UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGNDepartment of Curriculum & Instruction

Cross listed with AFST 555Multicultural Education within Global Perspectives

C&I 512Thursday, 4-6:50 pm

Room 389 Education BuildingFall 2012

Multicultural education cannot be understood in a vacuum. Yet in many schools it is approached as if it were divorced from the policies and practices of schools and from societies. The result is a “fairyland” multicultural education disassociated from the lives of teachers, students, and communities.

-Sonia Nieto, (2000). Affirming diversity: The socio-political context of multicultural education, p. 9.

Bekisizwe S. Ndimande, Ph.D. Office Hours: Thursday, 2-4pm

315 Education Building And by appointmentPhone: 244-5556 (O) 954-1547 (H)Email: ndimande@illinois.edu

Course Overview

Welcome to C&I 507, Multicultural Education within Global perspectives! This course is designed for graduate students, teachers, and professionals who are preparing to work in increasingly diverse communities, educational institutions, and classrooms. It is appropriate for graduate students in any field of study who intend to gain or increase their knowledge and understanding of multiculturalism around the globe. This course engages students in the critical exploration of theories and literature that interrogates traditional views of multicultural education. One of the main foci of this course is to find insights about emancipatory multicultural curriculum and pedagogies necessary to reclaim human freedom to all people irrespective of their cultural backgrounds

In recent years the world has witnessed increased global influences on the public sphere, such as in politics, economics, culture, education, trade, and so forth. This new trend has also influenced knowledge production within the global context. It has, therefore, become crucial for educators and citizens to know and understand the nature and values of multicultural education in their immediate contexts as well as in other countries in order to build stronger democratic communities.

Of equal importance are the challenges facing multicultural education in the United States and around the world in the 21st century, such as the language issues, racism, classism, ethnocentrism, sexism, homophobia, xenophobia, and religious and cultural intolerance. This course helps students to increase their awareness of these social intersections as well as the inequalities (re) produced by them. Through course readings, audio-visual materials, guest

speakers, and class discussions we will engage these pertinent issues of multicultural education as well as the challenges in order to re-conceptualize and re-think what it means to live in communities and societies inhabited by people of different backgrounds. Understanding these complex situations can help teachers and citizens to become agents of change who will contribute to the transformation of schools and other social institutions

Multicultural Education in Global Perspectives is broadly divided into three related themes. Theme 1—We begin by examining the essential concepts of Human Rights as originally developed in key documents of the United Nations in 1948. We situate this document within the concept of freedom as analyzed by Paulo Freire and connect this to Freire’s book, Pedagogy of the Oppressed and to current calls for social justice in education

Theme 2— Re-introduces you to the key themes of multicultural education as conceptualized by Banks and Banks (1995), Gay (1995), Grant (1999), Grant and Sleeter (1996), and (Nieto (2000) among others. We explore the multiple definitions of multicultural education and situate these within broader discussions about education transformation in communities. We also discuss the understanding and use of the concept of multicultural education in the U.S. and other nations. For example, how is this concept used and understood in U.S. schools as well as in societies such as South Africa, Brazil Canada, Argentina or Taiwan? The concept has been used loosely in various settings with varying understandings. Some people believe that celebrating minority people’s holidays or eating their foods is the meaning of multiculturalism. Others believe in a more critical understanding of multicultural education so that interrogating the social inequalities that exist in communities is of primary importance. In this theme we will also discuss the challenges and possibilities of multicultural education in U.S. schools and schools around the world. How might these challenges be different or similar? How might we use such knowledge to help individuals and educational institutions to rethink cultural diversity and democracy around the globe?

Theme 3—We will read vignettes and personal accounts from Sonia Nieto’s (2008) anthology, Dear Paulo: Letters from those who dare teach. We want to understand what multicultural education means for schools that operate in communities that do or do not embrace cultural diversity and democracy. Most importantly these vignettes share the lived experiences of teachers who have dedicated their work to bringing freedom to the children they teach. How might we use such experiences to help individuals, schools, and communities to create a meaningful concept of “self” and the “other?” Overall, the course will create a better understanding of the teaching and implementing of curriculum and pedagogies of inclusion for all.

