Post on 17-Apr-2020
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Multicultural Education (Education B260) Fall 2018
Instructor: Kathy J. Rho, EdD
Class Meetings: Fall 2018, TH 9:10 a.m. – 12 p.m.
Location: Bettws Y Coed 239
Office Hours: Thursdays 1 – 3 p.m. or by appointment
(in-person at Bryn Mawr, Haverford, or Penn GSE campuses or by phone/virtual call)
Email: krho@brynmawr.edu
Ph: (832) 651-4275 - mobile
Course Description
In our era of globalization, increased standardization of education, and perpetual discrimination,
this course investigates the following key questions: What does multicultural education mean
today? And how do we understand and respond to the issues and challenges involved as learners,
educators, and education stakeholders? We will reflect on definitions of power and privilege,
critique understandings of difference, and examine the multi-faceted ways in which multicultural
education can be enacted in pedagogy, curriculum, and educational organizations. We will also
examine the intersections between race, class, gender, sexuality, language, and citizenship status
and try to assess their impact on teaching and learning.
Though listed as a lecture-style course, weekly class meetings will consist of multiple
opportunities for critical self-reflection and to engage with other learners in analyzing and raising
questions about the topics discussed. For fall 2018, there will be no fieldwork component for
this course. Instead, you will be asked to synthesize academic and experiential learning by
drawing on your own experiences – in both personal and academic spaces – as a foundation on
which to expand your learning.
Learning Goals
The intention of this course is to explore educational concepts through a multicultural lens as
well as learn/practice how to critique and articulate perspectives on issues in multicultural
education – others’ and your own.
In line with these overarching goals, there are four key learning outcomes we hope to achieve:
▪ Deeper knowledge and understanding of what multicultural education is in both historical
and contemporary contexts;
▪ Greater awareness and capacity to identify how power, privilege, and identity impact
education in both formal and informal settings;
▪ Increased comfort and skill in engaging in critical self-reflection and dialogue; and
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▪ Enhanced capacity to critique current educational issues using a multicultural education
framework.
We will work throughout the semester to build trust amongst ourselves as a learning community.
To do this, students are asked to show respect to peer classmates, the instructor, guest speakers,
and to the authors that we read. You can “show respect” of these multiple perspectives by
listening/reading what they have to say, asking questions, considering their feelings and ideas
from their perspective, and reflecting on how your own feelings and ideas might differ, connect,
or be similar to others. You do not need to change your own unique perspectives to succeed in
this course. However, you will be asked to consider particular perspectives about research and
approaches to inquiry in order to expand your understanding and learning.
Class Format: Requirements & Course Policies
While there will sometimes be lecture, you can also expect a wide variety of writing, speaking,
reading, and other activities designed to explore course topics. Readings are theoretical,
narrative-based, current, and historical. In-class activities include small/large group discussions,
watching videos, practicing active listening, engaging with guest speakers, and more.
This class is designed to get you actively involved in your own learning and to provide you with
opportunities to critically self-reflect and practice engaging with others in dialogue about the
concepts and ideas presented in this course.
Attendance and Participation (20 points total)
• Weekly attendance and on-time arrival: Your regular, active, thoughtful engagement
and constructive contributions are key to your own and others’ learning in this course.
o Students should expect to attend all classes unless sickness or other
circumstances arise that prevent a student from attending class. In this case,
the instructor must be notified as soon as possible by email or phone/text.
Communication is key!
o If a class is cancelled due to instructor illness, bad weather, or other reasons,
additional information regarding how the missed content will be covered will
be shared via email. This could include, for example, the possible use of an
online meeting space such as Zoom in lieu of class in the case of inclement
weather.
• Constructive contribution and class participation: We each bring our own unique
experiences that impact our world views. Also, the best discussions happen when
everyone is involved. While “participation” does not look the same for every student, it
is expected that all students actively engage during class time. If for some reason you are
unable to participate in class or if you find yourself struggling to participate, please email
the instructor.
