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UNIVERSITY OF UTAH
College of Education
Department of Education, Culture, & Society (ECS) 3150—01:
Introduction to Multicultural Education
Tuesdays and Thursdays, 10:45am-1:45pm, MBH 113
May 19-June 25
Summer 2009
Instructor:
Enrique Soto
MBH 307
Enrique.Soto@utah.edu
Office Hours: Tuesdays 2:00-4:00 pm or by appointment.
NOTE: The instructor reserves the right to modify this syllabus when deemed necessary.
COURSE DESCRIPTION
American educators have had to come to terms with the idea that many of their students speak a language
other than English, are not from the middle-class ranks, and are, for the most, economically on the
margins. Educational institutions have found themselves scrambling to address the racial, linguistic,
gender, and social class differences; some have turned to policy, curriculum and programs. While
initiatives to reform institutions have been acted upon, schools have also found themselves caught in
ideological battles on issues such as bilingual education, inclusion of children with exceptionalities
(disabilities), Afrocentric curricula, and the policing of the citizenry for undocumented immigrants.
We are living in an ever-changing racial/ethnic/cultural society. Professional educators have an
opportunity to organize, teach and support diversity within academic classrooms, programs and learning
environments. Issues of diversity are not for people of color alone; rather, they are the responsibility of all
people. Diversity encompasses all aspects of multiculturalism which includes, but is not limited to, race,
culture, ethnicity, language, socioeconomic status, gender, sexual orientation, lifestyle, age, religion, and
disabilities. Diversity is not a one-way street where under-represented and non-traditional individuals are
invited in and are expected to conform to mainstream standards. Diversity necessitates change at all
levels, with accompanying rights and responsibilities of all to create an environment respectful of and
valuing of diversity and the multicultural voices and ways of knowing. In this environment we must all
work to create success within the confines of schools and beyond.
The course emphasizes a general theme for creating a conceptual framework for understanding issues
surrounding cultural diversity, multicultural education, and its programs and curricula. This course will
ask that you question and reflect upon your own assumptions and practices with the context of schools so
that together we may find ways to successfully teach all students. Thus the aim of this course is for us to:
Understand the competing definitions, conceptions, and trends of Multicultural Education.
Examine the meaning (including causes and effects) of racism, sexism, and other forms of bias
and explore one’s own personal response to these forms of bias.
Evaluate the multiple models of multicultural education and their resulting implications for
curriculum, instruction and educational policy.

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Comprehend the influence on learning of such social identities as race, class, ethnicity, language,
and gender and to understand how discrimination based on these factors translates into school
structures, policies and practices that perpetuate inequality.
Recognize the structural and discursive (language) forces that hamper particular students’
educational attainment and reinforce different opportunities within educational institutions.
Develop sound philosophical rationale for multicultural education and critically examine the role
of multicultural education in school reform and social change.
Conceptualize, creatively and reflectively, a teaching perspective and school level strategies
targeted towards a more just and equitable education.
This is a very demanding course, both in regards to time and academic rigor. We are a community of
learners. The process of learning requires curiosity, courage, and determination, honesty, humility and
humor. I expect us to support and encourage each other in our learning. You will get out of this class what
you put into it. I encourage you to take intellectual, creative, and emotional risks.
The content and structure of this course tends to facilitate discussions concerning differences in cultural
and racial identities, personal beliefs, political positions, and ideologies. These conversations and
activities will likely engender passionate dialogue about issues close to many of our conceptions of self.
As this class is largely based on discussions and interactive components, it is necessary that we all work
to create and maintain a safe classroom environment. This means that we need to agree to listen (actively)
to each other to try to gain an understanding of what each of us is saying and thinking about the content.
We will not engage in “put downs” of any kind; ideas, not people are open to critique. This does not mean
that we should not actively engage or challenge each other on important issues, because when done
respectfully, this is a powerful learning tool. Your comments should be tied to the readings and research
in education. I will evaluate your class participation not by how much you talk, but how you critically tie
the discussion to the course literature. We all have the right to learn, explore, change and disagree in a
respectful space.
