ED UCATI
    O4 41 - 4:
    CULTURAL DIFFERENCES INUCATION
    Summer 1984 - 3 July - 10 'August
    ?
    Instrtor: Dr. Vincent D'Oyley
    Messages at 291-3395
    Tuesdays/Thursday 8:30 - 12:30
    ?
    Room MPX 8675
    DESCRIPTION/ELIGIBILITY
    Multicultural education can be defined as:
    "an education in which cultural diversity is seen and used as a valuable
    resource to enrich the lives of all, and in which every child has the
    chance to benefit from the cultural heritage of others, as well as
    his or her own."
    This definition is the foundation of this course which is open to educators
    (teachers, administrators, councillors) and social service workers who want
    to develop positive ways of working in multicultural communities. Role play,
    group discussion, case study, audio-visual and curriculum materials will be
    used to assist participants to develop definitions of their professional
    roles in a multicultural community, and activities and programs which will
    promote positive intercultural education.
    nR.1rrTTvc
    1.
    Develop an understanding of the meaning of culture and multicultural
    education.
    2.
    Become familiar with multicultural resources (films, books, etc.) and
    develop techniques and a series of lesson plans for using these in the classroom.
    3.
    Evaluate curriculum materials for stereotyping and bias.
    4.
    Learn about the importance of cultural and racial background in shaping
    sel f-concept.
    5.
    Identify techniques for learning about a culture other than your own.
    6.
    Understand the negative impact of prejudice, discrimination and stereo-
    typing and ways of combatting these with positive programs.
    7.
    Begin defining your role as a teacher in a multicultural community.
    8.
    Become familiar with research literature on major issues in multicultural
    education: e.g., equality of opportunity, social class and school achievement,
    local control and bilingual education; and develop an understanding of
    the diverse views of the role and objectives of education in a multicultural
    society; the importance of human rights.
    THEMES: OVERVIEW OF MULTICULTURAL EDUCATION:
    These broadly define the major dimensions of multicultural education. In this
    course some reference will be made to each. The course calendar will specify
    weekly topics which are related to these themes.
    I. ?
    Awareness of and Sensitivity to One's Own and Others' Cultural Background
    (Personal Exchange)
    Concepts: identity, ethnic identity, self-concept, multiculturalism
    -
    ?
    II. Interersonal/Icultura1 Communication
    Verbal (
    .
    tone, speed, volume); Non-verbal (eyeand body contact)
    III.
    Teaching English as a Second Language; and English as a Second Dialect.
    IV. Knowledge of Other Cultures
    (History, Religion, Art, Celebrations, Music, Dance, Play, School,
    Work, Community, Sex Roles)
    VI.
    Curriculum and Program Planning/Developing Positive Multicultural
    Educational Activities and Programs
    - Evalutating materials for stereotyping and bias
    - Access to multicultural curriculum
    - Integrating multicultural experiences and resources into the"mainstream"
    curriculum,e.g., Art, Social Studies
    - Building positive attitudes through educational programs
    VII. Handling Conflict
    VIII.
    The Social Context/Institutional Setting
    Historical-Contemporary Issues
    - The Canadian Constitution and Education
    - Hiring Practices
    - Policy and Guidelines on Curriculum and Language Programs - "minority"
    language rights and bilingualism
    - Community Participation and ethno cultural organisations
    - Parent Involvement - Independent Schools
    - Equality of Educational Opportunity
    - Native Rights, and Selected perspectives from other Visible.Minority
    Groups
    - Teacher Expectations
    - Other Multicultural implementation Issues Under '.
    -Fiscal Restraint
    ASSIGNMENTS AND REQUIREMENTS:
    1.
    Attendance and class participation are required. (.20%)
    2.
    One short essay on a major issue in multicultural education. (25%)
    3.
    One short series of lesson plans, or a program description, or a log of
    multicultural resources. (25%)
    4.
    Interview with someone from cultural background other than your own. (20%)
    Class presentation related to either #2 or #3 above. (10%)
    BOOKS: DO NOT PURCHASE ANY BOOKS UNTIL. YOU HAVE ATTENDED THE FIRST CLASS.
    1.
    Ashworth, Mary
    The Forces-Which Shpped
    Them
    2.
    Banks, James
    Teaching Strategies for
    Ethnic Studies
    3. Cazden, ?
    C.
    Functions of Language in
    the Classroom
    4.
    Roe, Michael
    Multiculturalism, Racfsm
    and the Classroom
    *5
    Shapson, Stan &
    Canadian Perspectives in
    Bilingual ?
    and Multicultural
    D'Oyley V.
    ?
    (eds.)
    Education, Multilingual
    t
    v
    latters,Avon, ?
    England, ?
    1984
    6.
    Tiedt & Tiedt P & I ?
    Multicultural Teaching
    7.
    Werner, W., Aoki, T. et.al
    . Whose Culture, Whose Heritage
    ? -
    *8
    .
    Werner, W. et.al . ?
    Canadian Ethnicity: The Politics of Meaning
    9. Wolfgang, A.
    ?
    The Education. of Immigrant Students?
    *10 .
    Ray, D., D'Oyley V. (eds.) Human Rights in Canadian Education, 1983

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