EDU 639 Entire Course
EDU 639 Entire Course
EDU 639
Entire Course
EDU 639 Complete Class, New Coursework
Business – General Business
The Socio-Historical Context of Multicultural Education. Describe the socio-historical and contemporary contexts for
multicultural and bilingual education in your school district. How have
decisions such as Brown vs. the Board of Education, the 2007
ruling by the Supreme Court against voluntary de-segregation or the policies
of No Child Left Behind /Race to the Top impacted the way
multicultural education has evolved and been interpreted in your district. Who
is “silenced” or forgotten in your school curriculum as a result of these
decisions or policies?
Bias and Social Psychology. Social
scientists believe that everyone possesses conscious and unconscious,
preferences for some social groups over others. Consider your own background
and experience with race, gender, class, ethnicity, sexual orientation. What
groups do you gravitate towards in society and how can you create more
opportunities for exposure to individuals from backgrounds quite different from
your own? Considering the cultural immersion exercise due in Week Four, how do
you think you might be able create opportunities for broadening your world view
while taking this class?
Diary Entry of a Diverse Student. Consider the demographic of your local school and identify one
student from a background that would be most different from your own. Imagine
the first day of school from this student’s perspective as you are introduced
to the class as his or her new teacher. This is a creative writing piece where
you are expected to step outside your own world view and into the shoes of the
“other” in your classroom. You may need to research a bit about the culture of
the student whose perspective you will be writing from and ask friends or
colleagues to help you better understand your typical body language and how
that does or might translate to the classroom and teaching style. Use the
following guiding questions to help guide you in writing this 1-2 page paper:
a. What do you think the
student’s first impressions of you might be? (Be honest and consider how the
verbal and non-verbal cues you might give out would be interpreted by this
student).
b. How might the student relate
to your background? (i.e. Do you appear to represent the dominant group in
society and would your relationship with the dominant group impact your
relationship with the student?)
c. How do you address and interact
with the student and what are some of the ways you strive to engage all
students in the classroom?
Gender and Gender-Fluidity. View
the short documentary entitled, I’m Just Anneke. How does gender
color one’s perspective on the world and relation to society? How are gender
and gender-stereotypes perpetuated by schools? What do you think about
gender-fluidity and how do you imagine Anneke would fair in your local school?
Do you agree with the way Anneke’s endocrinologist and parents are allowing
Anneke to experiment with her gender-fluidity?
Race: Illusion vs. Reality. Explore
the interactive tutorial “Sorting People: Can You Tell Somebody’s Race by
Looking at Them?”. What surprised you about activity? If race is an illusion,
why is it so dangerous to be “color-blind” as an educator? How can we work to
combat institutional racism in our schools and society?
Gendered Experiences of Racism. Choose one of the following topics
and respond in a one-to-two page paper:
a. Watch the documentary A Girl Like Me, then
provide a one-to-two page commentary on the intersection of race and gender by
addressing the following:
§ How is racism translated to
concept of beauty and self-image for young, African American women?
§ What unique challenges do
African American females have compared to those who are white?
§ What about as compared to African American males?
§ How might this be different
again for young, Latinas and female immigrants from Africa?
b. Watch the documentary I am Sean Bell, then
provide a one-to-two page commentary on the intersection of race and gender by
addressing the following:
§ What are the unique
challenges of being African American and male in the US?
§ How is this different from
that of females?
§ What about as compared to
young, African American males?
§ How might this be different
to or similar to young, Latino males and immigrants from Africa?
You must include at least two resources to support your ideas.
Your paper must include title and reference pages, and must be formatted
according to APA guidelines. Length requirement is exclusive of
title and reference pages. For more information on APA formatting,
visit the Ashford Writing Center.
Segregation. What different forms can
segregation take in US schools? When can these methods affirm diversity and
when are they detrimental to learning? Consider economic segregation,
culturally-based schools (i.e. African American, Latino, or Native American),
gender-specific, or charter schools. Provide examples from your own experience
and at least one reference in addition to the course textbook
Additive vs. Subtractive Bilingualism. View the video entitled, Immersion. How accurate
(or over-dramatized) is Moises’s story? What might his teacher and principal
have done differently in order to capitalize on the strengths of what Moisesdoesknow
in order to help him “add” English to his knowledge base and succeed in US
schools? What is working in terms of ELL education in your school? What is not,
and why? Would you consider your school’s approach to be additive or subtractive?
Respond to at least two of your
classmates’ postings in a thoughtful and substantive manner.
Common Beliefs. Explore Commonly Held Beliefs
that Influence Teachers’ Work with Diverse Students. Before clicking the link,
select one of the commonly held beliefs listed under “Step 2” that you identify
with the most. Explain why you identify with this belief. Next, click the link
and read the information provided. Has your belief changed? Why or why not?
Respond to at least two of your
classmates’ postings in a thoughtful and substantive manner.
The “Culture of Poverty”. Theorists warn against the
continued use of deficit theories to connect low social-economic standing to
failure in school. They have left a lasting mark on schools. Identify a student
from a low socio-economic status, either from experience or from the course
text, who is not succeeding. How much of that failure is due to forces beyond
his or her control and a mismatch between what is being learned at home and
what is valued in the classroom? What other contributing factors could be
present? How can we effectively teach children despite these contributing
factors?