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o Readings and discussions across the semester are meant to build on one another.
If you miss a class, you are strongly encouraged to connect with a classmate to
review and discuss the topic(s) from the missed session(s).
• A note about technology in the classroom: Some instructors have a no
computer/phone/digital device policy in their classrooms. I do not. I understand that
some students prefer to take notes on laptops or other devices, have families/loved ones
who they may need to check in with, or need technology to help them focus. However, if
the use of technology distracts you or others from meeting other expectations (such as
engaging in active and constructive participation), then this policy is subject to change.
Weekly Readings and Resources
There are no required textbooks for this course. All reading materials and resources will be
made available on the Moodle page. Please read these BEFORE each Thursday session. We
will discuss these readings and resources during the class for which they are assigned.
• You do not need to read every word or try to commit to memory everything you read.
The purpose is to expose yourself to the ideas and concepts presented, make notes for
yourself, and raise questions that you would like to either discuss in class or use to
structure future learning.
o Some sample questions to help focus your reading/thinking:
▪ What ideas do you support, object to, and/or find confusing?
▪ Are there particular readings/resources/themes that really stand out to you
and why?
▪ What implications might these ideas have for your learning? For your
understanding of education and schooling?
▪ What questions do you have about the reading/resource or about the ideas
presented within them?
Weekly Reflections (10 x 2 points each = 20 points total)
“Knowledge rooted in experience shapes what we value and as a consequence how we
know what we know as well as how we use what we know.”
― bell hooks, Teaching Critical Thinking: Practical Wisdom
Beginning week 3, students will submit a weekly reflection that builds on readings/resources as
well as personal notes, in-class writing exercises, and small/large group discussions from the
week prior. These are informal but thoughtful analyses posted AFTER each weekly meeting.
Weekly reflections should:
a. Demonstrate an understanding of the assigned topic(s) and theme(s) for the previous
week(s),
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b. Draw connections to your own experiences – both academic and personal, and
c. Capture how discussion and activities during the previous session affirmed, complicated,
and/or changed your thinking about the issues addressed.
As the course progresses, you will be encouraged to also include in your written reflections any
recurring questions/themes which begin to stand out for you as a learner (i.e., specific ideas or
larger issues across readings/resources/class discussions that continue to grab your attention and
interest). Over time, these will help to inform your other class assignments and final portfolio for
this course.
• Weekly reflections should be posted to Moodle by 5 p.m. EST every Monday after
each Thursday class meeting. The first reflection will be due after our second class
meeting and should be submitted by Monday, September 17th.
• Submissions should be no more than 500 words in length keeping in mind that quality
should come before quantity. A 2-point rubric for these assignments will be available on
Moodle.
• Please note that of the 11 weeks of the course to which this applies, only 10 will be
graded. This is meant to provide you with flexibility for one missed week as needed.
Critical Incident Reflection & Analysis (2 x 15 points each = 30 points total)
In lieu of fieldwork, students will have an opportunity to critically reflect on significant moments
or events in their life using the theories and concepts presented in this course. At heart, this
approach recognizes the existence and importance of your own “praxis” and your role and/or
active participation in it. Additional instructions and a rubric will be provided. In general,
however, these reflective writing assignments will involve:
• Describing in detail an event or moment that stands out in your personal or academic
experience (i.e., a “critical incident”); and
• Considering other perspectives through which one might understand the incident
differently based on ideas and concepts you have learned about thus far in this course.
There will be two of these assignments due this semester:
• Week 4, September 27th: Focused on a past incident in your own K-12 schooling
experience; and
• Week 8, November 1st: Focused on a current incident.
Final Portfolio/Reflection (30 points total)
Due at the end of the semester, the final portfolio will demonstrate your understanding of key
concepts and frameworks in multicultural education as well as your personal learning and
development throughout the course. Additional guidelines for this assignment and a rubric will
be provided. A brief outline is included below.
