Course Description

Course Name

Multiculturalism and Education (in English)

Session: VSVS1121

Hours & Credits

45 Contact Hours

Prerequisites & Language Level

Taught In English

  • There is no language prerequisite for courses at this language level.

Overview

Prerequisite: open to all language levels; taught in English.

Students: foreign students from the academic program ISA.

Contact hours: 45

Course Description:

This course examines the impact of age, gender, race, ethnicity, origin, social class, religion, language and other aspects of social identity on the teaching / learning process. Migration flows have turned any classroom into a meeting point of cultures. Students will make a key practical approach in their professional development.

Learning objectives:

-To raise awareness on multicultural education components.

-To identify key components of social, political and economic issues affecting educational practices.

-To provide students with theoretical tools and examples for teaching practice in a multicultural educational reality.

-To analyze various individual realities and how they affect the performance of a class or group.

-To put into perspective the new ways of applied multicultural education.

Course contents:

PART I – MULTICULTURAL EDUCATIONAL SYSTEMS

UNIT 1: General Concepts: The brain. The body. Humankind. Cultures

UNIT 2: Identity, Society, Culture. Competences / Intelligences. Languages and Communication.

UNIT 3: Communication. Interpersonal and intrapersonal communication. Communication between/among cultures. Stereotypes,

UNIT 4: What is multicultural education? Types of multiculturalism. Socio-demographic, economic and technological imperatives for intercultural education.

UNIT 5: Education. Educational Systems. Models: Approach, method, techniques.

PART II – EDUCATION AND OPPORTUNITIES

UNIT 6: Dimensions of diversity: gender, age, ethnicity, capabilities, nationality, geographic variants, income, health, physical appearance, pigmentation.

UNIT 7: New and classic models. Roles in the community.

UNIT 8: Cross-cutting education: Consumerism, environmental awareness, health education, sexual education, road-safety education, peace education,...

UNIT 9: Diversity and its impact on education and society. Social class. Native language. Disability. Special needs.

UNIT 10: Technology and education. New models and approaches. E-Learning. MOOCs

PART III – MULTICULTURAL CLASSROOM

UNIT 11: Differences and their impact on the curriculum

UNIT 12: Scheduling and lesson planning. The multicultural classroom management.

Bibliography: Compiled by lecturer

Complementary bibliography: In addition to journal articles, students will receive a selection of material from the following sources:

Bennett, C. (1995). Comprehensive multicultural education: Theory and practice (3rd ed.). Massachusetts: Allen & Bacon.

Fred Schultz, Ed. (2010) Annual Editions: Education, 01-02 (28th edition). Guilford, CT:

McGraw-Hill/Dushkin.

Gary Fenstermacher & Jonas Soltis (1999) Approaches to Teaching (3rd edition). New York: Teachers College Press.

Chandler, Daniel Technological or Media Determinism. http://www.aber.ac.uk/media/Documents/tecdet/tecdet.html

Graham, E. L. (2002). Representations of the post/human: monsters, aliens and others in popular culture. New Brunswick, New Jersey: Rutgers University Press.

Grant, C., & Sleeter, C. (2006). Turning on learning: Five approaches to multicultural teaching plans for race, class, gender, and disability. Upper Saddle River, NJ: Prentice-Hall.

Gorski, Paul C. (2001) Understanding the Digital Divide from a Multi cultural Education Framework.. The Multi cultural Pavilion. On-line: http://www.edchange.org/multicultural/net/digdiv.html

Hilliard, A. & Pine, G. (1990, April). Rx for Racism: Imperatives for American's schools. Phi Delta Kappan, (593 - 600).

McLaren, P. L. (1994). Revolutionary multiculturalism. Boulder, CO: Westview Press.

Ng-A-Fook, Nicholas (2012) Living a Curriculum of Hyph-E-Nations: Diversity, Equity, and Social Media. Multicultural Education Review, Vol. 4, No. 2, pp. 91-128

Kassimeris, K. (2011) The Politics of Education. Challenging Multiculturalism. Routledge.

Rosenblatt, LaurieAnne (2004) Please Check Your Baggage: Considering Cultural Biases and Critical Issues in the Adult ESL Classroom when Using Computer Technology. Critical Multicultral Pavilion. On-line: http://www.edchange.org/multicultural/papers/biases_esl.html

Spring, Joel (2000) The Intersection of Cultures: Multicultural Education in the United States

and the Global Economy (2nd edition). New York: Mc-Graw-Hill, 2000.

Spring, Joel (2004) How Educational Ideologies are Shaping Global Society. Mahwah, N. J.: Lawrence Erlbaum.

Vavrus, M. (2002). Transforming the multicultural education of teachers: Theory, research, and practice. New York: Teachers College Press.

Course Evaluation:

20% Tasks and attendance

40% Final exam

30% Projects

10% Subjective evaluation

Final letter grades will be assigned using the following scale, expressed in terms of the percentage of total possible points earned:

10 = Matrícula de honor

9 – 9,9 = Sobresaliente

7 – 8,9 = Notable

5 – 6,9 = Aprobado

0 – 4,9 = Suspenso

Attending the course but not taking the exams = No presentado

Missing class more than permitted = No asistencia

Class Attendance: class attendance is obligatory, it is checked every class day and it is reflected in the course attendance sheet that is sent to the University.

An 85% of attendance is required for the successful completion of the course. Not missing any class will be considered positively.

If a student exceeds this limit, the grade in the transcript for this subject could appear as “not attended course”.

*Course content subject to change