Format: This is a participatory seminar which meets once per week for three hours. Seminar sessions are devoted to discussions of course reading material and other related multicultural education issues raised in class.

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Required Texts

Freire, P. (1970). Pedagogy of the oppressed. New York: Seabury Press.Grant, C. A. and Lei, J.L. (Eds.) (2001). Global construction of multicultural education:

Theories and realities. New Jersey: Lawrence Erlbaum.Nieto, S. (Ed). (2008). Dear Paulo: Letter from those who dare teach. Boulder, Colorado:

Paradigm Publishers.Additional Reading material posted on Moodle

Suggested Books

Banks J. A (Ed.) (2010). The routledge international companion to multicultural education. New York: Routledge.

Banks, J. A. & Banks, C. A. M. (Ed) (2004). Handbook of research in multicultural education, nd

2nd ed. San Francisco: Jossey-Bass.Ball, A.F. (2006) Multicultural strategies for education and social change: Carriers of

the torch in the United States and South Africa. New York: Teachers College Press.Bigelow, B & Peterson, B. (2002). Rethinking globalization: Teaching for Justice in an Unjust

World. Milwaukee, WI: Rethinking Schools.Chapman T. & N. Hobble (2010) (Eds.), Social justice across the curriculum: The practice of

freedom. New York: Routledge.Grant, C. (Ed.) (1999). Multicultural research: A reflective engagement with race, class, gender,

and sexual orientation. Philadelphia: Falmer Press.Mitakidou C.; E. Tressou; B.B. Swadener; & C. Grant (2009). (Eds.), Beyond pedagogies of

exclusion in diverse childhood contexts: Transnational challenges. New York: Palgrave.Mutua K. N & B. B. Swadener (2004), (Eds.), Decolonizing research in cross-cultural contexts:

Critical personal narratives. Albany, NY: SUNY Press. Nieto, S. & Bode, P. (2008). Affirming diversity: The sociopolitical context of multicultural

education. Boston: Allyn & Bacon.Sleeter, C. & Grant, C. (2003). Making choices for multicultural education: Five approaches to

race, class, and gender. New York: John Wiley & Sons.Rethinking Schools publications

Course Requirements:

1. Attendance and Class Participation

Students are expected to be on time and be prepared to discuss the assigned readings, and engage in group work. Class participation includes responding to the instructor’s discussion questions and giving feedback to others. In addition, students are expected to post comments on Moodle discussions at this URL: http://learn.education.illinois.edu/. You will receive the password on the first day of class. Posting and responding to each other on the Moodle goes beyond “summarizing or re-telling the article” or “that’s a nice response” but focuses on WHY you think that way. Here are the guidelines for Moodle participation:

a) A Core Group posts pertinent ideas raised by the readings or any class related material.b) Your postings should develop ideas in some depth, i.e. more than reiterations.

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c) These should offer reasons and articulate more than one possibility or perspective.d) They should demonstrate nuanced understandings and complexity in thinking about

multicultural education and diversity in global contexts.e) Make connections to other readings and/or situations in schools or countries.f) While a Core Group for that week will get us started, ALL students should respond to the

postings.g) Core Group postings due by Monday midnight every week

Class attendance and participation constitutes 15 points of the final grade

2. Response Paper

Part of your preparation for class each week will include writing a ONE page reaction/response paper. These will not be assigned a letter grade. However, you will receive feedback and comments from the instructor. The response paper is not a summary or a rephrase of the readings, but your interpretation and understanding of the issues discussed. It is intended to help you raise questions, agreements, and reactions to the material we read and discuss in this course. For example, it could reflect on issues with which you agree or disagree, issues that puzzle you, and what you understand better than before. Response papers help you to think critically about multicultural education and practice in the US and other countries so you could connect these ideas to current teaching and learning environments. The response paper is due in class each Wednesday. Response paper constitutes 15 points of the final grade

3. Research Proposal

Prepare a TWO to THREE page proposal of the research that you will present to the class during the second half of the semester. This is a precursor to your final research paper. Students are encouraged to view the proposal presentation as a workshop where they give each other feedback. Students will post their proposals on Moodle a week before proposal presentations in class and are responsible for reading all of them BEFORE proposal presentation week, which will be devoted to constructive comments as you set ideas for your final paper. Guidelines1) No course readings, no response papers due2) Read all proposals assigned to your group3) Respond to only ONE proposal(provide 1-2 paragraphs written feedback). 4) Do not write your name--This is called blind review5) In order to balance the numbers--Group 1 responds to group 4 and Group 3 to Group 26) Prepare for your presentation

Research proposal constitutes 20 points of the final grade.

