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SUMMER SESSION 1995

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Location: Harbour Centre

DESCRIPTION:

Multicultural education is an education which prepares all students to understand, function

within, and contribute to the complex and diverse society in which we live. It is an education in

which:

• a deliberate and systematic effort is made to ensure that all students experience school

success.

• each child is respected and valued.

• "cultural diversity is seen and used as a valuable resource".

• the growth of respect and the development of positive relationships between people of

diverse backgrounds and experience are actively fostered.

The definition above is the foundation of this course. It is open to educators (student teachers,

teachers, administrators and counsellors) who want to develop competent and professional

ways of working in diverse 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 intercultural education.

OBJECTIVES:

Participants will:

• develop understanding of culture, multiculturalism and multicultural education.

• develop knowledge and understanding of multiculturalism in the Canadian context.

• learn about the importance of cultural background in shaping self-concept.

• develop strategies for infusing a multicultural approach into the curriculum.

• learn ways to meet the needs of English as an additional language (EAL) students in the

regular classroom.

• learn how to help students identify and understand the impact of prejudice and

discrimination, and to develop strategies to counter these phenomena.

• become familiar with multicultural resources (i.e. films, books, communities).

• evaluate curriculum materials for stereotyping and bias.

• become familiar through use of newspaper and media resources with issues relating to

multiculturalism and multicultural education.

• become familiar with ways of working with colleagues and students to develop and

implement multicultural action plans.

P.T.O.

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ASSIGNMENTS AND REQUIREMENTS:

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attendance and class participation ...................................................................... 15%

• interview with someone from cultural background

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

• class presentation................................................................................................25%

• analysis of a contemporary issue, curriculum assignment,

orindividual assignment.....................................................................................35%

BOOKS:

Grant, C.A. & Sleeter, C.E. (1989). Turning on learning: Five approaches for multicultural

teaching plans for race, class, gender and disability. Toronto: Collier Macmillan Canada.

In addition to Grant & Sleeter, which every student should obtain, you may wish to purchase

copies of one or more of the resources listed below. They are optional and your selection will

depend on your specific area of interest. Do not purchase any of the following books until after

the first class.

Allan, J.A. & Nairne, J

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(1993).

Class discussions for teachers and counsellors in elementary

school

(2nd ed.). Toronto: Ontario Institute for Studies in Education.

D'Oyley, V. & Shapson, S.M. (1990).

Innovative multicultural teaching.

Toronto: Kagan &

Woo.

D'Oyley and Shapson. (1984).

Bilingual and multicultural education.

Clevedon, Avon,

England: Multilingual Matters Ltd.

Johnson, D.W., Johnson, R.T., & Holubec, E.J. (1990).

Circles of learning: Cooperation in the

classroom

(3rd ed.). Minnesota: Interaction Book Company.