
2.
Burnet, "Myths & Multiculturalism"
3.
D'Oyley, "Multiculturalism
in Canadian
Society"
Film: Fields of Endless Days
Februar y 2 ?
Cultural Identity in Western Canada
Read: Ashworth, The Forces That Shaped Them
Films: Hutterites
Bella Bella
Febr-uary 9
?
Social Mobility of Ethnic and Racial Groups
Individual Family Histories -
Defining Your Own Culture
February 16 ?
Issues In Cultural Differences
Read: Troper & Palmer, 'Issues
in Cultural Diversity
Small group presentations of case
studies to be assigned.
February 23
?
Language Education
Read: 1. Cummins, "The Language and Culture Issue"
2.
Morearty & Wallerstein, "A Friere Approach to
ABE/ ESL
3.
Lambert, "Cognitive & Socio-Cultural Consequences
of Bilingualism"
Outlines of Projects Due
March 2 ?
Canadian Social. Studies Curriculum
Read: 1. Werner, Whose Culture? Whose
Heritage?
2.
Wood, Multicultural Canada's Teachers
T
Guide
pp.
1-55
3.
Wyatt, "Implications of
Multiculturalism for
Teacher Education"
Each student will discuss an example of the curriculum used
at his grade level.
Film: Racism in the Schools
.
?
f,.
March 9
?
Cultural Conflict in the Schools - Strategies for Change
Readings from: Kehoe, Ethnic Prejudice in the Classroom
Tiedt & Tiedt, Multicultutal Teaching
Banks, Teaching Strategies for Ethnic Studies
Films: Prejudice/Balablock
March 16
?
The Evaluation of Social Weli are Program
Student Reports on visits
to)
social service agency
March 23 ?
Student Projects Due
Oral Presentations
Distribution of Context Assessment Question
March 30
?
Context Assessment Due
Conclusion Oral Presentatious
April 6
?
Final Interview
In addition, students are urged to attend as many as
possible of the Tuesday night lecture series.