4. Final paper

Students will write a 12 to 15 page research paper that addresses human rights issues and multicultural education as they exist in the USA or other countries we discussed in this course. Your paper should connect these issues to the practice of social justice and freedom in educational institutions. Your final paper must clearly show the statement of the problem and its

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significance to multicultural education and the global contexts in the 21st century, relevant literature review linking to the historical development of such problem, the lenses you use in analyzing the problem (some call this methods) and explain why you chose such lenses, your analysis as well as discussion (this is where you bring in your own voice to demonstrate how much you learned and understood multicultural issues in this course). The final paper will be presented in an AERA style and format paper sessions. Final paper constitutes 50 points of the final grade.

Here are the criteria for evaluation:

Consistent, timely preparation and attendance, thoughtful and substantial contributions to discussions and presentations, and well-argued proposal and final paper, showing clearly the statement of the problem and its significance to global multicultural education and clear discussion of your own understanding of these curriculum issues you have problematized, will result in an "A"

Consistent preparation and attendance, thoughtful contributions to discussions and presentations, and papers that "cover" a topic will result in a "B";

Inconsistencies in preparation/attendance, occasional contributions to discussions and presentations, and "thin" papers (in length or substance or both) will result in a "C";

Grading Scale: 99-100 = A+; 93-98 = A; 90-92 = A-; 89 = B+; 83-88 = B; 80-82 = B-; 70-79 = C

Contact Information and Office Hours: I have office hours on Wednesday between 1 and 4pm. I can also meet by appointments in my office or through skype. Email me to set up an appointment when you have any question regarding the seminar and/or if you need to discuss your research proposals or final paper.

Special Needs: Students with disabilities that affect their ability to participate fully in class or to meet all course requirements are encouraged to bring this to the attention of the instructor so that appropriate accommodations can be arranged.

Classroom Environment: University policy prohibits any kind of discrimination and sexual harassment as defined in the 2/11/93 policy statement. Copies of the statement are available at http://hrnet.uihr.uiuc.edu/eeo/eodisc.html. Complaints about harassment should be reported to the Associate Chancellor, 317 Swanlund Administration Building, MC-304, 601 East John Street, Champaign, Illinois 61820-5796. In addition, I expect all students to conduct seminar discussions and Moodle postings with open mind and critical attitude so that all points of views are respected in this seminar. While disagreement over issues is welcome, oppressing other’s ideas and/or verbal/written attack is not permitted in this course.

Scholastic Dishonesty: The University maintains a very clear policy with regard to academic dishonesty (for example, cheating on assignments or examinations, plagiarizing (misrepresenting as one's own anything done by another), submitting the same or substantially similar papers for more than one course without consent of all instructors concerned, depriving another of

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necessary course materials, and/or sabotaging another's work.). All acts of misconduct in this course will be reported to the College of Education. For a full discussion of the University’s policies see: http://www.uiuc.edu/admin_manual/code/rule_33.html. Also, see a copy of student code of academic conduct at: http://admin.illinois.edu/policy/code/

Assistance with Moodle: Let me know or email help desk at:learnsupport@education.illinois.edu

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Schedule of Meetings

August 30: Introduction Week 1 Syllabus and course logistics; Different definitions of multicultural

education, introducing Human Rights and education

September 6: Essential Concepts of Human RightsWeek 2Required Reading: The UN Universal Declaration of Human Right (1945) available:

www.un.org/Overview/rights.htmlGrant & Gibson (2010). “These are Revolutionary Times: Human Rights, Social Justice, and Popular Protests” Movie—Howard ZinnReflection Paper 1 Due

