Syllabus:  ED 419/519 Multicultural Issues  in Education

Winter 2001, 2 Credit Hours

 Education Hall 230E, OSU, Corvallis, OR 97331
 Office (541) 737-8575    Home (541) 766-8445
 Email: <omalley@proaxis.com>

Course URL:  http://osu.orst.edu/instruct/ed419/index.html

Description:   Multicultural issues in education will provide an overview of the issues particular to an increasingly diverse student population present in public schools today.  Implications concerning curriculum design, teaching strategies, management, parent/teacher interactions, student/teacher interactions will be discussed in this course.

Application to the Knowledge Base:   This course is designed to reflect the Knowledge Growth in Teaching as well as the Critical/Social theoretical frameworks represented in the Professional Teacher Education programs at Oregon State University.  It is linked to greater social issues through the use of resources representing culturally and linguistically diverse characteristics of our society.  Based on the belief that students’ realities, experiences, values, diversities, and assumptions affect their interpretations and understandings of their own learning, this course will provide instruction through a variety of strategies, including one-on-one interactions with tha instructor and full group discussion forums, where students will be constructing their own knowledge as well as critically examining the content.

Instructional Goals:  To assist preservice and inservice teachers in their appreciation of the depth and scope of various and compelling issues of multiculturalism impacting American public schools today.  To facilitate personal growth and understanding in the areas of equity and multicultural issues.

Instructional Objectives:  Students satisfactorily completing this course will be moving towards the following outcomes:

1.  To understand their own cultural perspectives.
2.  To view students as individuals with diverse backgrounds and abilities.
3.  To value cultural diversity.
4.  To evaluate critical issues in multicultural education in the US.
5.  To synthesize multicultural perspectives into their own teaching.

An instructor, as a leader, has specific responsibilities.  I am committed to:
 • Giving you as much control as possible over your own learning experience
 • Encouraging you in your self-directed learning
 • Encouraging you to think critically
 • Sharing my own understanding and perspectives with you
 • Clarifying concepts with you
 • Helping you establish criteria for quality work
 • Providing continuous feedback
 • Modeling effective strategies and techniques

Your responsibility will be to fully engage in this course by:
 • Taking control of your own learning
 • Developing your skills as a self-directed, life-long learner
 • Reading and synthesizing a broad variety of resources
 • Relating information to your own experience
 • Collaborating with other members on the issues, as possible
 • Making observations and asking questions
 • Participating actively in class forums

For this course we are a learning community made up of people who respect each other and who are committed to helping every member to learn.

Learning Resources:  There is no single textbook that will provide you as an individual or as a member of a team with all the information you need for this course.  You are expected to gather information from different sources and share it with the class.  Your instructor will provide you with a list of resources and copies of some specific materials that will support the basic concepts presented in class.  You will need to search further for other information through library references, computer connections, interviews, and discussions.  There are many excellent resources that you will discover.  It is expected that you will use your own background and experience, current events and articles, the instructor, class members, human resources, Valley Library resources, the internet and other resources as appropriate.

Required Resources (Items are on reserve in Valley Library. Those items with a * are in the Course Packet available for purchase.  Contact the OSU bookstore.

Pang, O.P. (2001). Multicultural education: A caring-centered, reflective approach.
*Fennimore, B. S. (1994).  Addressing prejudiced statements:  A four-step method that works!
        Childhood Education 70(4), 202-204.
*McEwan, B. (1995). Respecting religious diversity while avoiding bias and
         tokenism.  Middle School Journal, 27, 47 to 50.
*McIntosh, P. (1989).  White Privilege: Unpacking the Invisible Knapsack.  Peace and Freedom
        (July/August, 1989), 10-12.
Moule, J. (1999). Diversity - The gifts in each.  In McEwan, B. (Ed.). Practicing judicious
        discipline. (4th ed.). San Francisco: Caddo Gap Press.  (on web)
*Oregon Department of Education brochures on Religion in the Public Schools
*Pang, V. O. (1994, December).  Why do we need this class?  Multicultural education for
        teachers.  Phi Delta Kappan, 289-292.

Delpit, L. (1995). Other people's children:  Cultural conflict in the classroom. New York: The
        New Press.
Loewen, J. W. (1995).  Lies my teacher told me. New York: The New Press.
Tatum, B. D. (1997).  "Why are all the Black kids sitting together in the cafeterial?":  And other
        conversations about race.   NY:Basic.

Web Resources:  URL  <http://osu.orst.edu/instruct/ed419/wresources.html>

Coursework (see Scoring Guide for more information on criteria for each item):
 

25 points

• Required reading (see Weekly Guide).
• Active engagement and participation in discussions on the forum and in your location.
• Selection of a guiding quote on a multicultural issue.
• Surveys and reflections completed as requested.

 
15 points   Five (or more) journal entries, completed as an interactive journal with the instructor through email.   These journal entries may be about anything you deem connected to the course.  Please title each entry.  (Journal entries submitted approximately every other week).

15 points   One item read or viewed for class annotated bibliography from resources choices listed above or own choice.   Connect to Paula McMillan' assignment page for specifics. (Short report submitted in specified format for posting on the web).

15 points   One research article item read for class annotated bibliography.   Connect to Paula McMillan' assignment page  for specifics.  (Short report submitted in specified format for posting on the web).

15 points One of these activities (Suggest submission by 5th week):

 •Interview an educator about a multicultural activity, write a short report.
 •Locate 3 relevant current events, share with others.
 •Design “Its OK” for use in your internship classroom (see example).
 •Find the “Gifts in Each” in your internship classroom or adapt the activity.  (see Moule article).
 •Complete the IAT (Implicit Association Test) and reflect on it.
 •Another activity you propose.
15 points  Short synthesis paper that includes material and insights generated from this course.  It is suggested that you write this with the idea of including it in your professional portfolio.  (Hard copy length 1-2 pages).

Course Evaluation:  Check Scoring Guide with evaluation criteria for each course requirement.  Criteria on the scoring guide is open to student input and change with reason.  During the last week, this completed scoring guide will be submitted for a Grade this quarter.

Grading scale ED419:  90 - 100 = A, 80 - 89 = B, 70 - 79 = C, less than 70 = incomplete.
Grading scale ED519:  108 - 120 = A, 96 - 107 = B, 84 - 95 = C, less than 84 = incomplete