ED350 and ED453 Multicultural Education in a Pluralistic Society

WebLog Queries Student Weblogs Dr. Shutkin's Blog
Loren Antolino	Renea Arko	Katie Craig	Kristen D'Amico	Pamela Daher	Allison Dusenbury	Kathleen Eline
Lauren Epprecht	Katelyn Koliha	Gina LuBonovic	Dana McClain	Alicia Miller	Hallie Peck	Holly Piekarski
Maria Schiavone	Nick Tomba	Julie Watt	Kristina Wragg	Patti Carpenter	Stephanne Musser	Moira O'Malley

Photographs from the Carlisle Indian School in Carlisle, PA.

Additional images and text:

· An Indian Boarding School Photo Gallery

· Carlisle Indian Industrial School History

· THE CHEROKEE SYLLABARY

· Basic Words in Cherokee

Before entering Carlisle School

After he had been to Carlisle

Studio portraits of Thomas Torlino (1886), a Native American (Navajo) man before and after attending Carlisle Indian School. (Retrieved 24 January 2007).

Catalog Description(s)

350. MULTICULTURAL EDUCATION IN A PLURALISTIC SOCIETY 3 cr. Cultural, racial, ethnic, socio economic, gender, and individual differences and their effects on American education and society studied from sociological, historical, and philosophical perspectives. Development of human-relations skills to address diversity issues.

453. MULTICULTURAL EDUCATION 3 cr. Builds the personal and professional development of education and counseling practitioners through studying the sociological, historical, and philosophical scholarship on the many cultures, races, and ethnic groups that constitute the diverse student body of American schools. Considerations of racism, sexism, exceptionality and other diversity issues are applied to a variety of educational, counseling and agency settings.

Course Rationale

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In ED 453 (D)/350, students will become sensitized to educational and social service structures and practices related to class, gender, sexuality, race, ethnicity, religion and physical ability in order to recognize American education’s uneven record of delivering quality experiences to social groups that have had to struggle for inclusion. Second, the course will encourage equitable curricular, pedagogical, and organizational frameworks within American schools and social service agencies.

Course Goals

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1. Learn and understand multicultural issues in order to create a welcoming and culturally accepting classroom. And have the courage to not shy away from diversity.

2. Be able to understand our own personal biases and underlying privileges so we can attempt to feel more comfortable and empathetic in multicultural environments.

3. Learn about the changes in policy, history and curriculum in the educational system, and strive for equality across gender, race, class, religion, and sexual preferences.

4. Examine anecdotes of experienced professionals and apply these ideas to specific content areas in teaching and counseling.

5. Understand maturity levels of students and developmentally appropriate teaching of explicit content.

Course Themes

Cultural Studies of Education
Culturally Relevant Pedagogy
Critical Pedagogy
White Privilege

Students with Disabilities

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Students with documented disabilities are entitled to reasonable accommodations if needed. If you believe you need accommodations, please see Professor Shutkin or JCU’s Coordinator of Students with Disabilities (Ext. 4967) as soon as possible. Accommodations will not be granted retrospectively.

Required Books

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Required books available at the John Carroll Bookstore or on-line through Amazon*.

Biglow, Bill (2006) The Line Between Us: Teaching about the Border and Mexican Immigration.

*Ladson-Billings, Gloria (2001) Crossing Over To Canaan. (Electronic version available on-line through OhioLink and the John Carroll University eContent Collection).

Rofes, Eric (2005) A Radical Rethinking of Sexuality and Schooling: Status Quo or Status Queer?

Spring, Joel (2006) Deculturalization and the Struggle for Equality: A Brief History of the Education of Dominated Cultures in the United States.

Course Readings

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Author (2002). Circling the Wagons. Souls, 4(4), 74-101.

Aveling, N. (2006). ‘Hacking at our very roots’: rearticulating White racial identity within the context of teacher education. Race Ethnicity and Education, 9(3), 261-274.

Brayboy, B. (2006). Toward a Tribal Critical Race Theory in Education. The Urban Review, 37(5), 425-446.

Bush, M. E. (2002). Breaking the Code of Good Intentions. Souls, 4(4), 25-44.

Bush, M. E. (2003). American Identity and the Mechanisms of Everyday Whiteness. Socialism & Democracy, 17(1), 209-226.

Delpit, L. (2002) No Kinda Sense. In: Lisa Delpit and Joanne K. Dowdy (Eds.). The Skin That We Speak: Thoughts on Language and Culture in the Classroom. New York : The New Press. 33-48

Delpit, L. (1992) Education in a Multicultural Society: Our Future’s Greatest Challenge. Journal of Negro Education. 61(3). pp. 237-249.

Deyhle, D. (1995). Navajo youth and Anglo racism: Cultural integrity and resistance. Harvard Educational Review, 65(3), 403-444.

Fleming, W. (2006) Myths and Stereotypes About Native Americans. Phi Delta Kappan, 88 (3), 213-217.