September 13: (Re) Introduction to Multicultural EducationWeek 3Required Reading: Nieto (2000). Affirming diversity, chapter 3& 9

Freire, Paulo (1970). Pedagogy of the oppressed, Preface and Chapter 1Reflection paper 2 DueGroup 1—Moodle posting due by Monday midnight

September 20 Multicultural Education as an Autobiography Week 4Required Reading: Freire (1970) Pedagogy of the oppressed, chapter 2

Choice of 11. “Personal and intellectual motivation” (Grant)2. “Funny, you don’t look Puerto Rican” (Nieto)3. “Writing from the heart” (Sleeter)4. “Research as praxis: Unlearning oppression” (Swadener)Reflection Paper 3 DueGroup 2—Moodle posting due by Monday midnight

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September 27 Multicultural Education in Global Perspectives (Part 1)Week 5 Roundtable with Carl Grant, Hoefs-Bascom Professor of Curriculum

& Instruction at the University of Wisconsin-MadisonRequired Reading: Freire (1970) Pedagogy of the oppressed, chapter 3

Lei and Grant (2001) Multicultural education in the USAReflection Paper 4 DueGroup 3—Moodle posting due by Monday midnight

October 4 Multicultural Education in Global Perspectives (Part 2)Week 6 Roundtable with Rejane Dias (UIUC graduate student)Required Reading: Freire (1970) Pedagogy of the oppressed, chapter 4

Hypolito (2001) Multicultural education in BrazilTorres (2001) Multicultural education in Latin AmericaReflection Paper 5 DueGroup 4—Moodle posting due by Monday midnight

October 11 Multicultural Education in Global Perspectives (Part 3)Week 7Required Reading: Sarkin (2001) Multicultural education in South Africa

Allemann-Ghionda (2001) Multicultural education in GermanyChakravarty (2001) “Multicultural Education in India”James (2001) Multicultural education in CanadaReflection Paper 6 DueGroup 1—Moodle posting due by Monday midnight

October 18 Critical Reflection on Multicultural EducationWeek 8 Roundtable with Eurydice Bauer, Professor of Curriculum

& Instruction, UIUCRequired Reading: Castle, S. (2011) World Population Movements, Diversity, and Education

Suarez-Orozco and Suarez-Orozco (2011) Globalization, Immigration and SchoolingReflection Paper 7 DueGroup 2—Moodle posting due by Monday midnight

October 25 Multicultural Education in Global Perspectives (Part 4)Week 9 Roundtable with James Geary (UIUC graduate student)Required Reading: Chuen-Min Huang (2001) Multicultural education in Taiwan

Dussel (2001) Multicultural education in France and ArgentinaSwarts and Dahlstrom (2001) Multicultural education in NamibiaReflection Paper 8 (No response paper due this week—students get time for their proposals and proposal presentation)Group 3—Moodle posting due by Monday midnight

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November 1 Racism after MulticulturalismWeek 10Required Reading: Darder, A. & Tores (2004). Racism after Multiculturalism”

McCarthy, C. (1993). “After the Canon”Reflection Paper 8 DueGroup 4—Moodle posting due by Monday midnight

PRESENTATIONS BEGIN

November 8 Learning from Teachers -- Critical Multicultural Education (Part 1)Week 11Required Reading: Nieto (2008) Dear Paulo: Letters from Those Who Dare Teach

Reflection Paper 9 DueALL GROUPS READ: Introduction and Part 1Group 1: Fear/Courage AND LoveGroup 2: Pedagogy AND PoliticsMoodle posting due by Monday midnight

November 15 Learning from Teachers -- Critical Multicultural Education (Part 2)Week 12Required Reading: Nieto (2008) Dear Paulo: Letters from Those Who Dare Teach

Reflection Paper 10 DueALL GROUPS READ: Introduction and Part 1Group 3: Praxis AND Study/DialogueGroup 4: Conscientization AND FreedomMoodle posting due by Monday midnight

November 22 ThanksgivingWeek 13 No class

November 29 Presentations (AERA format) (NAME Week)Week 14

December 6 Presentations (AERA format), closing, and course wrap--upWeek 15

Final Paper Due

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