Civil Rights & Multicultural Issues in Educational Settings

Course Number:

ED 219

Transcript Title:

Civil Rights & Multicultural Issues in Educational Settings

Created:

Aug 09, 2022

Updated:

Jul 11, 2023

Total Credits:

3

Lecture Hours:

33

Lecture / Lab Hours:

0

Lab Hours:

0

Satisfies Cultural Literacy requirement:

Yes

Satisfies General Education requirement:

Yes

Grading Options

A-F, P/NP, Audit

Default Grading Options

A-F

Repeats available for credit:

0

Alignment with Institutional Learning Outcomes

Major

1. Communicate effectively using appropriate reading, writing, listening, and speaking skills. (Communication)

Major

2. Creatively solve problems by using relevant methods of research, personal reflection, reasoning, and evaluation of information. (Critical thinking and Problem-Solving)

Not Addressed

3. Extract, interpret, evaluate, communicate, and apply quantitative information and methods to solve problems, evaluate claims, and support decisions in their academic, professional and private lives. (Quantitative Literacy)

Major

4. Use an understanding of cultural differences to constructively address issues that arise in the workplace and community. (Cultural Awareness)

Minor

5. Recognize the consequences of human activity upon our social and natural world. (Community and Environmental Responsibility)

To establish an intentional learning environment, Institutional Learning Outcomes (ILOs) require a clear definition of instructional strategies, evidence of recurrent instruction, and employment of several assessment modes.

Major Designation

1. The outcome is addressed recurrently in the curriculum, regularly enough to establish a thorough understanding.
2. Students can demonstrate and are assessed on a thorough understanding of the outcome.
   • The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

Minor Designation

1. The outcome is addressed adequately in the curriculum, establishing fundamental understanding.
2. Students can demonstrate and are assessed on a fundamental understanding of the outcome.
   • The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

Suggested Outcome Assessment Strategies

• Group Discussion
• Regular in-class writings
• Quizzes
• Responses to text readings, podcasts, and videos
• Group project
• Self-Assessment writings
• Writing Assignments
• And any other forms of assessment may be used, as per the instructor's discretion.

Course Activities and Design

The determination of teaching strategies used in the delivery of outcomes is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: lecture, small group/forum discussion, flipped classroom, dyads, oral presentation, role play, simulation scenarios, group projects, service learning projects, hands-on lab, peer review/workshops, cooperative learning (jigsaw, fishbowl), inquiry based instruction, differentiated instruction (learning centers), graphic organizers, etc.

Course Content

Outcome #1:  Develop a knowledgeable and cultural self-identity

• Guide students’ personal assessment of their own self-identity and understanding of multiculturalism, in addition to how their previous understanding affected their earlier education. 
• Self-reflection of previous education as it relates to group identification
• Nationality
  • Race/Ethnicity
  • Religion
  • Exceptionality/Non-exceptionality
  • Social Class
  • Gender
• Facilitate personal growth and understanding in the areas of civil rights, equity, and equal opportunity.

Outcome #2: Identify and analyze the relationship between culture and learning in an educational setting.

• Explore different cultures and their relationship with education.
• Familiarize students with vocabulary and philosophies in teaching and how they apply to the classroom.
  • List and define acronym LGBTQ
  • Homophobia and heterosexism and their influence on schools
  • Describe the dimensions of multicultural education
  • Feminist Phase Theory
  • Gender-Balanced Curriculum
  • Backstage and frontstage racism
  • Assimilation
  • Transculturation
  • Americans with Disabilities Act
  • No Child Left Behind
• Develop an understanding of the various issues of multiculturalism impacting public schools today.  (Issues listed below)

Outcome #3: Describe the impact of diversity issues in their own life and in their families, schools, communities, and workplaces.

• Develop (through readings, videos, and class discussion) students’ awareness of topics in multiculturalism:
  • Social classes
  • Religion
  • Poverty & education
  • Language
  • Ethnicity
  • LGBTQ
  • Gender
  • Race
• Explore students’ experiences, values, diversities, and assumptions affecting their understandings of their own learning.
  • Social Class and Educational privilege (prepared for Kindergarten?)
  • Gender equality in the classroom (how did their gender affect their education)

Outcome #4:  Engage in close reading, thoughtful discussion, and self-reflection of diverse cultures and their potential influence on learning and the classroom. 

• Explore themes of multiculturalism (through readings and discussions) and provide opportunities for self-assessment and reflection through writings.
  • Describe how race, class, and gender interact to influence student behavior.
  • Cultural process and cultural traditions influence on learning
  • Religious freedom and the separation of church and state
• Identify teaching methods that promote multiculturalism.
  • Display positive and complex images of various ethnic groups (bulletin boards, posters, calendars, etc)
  • Sensitivity to racial and ethnic attitudes of students. 
• Discuss different communication techniques and strategies for equitable classrooms.
  • Using non-biased textbooks
  • Choose a seating chart that does not segregate one race, gender, etc
  • Zero tolerance for hurtful words, sexist comments “boys will be boys,” bullying or harassment.

Outcome #5:  Research and articulate the implications of diversity on issues such as curriculum design, classroom management, parent/teacher interactions, and student/teacher interactions.

• Develop strategies for the classroom.
  • “Social Action Approach” (What is the prejudice?  What is the discrimination?  What causes the prejudice?  The discrimination? etc…)
  • James Bank’s “Four Levels of Integration of Ethnic Content”
• Identify issues of multiculturalism impacting schools today.
  • Compare/contrast how schools respond to religious groups (both as a majority and a minority). 
  • Poverty Issues (lack of being prepared for school, stable homes, etc.)
  • Gender

Suggested Texts and Materials

Suggested text Banks

• J.A. & Banks, C.A.M.G (2016) Multicultural Education:  Issues and Perspectives 9th Ed., Hoboken, N.J.: Wiley

Suggested Websites:

• Oregon Department of Education:   www.ode.state/or/us
• Oregon State University Equity and Inclusion Website:   http://oregonstate.edu/oei/
• Oregon Teacher Standards and Practices Commission http://tspc.state.or.us
• U.W. Department of Education Office for Civil Rights www.ed.gov/about/offices/list/ocr/index.html

Department Notes

Oregon State TSPC standards that are addressed in this course: 

Candidates engage students in planned learning activities specifically:

1. Plan instruction that considers district and Oregon Dept. of Education goals as well as current pupil achievement level and are adapted for pupils of varying cultural, social and linguistic backgrounds.
2. Establish a culturally just classroom climate conducive to learning for all pupils and recognize the effects of pupil’s home and community on pupil motivation and behavior.