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SPRING SEMESTER 1995

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C. Perkins

PREREQUISITE:

60 hours of credit.

DESCRIPTION:

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 (student teachers,

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

multicultural communities. Role play, group discussion, case study, audiovisual 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.

OBJECTIVES:

1.

Develop an understanding of the meaning of culture and multicultural education.

2.

Become familiar with multicultural resources (films, books, etc.)

3. Evaluate curriculum materials 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 the negative impact of prejudice, discrimination and stereotyping and ways of

combating these with positive programs and problem solving strategies.

7.

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

8. Become familiar 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 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.

PLEASE TURN OVER .....

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I.

Awareness of and Sensitivity to One's Own and Others' Cultural Background (Personal

Exchange).

Concepts: identity, ethnic identity, self-concept, multiculturalism

II.

Knowledge of Other Cultures. (History, Religion, Art, Celebrations, Music, Dance, Play,

School, Work, Community, Sex Roles)

III.

Knowledge of Cultures in Contact

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

shock" immigration

IV.

Curriculum and Program Planning/Developing Positive Multicultural Educational

Activities and Programs

- Evaluating materials for stereotyping and bias

- Access to multicultural curriculum

- Integrating multicultural experience and resources into the "mainstream"

curriculum, e.g., Art, Social Studies

- Building positive attitudes through educational programs

V.

Handling Conflict

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....................................................................................25%

4.

Analysis of a contemporary issue or Curriculum Assignment............................35%

BOOKS

Do

not purchase any books until

you have attended the first class.

REQUIRED:

Allan, A. B. and J

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Nairne.

Class Discussions

For

Teachers & Counsellors in Elementary Schools.

RECOMMENDED:

D'Oyley,

Vincent, & Stan Shapson.

Innovative Multicultural Teaching.

Grant, Carl

A., & Christine E. Sleeter.

Turning on Learning: Five Approaches

for

Multicultural

Teaching, Plans for Race, Class, Gender, and Disability.

Griffin, Kevin.

Vancouver's many faces.

Whitecap 1993.

Nieto, Sonia. Affirming Diversity. Longman Publishing.- 0-8013-05-29-2.

Samuda, Ronald

J .

, & Shui L.

Kong.

Multicultural Education: Programmes and Methods.

Shapson, Stan, & Vincent

D'Oyley.

Bilingual and Multicultural Education: Canadian