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The portfolio should include:
1) An introduction;
2) Each of your 10+ weekly reflections;
3) Any additional notes on learnings or questions that emerged during each class and across
the semester;
4) Both critical incident reflection and analyses; and
5) A final, “meta” reflection that critically reflects on your learning throughout the course.
The final reflection (#5 above) should identify any emergent and/or recurring themes and
questions that were particularly salient to your learning and include citations for course readings
that contributed to or support your thinking. Additionally, the final reflection should discuss
implications of this learning toward your future work or thinking.
• The final portfolio is due Friday, December 16th, by 5 p.m. EST. We will discuss as a
group forms that the portfolio might take (e.g., electronic, hard copy, etc.) and the
different ways you may want to organize it (e.g., thematically, chronologically, etc.).
This may be different for each student.
Class Participation (20 points)
Weekly Reflections (#10)
(20 points)
Critical Incident Reflections & Analyses (#2)
(30 points)
Final Portfolio (30 points)
Contribution to Course Grade (=100 points)
Late Assignments: Quality Over Timeliness and the Snowball Effect
If you need to turn in something after the listed due date, you must communicate this with the
instructor via email. In general, for larger assignments (such as the critical incident reflections or
final portfolio), there is a 1-week window to submit once you’ve communicated with the
instructor. After this time, the grade will be turned into a 0 or incomplete. In these cases, the
grade change will be communicated via email.
• Communication: It is extremely important for us to maintain communication via
Moodle and/or email. The instructor will post to Moodle and/or send emails about
assignment changes, events, etc. Students are encouraged to contact the instructor with
any questions or concerns.
Access Services and Other Campus Resources
From Access Services at Bryn Mawr College:
Students who think they may need accommodations in this course because of the impact of a
learning, physical or psychological disability must contact Deborah Alder, Coordinator of
Access Services (610-526-7351 or dalder@brynmawr.edu) as soon as possible to verify their
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eligibility for reasonable academic accommodations. Early contact will help to avoid
unnecessary inconvenience and delays in arranging accommodations, if you are eligible for
them. Additionally, students are encouraged to meet with me privately to discuss any academic
concerns.
From Access and Disability Services at Haverford College:
Haverford College is committed to supporting the learning process for all students. Please
contact me as soon as possible if you are having difficulties in the course. There are also many
resources on campus available to you as a student, including the Office of Academic Resources
(https://www.haverford.edu/oar/) and the Office of Access and Disability Services
(https://www.haverford.edu/access-and-disability-services/). If you think you may need
accommodations because of a disability, you should contact Access and Disability Services at
hc-ads@haverford.edu. If you have already been approved to receive academic accommodations
and would like to request accommodations in this course because of a disability, please meet
with me privately at the beginning of the semester (ideally within the first two weeks) with your
verification letter.
Academic Support and Learning Resources: Students are encouraged to reach out to the
Academic Support and Learning Resources Specialist to explore effective learning, studying,
test-taking, note-taking and time and stress management strategies that are essential to success in
this course and college life. Students can schedule a meeting with Rachel Heiser, the Academic
Support and Learning Resources Specialist by calling the Dean's Office at (610)526-5375.
For more information, please visit this site:
http://www.brynmawr.edu/deans/acad_support/learning_resources.shtml
Office of Academic Resources (OAR): Located at Haverford in Stokes Suite 118, the OAR
offers students many resources, including communal study spaces, peer tutoring, workshop
series, and individual coaching with the center’s trained staff. See their website for more
information http://www.haverford.edu/oar/.
Writing Center: The Writing Center offers free appointments and experienced peer tutors who
are there to help you at any stage of the writing process. The Writing Center is located in
Canaday Library. You can get more information at www.brynmawr.edu/writingcenter.
