CULTURAL VALUES IN EDUCATION[1]

 

 

Term: Spring 2003

Course #: EDU 391X

Instructor: Dr. Thomas N. Barone

Office Phone: (219) 473-4294

E-mail: tbarone@ccsj.edu

Office Location & Hours: Room  509; Mon. 12-4; Tues. 3-7,  Thurs. 12-4 or by appt.

 

Note: The education faculty offices will be moving to the third floor so office information is temporary

 

Instructor Background: 

 

Education:  Ph.D. in Social Foundations of Education (specialization in Comparative Education) from the State University of New York at Buffalo, 1998

 

M.Ed. in Teaching English to Speakers of Other Languages  (TESOL) from

the State University of New York at Buffalo, 1985: NY State Certification

 

B.A. in Russian Studies from the State University of New York at Buffalo, 1982

 

Professional Experience:  English Lecturer, MARA Institute of Technology, Malaysia, 1985-1987

English as a Second Language Teacher, Buffalo Public Schools and Niagara Falls Schools, 1987-1993

Erie Community College, Adjunct English Lecturer, 1991-1998

Assistant Professor, Foundations of Education, Northern Illinois University, 1998-2002   

 

 

Course Time & Location: Thursday 4-7 pm, Rm. 306

 

Course Description: 

An integrative interactive approach to address the preparation of teachers for the wide diversity of students they are certain to meet in their classrooms, schools, and communities.  This course is an examination of the relationship of cultural values to a child’s self-concept and learning style.  In addition, the course will look at the history and cultural features of major immigrant groups to the United States. Finally, the course has a major emphasis on preparing future teachers to enhance the provision of equal educational opportunities for all students. 

 

Prerequisites: EDU 200

 

Textbook: Human Diversity in Education: An Integrative Approach, 4th Ed., K. Cushner, A. McClelland, & P. Safford, McGraw Hill: Boston, 2003

                   Reserve Readings-Specker Memorial Library

 

Learning Outcomes/Competencies:

 

  1. Students will examine the role of culture and identity in their own upbringing and how it shapes their view of the world
  2. Students will learn to appreciate and respect cultural diversity
  3. Students will be able to recognize factors that are influencing  social and cultural change
  4. Students will gain an understanding of culture, learning and the culture learning process
  5. Students will examine how culturally different people interact with one another and how these interactions can be improved by the schools (e.g.-multicultural education)
  6. Students will be prepared to address the issue of intercultural understanding and skills with their own students when they become teachers

 

 

Course Requirements:

 

  1. Students must attend class regularly and participate in class discussion and activities since the quality of the class is affected by student involvement.
  2. Students will be required to turn in several reflective papers and homework assignments which reflect their knowledge of course topics and their ability to reflect on cultural diversity and educational practice.
  3. Two exams will be given during the course (a midterm and final which will test the extent to which students have mastered key concepts from the textbook and can apply these concepts to their professional development).
  4. Students will also be required to complete an ethnic history project in cooperative

Which will look at key issues related to the history, culture and educational history of several immigrant groups in US schools. The paper written for this project should be at least 5 pages long (referenced in APA style) and groups will also do a short class presentation on their topic.

 

Assessment:

 

            Ethnic History Project- Paper & presentation-30%

            Exams (Midterm & Final)-40%

Homework & Reflective Assignments-30%

(some will have field experience component)

 

            Attendance-See policy below

 

 

Grading Scale:

   A-90-100

                           B-80-89

                           C-70-79

                           D-60-69

                           F- <60

 

Attendance Policy:

 

Students who miss more than two classes without a valid excuse will have their final grade lowered by a letter grade.

 

WEEKLY SCHEDULE (AMENDED):

 

Week One (1/9)

 

Chpt 1- Education in a Changing Society

 

 

Week Two: (1/16)

 

Chpt. 2- Culture and the Culture-Learning Process (intro)

Teacher Education Seminar; 5:15-6:45 pm

 

 

Week Three: (1/23)

 

Chpt. 2- Culture and the Culture-Learning Process (conclusion)

Chpt. 3-Classrooms and Schools as Cultural Crossroads (intro)

 

Week Four: (1/30)

 

Chpt. 3-Classrooms and Schools as Cultural Crossroads (conclusion)

 

Reserve Readings:

Banks, J. (1997).  Educating citizens in a multicultural society. New York: Teacher’s College Press.