Respond to at least two of your
classmates’ postings in a thoughtful and substantive manner
Cultural Immersion and Socio-Historical Research Presentation. Identify a culture you might encounter as a teacher which you
have very little knowledge about and would like to further explore (you may
select the same cultural group you chose for the Cultural Immersion Activity in
Weeks One, Two, and Three). In a 10-15 slide PowerPoint presentation, you will
address the following:
a. You will need to design and
carry out one experiential activity as part of your report. You may use “A
Study of Cambodia and the Cambodian-American Experience” from your text for
inspiration, but your research will not need to be nearly as in-depth (unless
you decide to continue your research, as the teachers did here, beyond this
class). This section of your PowerPoint presentation must include the following
information:
§ An explanation of your
experiential activity including:
§ What you did
§ Some of the preconceived
notions you had going into the activity
§ What you learned
§ Forms of intercultural
communication you might need to use with members of this group
§ Some ways you hope to
continue learning about this group beyond the course
Examples of cultural immersion
activities include, but are not limited to:
a. Visit a Middle-Eastern,
Asian, Indian or Mexican Market and prepare a meal using the ingredients you
find
b. Watch and critique a
Bollywood film, viewing it (as much as is possible) from a non-western
perspective
c. Change your news source to a
Middle Eastern network like Al Jazeera for a week
d. Visit a cultural center,
interfaith dialogue or spend an afternoon with someone of another
culture/religion/ethnicity to learn more about that world view
b. Familiarize yourself with
and listen to the latest Latino, Hip Hop pop-music from the culture you are
studying
c. Attend a Pow Wow or dance performance from
members of that cultural group
d. Attend a meeting of the
Gay-Straight Alliance
e. Visit the areas where the
children you are researching live (provided they are safe)
f. Download a demo of “JAWS,” a
screen-reader for the blind, and try surfing the net blindfolded
In addition to the experiential
part of this assignment, you are to research the socio-cultural history of the
group you are studying. Summarize the history and explain their current
reality/challenges in the US. Apply this information to what you learned from
your experience. Include ways you can be more sensitive to this background in
your curriculum and classroom. You must include at least 2-3 resources to
support your ideas. All in-text citations and reference page must be formatted
according to APA guidelines.
Along with the PowerPoint presentation, you must submit a Word
document title page within the drop box in the online course.
Non-Heterosexual Parents and Kids. View the short documentary Homecoming. Is there
anything teachers can do to help students like Ron feel safer in school in
towns like Ron’s hometown? Is it better for gay, lesbian, asexual, transsexual
or parents with these orientations to simply seek out more “liberal” schools
for their children? Does your school district resemble Lakeville or his new
arts high school in Minneapolis? How can teachers help such students feel
valued and safe in the classroom where the school culture is not there to
support them?
Respond to at least two of your
classmates’ postings in a thoughtful and substantive manner
Tracking, Grouping and “Dis-Ability” in the Classroom. Read the article, “Into the Mainstream.” What are the unique
challenges and rewards of integrating kids labeled “disabled” into mainstream
classrooms? How can these observations be applied to ideas regarding tracking
of non-disabled students and grouping by ability in the classroom? Provide an
example from your own experience or suggest ways you could work with students
with a wide range of abilities to feel more integrated in the classroom
setting.
Respond to at least two of your
classmates’ postings in a thoughtful and substantive manner.
Affirming Diversity within the Community. Identify factors that can help you build successful bridges
between the educational setting and the community. Describe how these may
impact the community and school setting. What are the community resources and
social services in your area which encourage parent and community involvement
in the school?
Becoming a Multicultural Educator. How do you intend to expand your horizons to become a
multicultural person who helps students add new cultural ideas to their
experience? How can you help students learn more about their own culture and
incorporate what they already know into their learning? Respond to at least two
of your classmates’ postings in a thoughtful and substantive manner
Writing the Final Paper
The Final Paper will require you to describe your community
demographics and predict the type of diversity you might expect to find in your
classroom. You will then identify at least three (3) cases which represent some
of the different groups found in your community. If you truly live
in a mono-cultural area then, simply choose three (3) backgrounds you would
like to better understand. You can use real examples of individuals you know,
examples from the textbook or class links, or by scouring the internet. The
purpose of identifying real students is to help you keep in mind the
individualized identities of students from these groups and avoid reducing groups
to stereotypes. Most likely, you will need to imagine those examples at an age
appropriate to the students you teach or plan to teach.
Next,
research and identify the community resources and social services available to
you. What institutional barriers do you anticipate you might need to contend
with in order to provide the best possible learning opportunity for the
students in your community? Create a plan of action which will help you cope
with these potential barriers and ensure that families and communities feel
that you care about their success.
Research
and identify forms of intercultural communication you will likely need to
become proficient in and sensitive to in order to help your students feel
valued. Then, design techniques and strategies which will enable you to
apply these human relationships skills in the educational setting and in your
interactions with families from diverse communities. What do you anticipate
will determine the success or failure of your school system in their effort to
address students from these groups?
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