HC Writing Center: At Haverford, the Writing Center is located in Magill Library, Stokes, and
Zubrow Commons. You can get more information about hours and how to make an appointment
at http://www.haverford.edu/writing-center/.
Canaday Library and Magill Library: For help with research, multimedia and technology the
folks here stand ready to help! Email Alex Pfundt (apfundt@brynmawr.edu) or Margaret Schaus
(mschaus@haverford.edu) to ask questions or make a research appointment.
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Weekly Schedule of Sessions Multicultural Education / Fall 2018
All readings and resources for this course are available under each session on Moodle. The files will be updated on a weekly basis.
Please submit all assignments via Moodle by the deadline indicated in the syllabus.
Dates Class Topic(s) Readings (to be completed by this date)
Assignments
Part I: History of Multicultural Education and U.S. Schooling
Class 1:
9/6/18
What is multicultural education? How
do we understand and respond to the
issues and challenges involved as
learners, educators, and education
stakeholders?
Course syllabus
Banks, J.A. (2013). The construction and
historical development of multicultural
education, 1962-2012.
Class 2:
9/13/18
Understanding the historical context of
schools in the U.S.
Exploring schools as organizations and
social systems
Taylor, J. (2018). From unequal to
unwanted: Reforms needed to improve K-
12 public and higher education in
America. Chapters 1, 2, and 5.
Additional resources posted to Moodle.
Learning Survey – due by
start of class
Weekly reflection due
9/17.
Class 3:
9/20/18
Locating self and others: Complex
issues of identity and community
- Social identities: Heterogeneity
and self-selection
- Multiraciality
- Intersectionality
Cole, E.R. (2009). Intersectionality and
research in psychology.
Crenshaw, K. (1991). Mapping the
margins: Intersectionality, identity
politics, and violence against women of
color.
Weekly reflection due
9/24.
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Dates Class Topic(s) Readings
(to be completed by this date) Assignments
Rodriguez, T. (2011). Who counts as
Latino/a? Perspectives from a
multiracial/multiethnic Latina. (Ch. 4 in
The Latinization of U.S. Schools)
Additional resources posted to Moodle.
Part II: Contemporary Issues/Challenges in Schooling
Class 4:
9/27/18
Culturally responsive pedagogy (CRP)
Culturally sustaining pedagogy (CSP)
Ladson-Billings, G. (1995). But that’s just
good teaching! The case for culturally
relevant pedagogy.
Alim, H.S. & Paris, D. (2017). What is
culturally sustaining pedagogy and why
does it matter? (Ch. 1 in Culturally
Sustaining Pedagogies)
Genzuk, M. (1999). Tapping into
community funds of knowledge.
Critical Incident
Reflection & Analysis #1
– due 9/27 by 5 p.m. EST
Weekly reflection due
10/1.
Class 5:
10/4/18
Power & privilege
- Colorblindness and
microaggressions
- Whiteness
Schofield, J. W. (2006). The colorblind
perspective in school: Causes and
consequences.
Leonardo, Z. (2004). The color of
supremacy: Beyond the discourse of
‘white privilege’.
Weekly reflection due
10/8.
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Dates Class Topic(s) Readings
(to be completed by this date) Assignments
Sue, D.W. (2015). What is race talk? (Ch.
1 in Race Talk and the Conspiracy of
Silence)
Additional resources posted to Moodle.
Class 6:
10/11/18
Social Class & Poverty
- Gentrification
- Parental involvement in schools
**Mid-semester feedback – to be
completed in class.
Gutstein, E. (2013). Whose Community Is
This? Mathematics of Neighborhood
Displacement.
Velsor, P., & Orozco, G. (2007).
Involving low-income parents in the
schools: Communitycentric strategies for
school counselors.
Florida, R. (2015). The complicated link
between gentrification and displacement.
Boston Housing Toolkit: Affordable
Housing & Displacement Intervention
City Policies and Strategies (March
2018).
Additional resources posted to Moodle.