(Chpts. 7 & 8, “Equity pedagogy and multicultural education” & “The development of democratic racial attitudes”)

 

Discussion of Ethnic History Project

 

Reflective Assignment One Due

 

 

Week Five: (2/6)

 

Chpt 4-Intercultural Development: Considering the Growth of Self and Students(intro)

 

 

Week Six: (2/13)

 

Chpt 4-Intercultural Development: Considering the Growth of Self and Students (conclusion)

 

TEST ONE

 

 

Week Seven: (2/20)

 

Chpt 5- The Classroom as a Global Community: Nationality and Region

Reserve-Global Education article, TBA

 

Teacher Education Seminar; 5:15-6:45 pm

 

 

Week Eight: (2/27)

 

Chpt 6-Creating Classrooms that Address Race and Ethnicity

 

Reserve Readings:

 

Tatum, B. (1994).  Teaching white students about racism: The search for white allies and the restoration of hope.  Teacher’s College Record, 462-476.

 

McIntosh, P. (2002). White Privilege: Unpacking the invisible knapsack. In T. Barone, D. Musial, & B. Love (Eds.), Change/Education, 3rd Ed. DeKalb, IL: Educational Studies Press.

 

 

Week Nine: (3/6)

 

Chpt 7-Developing Learning Communities: Language and Learning Style

 

Video-Skin Deep

 

Reflective Assignment Two Due

 

 

 

 

 

 

 

Week Ten: (3/13)

 

Chpt 8-Religious Pluralism in Secular Classrooms

 

Reserve Reading:

 

Eck, Diana (2003). American Muslims: Cousins and Strangers. In J. Banks & C. Banks, Multicultural Education: Issues and Perspectives, 4th Ed.  New York: John Wiley & Sons.

 

Week Eleven: (3/20)

 

Chpt. 9-Developing a Collaborative Classroom: Gender and Sexual Orientation (intro)

 

Teacher Education Seminar; 5:15-6:45 pm

 

Week Twelve: (3/27)

 

Chpt. 9-Developing a Collaborative Classroom: Gender and Sexual Orientation (conclusion)

 

Chpt 10-Creating Developmentally Appropriate Classrooms: The Importance of Age and Developmental Status

 

 

Week Thirteen: (4/3)

 

Chpt 11- “Creating Inclusive Classrooms: The Ability/Disability Continuum and the Health Dimension

Ethnic History Presentations

 

 

Week Fourteen: (4/10)

 

Chpt 12- “Assessing Progress: The Importance of Social Class and Social Status”

Ethnic History Presentations

 

Ethnic History Projects Due

Course Evaluation

 

Week Fifteen:

 

Final Exam (Time, date & location of exam TBA)

COLLEGE INFORMATION & POLICIES:

 

Center for Academic Excellence:

 

Tutoring assistance is free to all students of Calumet College of St. Joseph. Call the Center for Academic Excellence (CAE) to make an appointment at 473-4287. The Center has experienced and well-trained tutors in most subject areas to help students who are struggling in a course or who are doing well and would like to do better. Regular weekly tutoring sessions are likely to improve your grade.

 

Statement Regarding Plagiarism:

 

If an instructor or other Calumet College of St. Joseph personnel finds that a student has plagiarized or been involved in another form of academic dishonesty, the instructor or other personnel may elect to bring the matter up for judicial review. The maximum penalty for any form of academic dishonesty is dismissal from the College.  The procedures for judicial review are listed under the section of the CCSJ Handbook that addresses student grievances.

 

Citation Guidelines:

 

Calumet College of St. Joseph adheres to citation guidelines as prescribed by the particular discipline (i.e., MLA, APA & Chicago Manual of Style). All of these guidelines are available in the Calumet College of St. Joseph library or bookstore. These texts outline how to cite references from a variety of sources, including electronic media.

 

Withdrawal From Class Policy:

 

After the last day for class changes has passed (see College calendar), a student may withdraw from a course in which she/he is registered with permission from the faculty member conducting the course. A written request detailing the reason(s) for the withdrawal must be filed with the Registrar. Written request for withdrawal must be received by the Registrar by the last day of classes prior to the final examination dates specified in the Catalogue. Written requests may be mailed to the Registrar or faxed to the College fax number, 219-473-4259. Students are to make note of the refund schedule when withdrawing from courses. The request is forwarded to the faculty member, who makes the final determination to accept or deny the request. If the request is honored, the student will receive notification of official withdrawal; if denied, the notification will indicate why the withdrawal is disallowed. Note: Degree Completion Division (DCD) students should consult the DCD Student Handbook for information on DCD withdrawals.

 

An official withdrawal is recorded as a “W” grade on the student’s transcripts. Dropping a course without written permission automatically incurs an “F” grade for the course (see Refund Schedule).

 

 

 

 

 

 

 

 

 


[1] Revisions to this syllabus will be discussed in class,  a list of reserve readings and final exam information will be provided later