LRC 411

LRC 411

Cultural Pluralism for Young Children

COURSE DESCRIPTION

This course provides an overview of multicultural education that moves beyond an “add on” approach to promote equitable education for all learners in early childhood learning environments. Promoting social justice in the context of this course entails studying and theorizing language,ethnicity, race and culture across diverse settings (e.g. schools, households, communities) from an asset rather than a subtractive or deficit approach. In this course, we will examine the historical and current educational experiences of major ethnic groups as situated within broader sociopolitical, economic and cultural contexts. Additionally, we will build our understanding of the connections between theory and practice by expanding on the concepts of “storying” and “funds of knowledge” through engagement with community members, families and schools.

This course requires that you:

1)    Keep an open mind as we read and write. We are exploring new territory for many of you and openness rather than defensiveness represents a much more productive attitude when learning this material.

2)    Work towards overcoming biases and assumptions that may have led you to develop simplistic and deficit understandings of educational challenges.

3)    Accept that differences of opinion, priorities, experiences and values really do exist and are valid.

4)    Take people’s lives and struggles seriously.

5)    Participate openly and respectfully.

6)    Determine why all of this matters to you.

7)    Be willing to be uncomfortable and honest with yourself as you move to new levels of understanding and awareness, which means thinking outside the box of your comfort zone.

8)    Approach the study of multicultural education as on overall approach to transformative education and not a list of activities.

9)    Set high expectations for yourself. Be prepared. Maintain good time management.

COURSE OBJECTIVES

• Students will become familiar with the educational history of major ethnic minority groups in the United States.
• Students will learn key theoretical concepts in multicultural education necessary for distinguishing and creating equitable educational opportunities and outcomes for all early education classrooms and learners.
• Students will understand the difference between individual prejudice and discrimination that is structural and systemic.
• Students will explore their own assumptions, values, and prejudices concerning the course topics through on-going self-reflection.
• Students will move beyond static notions of culture, deficit ways of thinking and stereotypes by developing a deeper and more critical understanding of course topics.
• Students will develop a greater sense of their own cultural identity.
• Students will understand the intersections between race, ethnicity, language and class stratification in society and education.
• Students will develop their abilities to think, speak and write critically, clearly, and with reflection.
• Students will develop their abilities to advocate a particular position not as an opinion but as a critical, reflective and substantiated argument.
• Students will practice and develop the skill of building community connections (in the classroom and outside) through productive, supportive and collaborative communication and interactions.
• Students will works towards developing a professional identity as a future early childhood educator.

Arizona State and National Standards

LRC 411 addresses the following state and national standards as required for professional teacher certification:

Arizona Professional Teacher Standards:(http://www.ade.state.az.us/certification)

Standard 1: The teacher designs and plans instruction that develops students’ abilities to meet Arizona’s academic standards and the district’s assessment plan.

1.4 Addresses any physical, mental, social, cultural, and community differences among learners.

Standard 2: The teacher creates and maintains a learning climate that supports the development of students’ abilities to meet Arizona’s academic standards.

2.1 Establishes and maintains standards of mutual respect

2.4 Respects the individual differences among learners

2.5 Facilitates people working productively and cooperatively with each other

2.8 Listens thoughtfully and responsively

Standard 3: The teacher implements and manages instruction that develops students’ abilities t meet Arizona’s academic standards.

3.3 Links learning with students’ prior knowledge, experience and backgrounds

3.8 Incorporates strategies which address the diverse needs of learners, and demonstrates multicultural sensitivity

3.10 Connects lesson content to real life situations when appropriate

3.12 Uses a variety of effective teaching strategies to engage students actively in learning

3.15 Adjusts instruction based on feedback from students

Standard 5: The teacher collaborates with colleagues, parents, the community and other agencies to design, implement, and support learning programs that develop students’ abilities to meet Arizona’s academic standards and transition from school to work or post-secondary education

5.1 Works with parents to enhance student learning at home and school.

5.2 Collaborates with other professionals and agencies to improve the overall learning environment for students

5.3 Accesses community resources and services to foster student learning

Standard 6: The teacher reviews and evaluates his or her overall performance and implements a professional development plan

6.1 Reviews his or her practices and evaluates the influences of his or her practices on student growth and learning

Standard 8: The teacher demonstrates current professional knowledge sufficient to effectively design and plan instruction, implement and manage instruction, create and maintain an appropriate learning environment and assess student learning

8.6 Influences of development, experiences, talents, prior learning, language, culture, gender, family, and community on student learning

8.12 Schools as organizations within the larger community context and the operations of the relevant aspects of the educational system

National Standards: (http://www.naeyc.org/faculty)

Standard 1: Promoting Child Development and Learning. Candidates use their understanding of young children’s characteristics and needs, and of multiple interacting influences on children’s development and learning, to create environments that are healthy, respectful, supportive, and challenging for all children.

Standard2: Building Family and Community Relationships. Candidates know about, understand, and value the importance and complex characteristics of children’s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children’s development and learning.

