Aschermann-- EED 308 Syllabus

Hit Counter Fall 2004 E-Mail Aschermann 09/05/2007 -- Jan 2004

[Spring 2004 = 604 hits]

Multicultural Education

Instructor:

Dr. Jerry R. Aschermann

Office Hours Posted on Office Door    JGM 111-G

816.271.4300      Fax 816.271.4513

JRA Main Personal WebPage

JRA Additional Information

Proposed Course Calendar for Fall 2004

Catalog Description:

Historical and contemporary analyses of educational policies that incorporates ethnic, religious, and linguistic minorities through selected presentations, text readings and field experiences. The teacher candidate will gain awareness of diversity and develop a theoretical understanding of diversity through investigations of diversity. 2 credits.

Overview:

The purpose of the course will be to introduce students to the theories, research, debates and questions surrounding multicultural education as it pertains to the classroom and the teachers who staff those classrooms.

The pre-service teacher will leave the course with knowledge about how learning and teaching interact with culture, an understanding of the most fundamental issues concerning diversity and inequality that face public education, and ideas for how schools can change to better prepare individuals for living in a diverse society.

Knowledge and information about other cultures will better assist the participant to understand his/her culture.

Overriding goals of the course will be

To develop a teacher who is less dogmatic and open minded about people of color

To develop a personal action plan that will reduce issues of diversity and color within his/her classroom

To reflect about issues that relate to multicultural education.

Students will learn about demographic shifts and the present and projected enrollments in American schools of children of color. Additional issues will be covered: education of limited-English-proficient students; the psychological, cultural, linguistic and economic factors that affect the success of individual groups in the schooling process; equality of educational opportunity and educational equity; and theories of social and cultural reproduction.

Through the course pre-service teachers will become engaged in discussions about conflicting ideas, values and ideologies related to children of color and their education.

The course will follow the Missouri Western conceptual model    [ http://www.missouriwestern.edu/education/model.html ] for teacher education: Awareness, Developing Theoretical Knowledge, Investigation and Finding Voice.

The MWSC teaching education faculty accepts the premise that an effective program of learnings and dispositions that relate to diversity and multiculturalism should be integrated into each and every course of the professional teacher education program. However, an integrated approach can easily become disjointed, and diluted and without any formal structure. EED 308 will provide for a synthesis of the multi-course learnings as well as provide a solid philosophical and theoretical foundation on which to continue the personal growth about diversity and multiculturalism.

Required Textbook:

Gollnick, D and Chinn, P. [2001] Multicultural Education in a Pluralistic Society. 6^th ed. Upper Saddle River, NJ: Prentice-Hall

            Website: http://cwx.prenhall.com/bookbind/pubbooks/gollnick/

Teaching about Native Americans. National Council for the Social Studies.

General Course Topics:

Foundations of Multicultural Education

Class

Ethnicity and Race

Exceptionality

Religion

Language

Age

Education that Is Multicultural

Case Study: Native Americans

Major Course Objectives

Objectives    Scan these and become familiar with the objectives of the class. Each text chapter will have specific goals for that chapter.

Attendance:

Regular attendance is expected and assumed. Assumed regular attendance can be looked at from two different points of view:

The student has an obligation to whoever paid the tuition for the course.

This could be the federal government mom or dad. It could be the student or spouse.

As a result, the student has an obligation to the above.

The student has an obligation to himself/herself. If a person is not in class, then the person has lost the learning that could have occurred during that class session. Because of the nature of the class, a person cannot simply go to the library and read a magazine article for "make up."

While the following will not change the next item, it is appropriate to call or send an email prior to class about your situation for the day.

More than two absences will negatively affect the final grade for the course.   Five percentage points will be deducted from the total number of points acquired during the semester. Attendance will be taken at 11:01. If a person is not in class at 11:01, then the person is absent.

Personal Note: A teacher needs to be where he/she is expected to be and on a regular basis. A teacher or anyone in the private sector will not have employment long if irregular attendance is noted. Your "job" right now is being a professional student at Western. Anticipate and then meet each personal crisis in such a way that attendance will not be a problem for you.   In 32 years at Western your instructor has missed five days because of sickness..... a semi-serious condition currently exists [August 2004] so it may come to pass that I will miss more days than in the past. Whenever I will send an email to each class member. The information will be "I am unable to attend class today.... so check your email on a daily basis.]

Grading Scale/Assessment

During the semester the student will acquire points by attending class, by being an active participant during class sessions, by taking un-announced short exams, by taking major exams and by completing course projects. [The assumption is that the student will attend each class session.] On occasion and when the instructor deems it to be appropriate, test scores will be adjusted and grades given by the student distribution.

                                    A          94 -100 %

                                  B          84 - 93   %

                                    C          76 - 83 %

                                    D          70 -75   %

                                    F             0 - 69 %

Course Materials and Calendar

Chapter #1

Chapter #2

Columbus: Myth or Reality

Native Peoples Study Materials

American "Indians" Module

Teaching About Native Americans NCSS #84 Western Book Store

The Dine or Navajo Peoples

Chapter 3

Assignments/Projects

What is in a Name                                                ---- 10 points

                       Personal Survey #1   | Personal Attitudes   15 point

Holiday Assignment   -- due 23 November --- 30 points

Chapter #2 Assignments -- due 14 October      --- 50 points

Extra Credit-- 14 October Kevin Locke 15 pts

Kevin Locke [Tokeya Inajin is his Lakota name, meaning "The First to Arise"] is known throughout the world as a visionary Hoop Dancer, the preeminent player of the indigenous Northern Plains flute, a traditional storyteller, cultural ambassador, recording artist and educator.

Diversity Book Review -- due 23 November 15 + 10 points