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Multicultural Education/

INTERSESSION

1995

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A. Ireland/K. Keliipio

DESCRIPTIONIELIGIBIUATY

Multicultural education can be defined as:

I-

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"an education in which cultural diyersity is seen and used as a

valuable resource to enrich th

e

li.ve

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sof all, and in which every

child has the chance to benefit from)the cultural heritage of

others, as well as his or icer o')r,/

This definition is the foundation of

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which is open to educators (student teachers,

teachers, administrators and counsello who want to develop positive ways of working in

multicultural communities. Role play, grô p discussion, case study, audiovisual and curriculum

materials will be used to assist parffi ant to develop definitions of their professional roles in

a multicultural community, an activ4ies and programs which will promote positive

intercultural and anti-racist idiation\

OBJECTIVES

1.

Develop an un4ers'tandin-of the meaning of culture and multicultural education.

2. Become

familiak

with multicultural resources (films, books, etc.)

3.

Evaluate

curricukjterials

for stereotyping and bias.

4.

Learn about the importance of cultural and racial background in shaping self-concept.

5.

Identify techniques for learning about a culture other than your own.

6.

Understand

9é

negative impact of prejudice, discrimination and stereotyping and ways

of combating these with positive programs and problem solving strategies.

7.

Begin defi4ing your own attitudes, feelings, and values about cultural diversity.

8.

Becomefmiliar through use of newspaper and media resources with issues in

multicultural education and develop strategies for analyzing origins of conflict.

THEMES: OVERVIEW OF MULTICULTURAL EDUCATION

These brodly 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.

Accessing Knowledge Of Cultures Other Than Your Own. (History, Religion, Art,

Celebrations, Music, Dance, Play, School, Work, Community, Gender Roles)

P.T.O.

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III. Knowledge of Cultures in Contact

Concepts: acculturation, assimilation, integration, segregation, separation, "culture

shock", immigration, prejudice, discrimination, racism.

IV.

Curriculum and Program Planning/Developing Positive Multicultural

Educational/Anti-Racist Educational Activities and Programs.

- Evaluating materials for stereotyping and bias

- Access to multicultural anti-racist curriculum

- Integrating multicultural experience and resources into the "mainstream"

curriculum, e.g., Art, Social Studies

- Building positive attitudes through educational programs

V.

Handling Conflict/ Preventing and Combatting Racism and Discrimination.

VI.

The Social Context/Institutional Setting & Contemporary Issues.

ASSIGNMENTS AND REQUIREMENTS:

1.

Attendance and class participation are required.............................................15%

2. Interview with someone from cultural background other

than your own (including written report)....................................................25%

3.

Problem solving tasks and discussion with partner .........................................25%

4. Analysis of a contemporary issue, extended field assignment,

or curriculum project, and discussion with partner.......................................35%

BOOKS

Do not purchase any books until you have attended the first class. These books are especially

useful for the final assignment. It is not necessary to purchase more than one.

Allan, A. B. and

J .

Nairne. (1991).

Class Discussions For Teachers & Counsellors in Elementary

Schools.

OISE Press.

D'Oyley, V. & Shapson S. (1990). Innovative Multicultural Teaching.

D'Oyley, V. & Shapson S. (1984).

Bilingual and Multicultural Education.

Grant, A., & Sleeter, C. A. (1989).

Turning on Learning.

Nieto, S. (1992).