Standard 4: Teaching and Learning. Candidates integrate their understanding of and relationships with children and families; their understanding of developmentally effective approaches to teaching and learning; and their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for all children.

Standard 5: Becoming a Professional. Candidates identity and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective, and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates four sound educational practices and policies.

REQUIRED TEXTS

Genishi, C., & Goodwin, A. L. (Eds.). (2008). Diversities in early childhood education

Rethinking and doing. New York: Routledge.

Howard, G. R. (2006). We can’t teach what we don’t know: White teachers,            multiracial schools. New York: Teachers College Press.

Howard, T. C. (2010). Why race and culture matters in schools: Closing the           achievement gap in schools. New York: Teachers College Press.

Spring, J. (2007). Deculturalization and the struggle for equality: A brief history of the

education of dominated cultures in the United States (5^th ed.). Boston: McGraw-Hill.

-All other required reading materials will be provided by the instructor on the LRC 411-Spring 2011 D2L site or as a hand-out.

ASSIGNMENTS

The following assignments provide students with an opportunity to demonstrate mastery of course content and objectives.

Annotated Bibliography: You will complete an annotated bibliography for each reading. Each annotation will include:

• Bibliographic Information
• 3-4 sentences summarizing the main ideas in the reading
• 2 reflective sentences (your reflective response to the reading)
• You are required to upload each annotated bibliography to the designated D2L dropbox 24 hours prior to our weekly class meeting. No late submissions or makeups will be allowed.

Quizzes: You will have four quizzes throughout the semester that will be based on course readings. No makeup quizzes will be permitted. Please consult course schedule for quiz dates.

Class & Community Newsletter: You will be placed in assigned groups for this assignment. There will be a total of two newsletters throughout the semester. Each group will be responsible for developing and disseminating a newsletter to the whole class, the Early Childhood Community at the University of Arizona and participating Early Childhood Centers. Newsletters are intended to build greater community connections through supportive and collaborative communication. Newsletters will include:

• A summary of course topics and activities
• A summary of community and field-based experiences
• A calendar of events
• An on-going list of resources for the different constituents of the ECE community (children, parents, educators, administrators, pre-service students, community members, faculty). No makeup or late work will be accepted.
• Display of children’s art and community related photos (where permissible) or other related artifacts

Digital Storytelling: You will work assigned groups to research, develop and document critical life histories that focus on funds of knowledge and cultural biographies. The production and viewing of digital stories will be on-going throughout the semester. Digital stories will be shared with the whole class and members of the ECE community (more details to follow).

Poster Sessions: Based on field-experiences, you will develop a poster to present during a poster session. Your poster will document an-depth and critical understanding of course topics (more specific instructions to follow).

Synthesis Papers: Syntheses are concise, single-spaced 1 page papers. You will submit two synthesis papers during the semester (consult the course schedule for due dates). These papers are to not to exceed a single page, and are pointed essays that include answers to questions that I will post on D2L. All papers must be turned in in-class and in person. I will NOT accept late papers or electronic submissions.

Signature Assignment: Your signature assignment will be a culmination of your learning over the semester. I will provide detailed instructions for your signature assignment (consult course schedule for date).

EVALUATION OF ASSIGNMENTS

POLICIES AND IN CLASS-EXPECTATIONS

Absentee Policy-Your attendance in class is required and necessary, as is your prompt arrival to class. More than one absence (excused or unexcused) will result in a lower final grade. More than 3 absences will result in my dropping you from the class. If you have an emergency and need to miss class, please notify me by e-mail as soon as possible. All holidays or special events observed by organized religions will be honored for those students who show affiliation with that particular religion. Absences pre-approved by the UA Dean of Students (or Dean’s designee) will be honored. Please inform me of these types of absences in advance and provide a Dean’s note prior to your absence.

In Class Conduct-It is essential that you come to class prepared, having completed the readings and ready to discuss them. All cellphones must be turned off and placed out on the table in view during class time. All students are required to participate in course discussions and activities. We will be covering complex topics and issues, your respect and thoughtful listening is necessary for the learning and comfort of all members of the class. Threatening and disruptive behavior will not be tolerated in this class, for more information please visit: http://web.arizona.edu/threatening.pdf or http://web.arizona.edu/policy~/disruptive.pdf. If any student needs special accomodations, please inform me so that I can assist in meeting your needs and/or visit http://drc.arizona.edu/teach/syllabus-statement.html.

Academic Integrity-All student work must be original. Plagiarism will not be tolerated. For more information on plagiarism, please visit the Student Code of Academic Integrity: http://dos.web.arizona.edu/uapolicies. If you have questions or concerns about how to properly cite and reference material please feel free to ask me.

Course syllabus-The information contained in this syllabus, other than the grade and course policies, may be subject to change as deemed appropriate by the instructor. In the case of a change, the instructor will provide as much advance notice as possible.

Tentative Course Schedule: LRC 411

Spring 2011