Weekly reflection due
10/22 (after fall break).
10/18/18: Fall Break
Class 7:
10/25/18
Immigrant and undocumented students
- English Language Learners
- Policies and practice (DACA
Picht-Trujillo, S. & Suchsland, P. (2009).
Putting a human face on the immigration
debate.
Weekly reflection due
10/29.
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Dates Class Topic(s) Readings
(to be completed by this date) Assignments
* Guest speaker: TBA
Crossing Borders/Border Crossings
Whelan, A., Matza, M., & Nadolny, T.L.
(2017). Kenney says Philly will remain a
sanctuary city…
Trump ends DACA, Calls on Congress to
Act
Additional resources posted to Moodle.
Class 8:
11/1/18
Myths about education
- Model minority myth
- Inter-group dynamics in schools
Wu, E. D. (2014, January 23). Asian
Americans and the "model minority"
myth.
Hartlep, N. D. (2014). Lost among
Caucasians: The lethal fallacy of the
model minority stereotype.
Wexler, J. & Pyle, N. (2012). Dropout
prevention and the model-minority
stereotype: Reflections from an Asian
American high school dropout.
Rosenbloom, S.R. & Way, N. (2004).
Experiences of Discrimination among
African American, Asian American, and
Latino Adolescents in an Urban High
School.
Critical Incident
Reflection & Analysis #2
– due 11/1 by 5 p.m. EST
Weekly reflection due
11/5.
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Dates Class Topic(s) Readings
(to be completed by this date) Assignments
Additional resources posted to Moodle.
Class 9:
11/8/18
Social action in and out of schools
* Guest speaker: TBA
See Moodle for more information and to
select readings of your choice.
Weekly reflection due
11/12.
Class 10:
11/15/18
(Possible
virtual
meeting -
TBA)
Disciplinary practices
School-to-prison pipeline
Elias, M. (2013). The school-to-prison
pipeline (Teaching Tolerance).
Noguera, P.A. (2003). Schools, prisons,
and social implications of punishment:
Rethinking disciplinary practices.
Jones, K.M. (2015). Never been: An
exploration of the influence of dis/ability,
giftedness, and incarceration on
adolescents in adult correctional
facilities. Chapters 2 & 3.
Additional resources posted to Moodle.
Weekly reflection due
11/19.
11/22/18: Thanksgiving holiday
Class 11:
11/29/18
Inclusion Models
- Ability and access
- Over-representation of
minorities in special education
Sapon-Shevin, M. (1996). Full inclusion
as disclosing tablet: Revealing the flaws
in our present system.
Youth Experiences with the R-Word
Weekly reflection due
12/3.
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Dates Class Topic(s) Readings
(to be completed by this date) Assignments
Skiba, R.J., Simmons, A.B., Ritter, S.,
Gibb, A.C., Rausch, M.K., Cuadrado, J.,
Chung, C. (2008). Achieving equity in
special education: History, status, and
current challenges.
Seeing the Student
Class 12:
12/6/18
Gender issues and LGBTQ youth
- Space and place in schools
- Gender identity and expression
- LGB and trans* inclusivity
Costello, C.G. (2013). On teaching (trans)
gender - Guest post by Dr. Cary Gabriel
Costello.
Miller, S. (2009). (Dis)Embedding gender
diversity in the preservice classroom.
Clark, C.T. (2010). Preparing LGBTQ-
allies and combating homophobia in a US
teacher education program.
Luecke, J.C. (2011). Working with
transgender children and their classmates
in pre-adolescence: Just be supportive.
Weekly reflection due
12/10.
Class 13:
12/13/18
Case Presentation and Discussion:
Multiple Perspectives
* Guest speaker: TBA
Tennant, N. (2018). School as a
community of inquiry. (Ch. 6 in
Repositioning Educational Leadership)
Additional readings and resources, TBD.
Final portfolio due 12/14
by 5 p.m. EST.