Hayes, M. T. (2001). Constructing Difference: A Comparative Study of Elementary Science Curriculum Differentiation. Science Education, 85(3), 239-262.

Hermes, M. (2000). The scientific method, Nintendo, and Eagle feathers: rethinking the meaning of `culture-based' curriculum at an Ojibwe tribal school. International Journal of Qualitative Studies in Education (QSE), 13(4), 387-400.

Jetty, M. (2006) History Through Red Eyes: A Conversation with James Loewen. Phi Delta Kappan, 88 (3), 218-222.

Ladson-Billings, G. (2006). From the Achievement Gap to the Education Debt: Understanding Achievement in U.S. Schools. Educational Researcher, 35(7), 3-12.

Ladson-Billings, G. (2006). It's Not the Culture of Poverty, It's the Poverty of Culture: The Problem with Teacher Education. Anthropology & Education Quarterly, 37(2), 104-109.

National Museum of the American Indian. We Have a Story to Tell: Native Peoples of the Chesapeake Region. A Guide for Teachers with students in grades 9-12. http://americanindian.si.edu/subpage.cfm?subpage=education&second=pub. Retrieved: 30 January 2007.

Nieto, S. (2006). Solidarity, courage and heart: what teacher educators can learn from a new generation of teachers. Intercultural Education, 17(5), 457-473.

Parrish, R. (2006). The Meritocracy Myth. Dollars & Sense, no. 263, 24-26.

Sleeter, C. (2000/01) Diversity Vs, White Privilege. Rethinking Schools.15(2) Retrieved 15 February 2007.

Starnes, B. A. (2006). Montana’s Indian Education for all: Towards and Education Worthy of American Ideals. Phi Delta Kappan, 88(3), 184-192.

Starnes, B. A. (2006). What We Don't Know Can Hurt Them: White Teachers, Indian Children. Phi Delta Kappan, 87(5), 384-392.

Stoughton, E. (2005). Communicating across cultures: discursive challenges and racial identity formation in narratives of middle school students. Race Ethnicity and Education, 8(3), 277-295.

Susag, D. (2006) Why IEFA? Phi Delta Kappan, 88 (3), 201-201.

Warren, J. T. (2004). The Faces of Whiteness: Pitfalls and the Critical Democrat. Communication Education, 53(4), 321-339.

Zinn, Howard (2001) A people's history of the United States, 1492-present. Chapter 1: Columbus, The Indians, and Human Progress. New York : Perennial Classics. Bibliography for Chapter 1.

Trust And Community Building

Community: Empathy / Respect / Fallibility / Integrity/ Grace / Response(ability)

Building Trust

As I watch relationships ebb and flow the word trust continues to emerge as a currency .

Trust and Trust Building

"Trust is a peculiar resource; it is built rather than depleted by use." -- Unknown

Oxford Scholarship Online: Building Trust

Grading System

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Grading System

Students are evaluated by their retention of substantial information, insight regarding the significance of this information, ability to apply it to new situations, and ability to communicate the knowledge assimilated.

In each assignment, I am looking for evidence of thoughtful engagement and reflection on course readings, lectures, workshops and discussions. I cannot stress enough the significance of giving credit where credit is due -- ALWAYS.

A	Outstanding scholarship. 4 quality points.
A-	3.7 quality points.
B+	3.3 quality points.
B	Superior work. 3 quality points.
B-	2.7 quality points.
C+	2.3 quality points.
C	Average. 2 quality points.
C-	1.7 quality points.
D+	1.3 quality points.
D	Lowest passing quality. 1 quality point.
F	Failure. No quality points.

Assessment Rubric

Attendance

Attendance at every class is required. In the event that you are unable to attend class for a substantive reason, please contact me PRIOR to that class to arrange an excused absence. A pattern of unexcused absences will result in a pattern of reduced FINAL grades. (One grade for each unexcused absence, i.e. from A to B)

Policies on Grading

All assignments are required. I encourage you to discuss your assignments and your grades with me while the course is in progress.

Honesty

Students are expected to cite any resources that they use in the construction of any turned-in work. Print sources as well as electronic media must be cited. Any work submitted for evaluation must either be original work or cited work. Plagiarism is absolutely unacceptable.

The University's policy regarding academic dishonesty as stated in the John Carroll University Undergraduate Bulletin will be adhered to.

Late Assignments

Submitting assignments after the assigned due date will reduce the grade for that assignment by one letter (i.e. from A to B). However, prior to due dates alternative arrangements can be made for late submissions. A final grade of "I" (incomplete) may be awarded upon request and pending approval.

Technology

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Technology will be integrated throughout this course. To access the JCU digital information network, including library research databases, the WebMail server and the BlackBoard on-line learning environment, all students require a valid John Carroll University:

1. Identification card;

2. Username;

3. network password.

Information Services

Information services HELP desk handles questions, problem reports, service requests, and inquiries from faculty, staff, and students regarding computer hardware and software, Internet connectivity, and related topics.

Call 397-3004 / 3005 (Monday – Friday / 8:30-5:00 pm)

Walk-In help: (Monday – Friday / 4:00 -5:00 pm/ fourth floor Rodman Hall)

John Carroll University WebMail

All students should have received their login code and password for their e-mail account in their registration packet.

John Carroll University BlackBoard Server

At the prompt, please login with your current user name and password.

Blogger.com

…a blog is a web site, where you write stuff on an ongoing basis. New stuff shows up at the top, so your visitors can read what's new. Then they comment on it or link to it or email you. Or not.

Download the latest version of Adobe Reader

(Required for reading online course reserve readings)

Helpful Links

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Multiculturalism and Homosexuality

frontline: assault on gay america: how 'homophobic' are you?

For much of this century, homosexuality was defined by the medical and scientific community as a psychiatric disorder. In the last several decades... research emphasis has shifted to the other side of the problem: the study of the negative, sometimes pathological, reactions to homosexuals by heterosexuals.

COME OUT AGAINST HOMOPHOBIA! Did You Know?

The National Organization for Women's facts on openly gay students missing school for fear of safety.

The Campaign to End Homophobia

Not-for-profit corporation with diverse, international support. Mission description and membership information.

International Day Against Homophobia

This site is the brainchild of the Fondation Émergence, which is dedicated to fighting this scourge on our societies that is homophobia. It wishes to introduce you to International Day Against Homophobia.

OhioLink OnLine Video: Being Gay: Coming Out in the 21st Century

In the early part of the 20th century, homosexuality was considered a crime -- and in some states still is. By the 1950s, society regarded it as a form of mental illness. Today, while gays, lesbians, bisexuals, and transgenders are no longer forced to hide their sexual orientation, there is still prejudice and discrimination which can make coming out a difficult decision. And then there are always internal pressures as well.

iLRC (interactive Local Report Card Home)

The iLRC is an interactive tool that provides current and historical Local Report Card data for the state of Ohio. Information about school and district such proficiency test results, graduation rates, financial data, and demographics are available.

Multiculturalism and White Privilege

White Teachers at the Crossroads
Two leading multicultural educators reflect on how White teachers can help dismantle a legacy of racial domination and injustice. See the sidebar activity Teaching Tolerance.

Diversity Vs. White Privilege

Christine Sleeter explains why multiculturalism, at it's core, is a struggle against racism, and must go beyond an appreciation of diversity.

White Privilege: Unpacking the Invisible Knapsack
By Peggy McIntosh - this ground-breaking essay, the foundation for the racial inventory exercise depicted in the film, is the author's personal account of coming to understand privilege and racism.

Whites Swim in Racial Preferences
by Tim Wise - this article, which originally appeared on Alternet.org, defends affirmative action by detailing the long history of hidden advantages that white Americans have enjoyed.

Multiculturalism and Race

The Wealth Factor
source: NEA Today "Inside Scoop" - Sociologist Dalton Conley explains how family assets, not culture, explain racial differences in academic achievement.

What's Race Got to Do with It? - TOOLBOX / Engagement Games

LOW RISK – Trust Building Activities and Icebreakers
MEDIUM RISK – Uncovering Existing Disparities
HIGH RISK – Exploring One’s Personal Stake or Vantage Point

RACE - Are We So Different? : A Project of the American Anthropological Association

A new look at race through three lenses: History, Human variation, and Lived experience. Marvelously thoughtful, engaging and interactive.

Understanding Prejudice

Welcome to UnderstandingPrejudice.org, a web site for students, teachers, and others interested in the causes and consequences of prejudice.

Multiculturalism and Native America

The Full Circle Curriculum and Materials

Full Circle is a nonprofit organization founded specifically to support teachers’ implementation of Montana’s Indian Education for All Act. We hope that you will find materials, resources, and ideas here that will assist you in your efforts to create classroom learning environments that are rich in the history and culture of Montana’s Native peoples.

History is a Weapon

History isn't what happened, but a story of what happened. And there are always different versions, different stories, about the same events. One version might revolve mainly around a specific set of facts while another version might minimize them or not include them at all.

The National Museum of the American Indian

Rethinking Columbus

Rethinking Mathematics

Multiculturalism and Immigration

Migrants Stream Into South Mexico. By JAMES C. McKINLEY Jr.

Published: January 28, 2007. The New York Times.

Trust And Community Building

Building Trust

As I watch relationships ebb and flow the word trust continues to emerge as a currency .

Trust and Trust Building

"Trust is a peculiar resource; it is built rather than depleted by use." -- Unknown

Oxford Scholarship Online: Building Trust

Philosophy Book: Solomon, Robert C. Quincy Lee Centennial Professor of Business and Philosophy, University of Texas, Austin.

JCU Writing Center

The JCU Writing Center offers free, one-on-one consulting services to all members of the John Carroll community: students, faculty, staff, and alumni.

JCU Composition Program: Student Resources

A Pocket Style Manual by Diana Hacker

Oxford English Dictionary online

The Grasselli Library

Blogger.com

JCU Student Multimedia Center

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