We must also be willing to take risks, to learn from our mistakes, and (when possible) to teach from our
experiences. However, this class must be a place in which we can bring our (often differing) beliefs and
discuss them without being judged as “naïve” or “ignorant” or pigeon-holed into categories such as
“racist,” “p.c.” or “sexist.” For this to occur, we will need to be respectfully tentative about others’
opinions and critically self-reflective of our own, realizing that we all hold dear certain points of view and
have unique perspectives on the world. Remaining respectful of others is a central requirement of this
course. Your willingness and ability to do this will serve you well as professional teachers and learners.
WORKING GROUND RULES FOR DISCUSSION
Keep in mind that differences in perspective are not the problem; the problem is our great
difficulty talking across those differences. Also keep in mind that consensus may not be the goal
of discussion. Rather, the main goal may be understanding other points of view. In other words,
you should seek understanding, not necessarily agreement.
It is OK, and often helpful, to speak from your own personal experience. At the same time,
recognize that you can't make generalizations from your experience. Your experience is true for
you, it may or may not be true for other people.
When listening to someone speak from her/his experience, listen and do not deny the validity of
that experience. You can ask questions for clarification. But watch for conversation stoppers,
such as: "Yes, but....," "You must have been misinterpreting what happened," "You shouldn't feel
like that" etc.

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Don't interrupt; wait for the other person to finish, and make sure you actually heard and followed
what the other person was saying before jumping in with what you have to say.
If you aren't sure you understood what the other person was saying, try paraphrasing what you
heard back to the person, and ask if that is what he/she said or meant. Don't simply dismiss or
ignore what the other person said.
Express disagreement with someone else in a way that acknowledges and respects the point of
view that person has articulated. For example, you might say, "I think I see what you are saying.
I see the issue differently, though, and here is why."
If you feel attacked or threatened by what another person is saying, it's OK to express your
feelings, but own them. You can say, "I am feeling XYZ about what you just said," but do not
attack the other person with statements like, "You are being really biased!" You might also take a
short time-out before saying anything.
You don't have to disclose anything you do not wish to disclose. If you are feeling threatened or
uneasy and would rather keep your thoughts private, you have a right to do so. Recognize,
however, that if all of us never disclosed anything controversial, there would be even less
understanding of differences than there is now.
COURSE POLICIES
Classroom Pedagogy and Behavior
In this class, we will have lectures, group discussions, and class presentations. Learning involves more
than simply the dissemination of factual information, and this is especially true when we are discussing
complex issues and social questions. If we are to engage this material completely, we will need to build a
classroom space that is grounded in mutual respect. That entails, at a minimum that we all come to class
ready to engage with each other. Our conversation should be informed; all perspectives are necessary. At
the same time, the classroom is not a space of opinion, but of carefully considered thoughtful
contributions based on the material we are reading.
Students at the University of Utah are encouraged to exercise personal responsibility, self-discipline and
engage in the rigors of discovery and scholarship. Your ideas are very important, respected and valued.
As a member of a shared community, even as temporary as this class, we must take responsibility for
creating a collaborative learning space where we can be open and honest in our discussions. Avoid
personal insults and confrontations when you disagree with your instructor, classmates, and/or guest
speakers.
Disruptive behaviors, such as talking while others are speaking (particularly during group presentations
and guest lectures) reading the newspaper, napping, working on your laptop, wearing headphones, or
reading materials from another class, will result in class participation point deductions. Disrespectful
behavior towards the instructor and/or any of our guest speakers will also adversely affect your
participation grade and can lead to formal disciplinary action.
Accommodation Policy
Readings and materials assigned for this class have been carefully selected. As we study multicultural
education in various forms and contexts, we will apply the concepts we engage to a variety of examples,
including those that occur in the venue of popular culture. This class incorporates social and political
issues that intersect with race, class, gender, and sexual orientation, thus there will likely be times when
you disagree with the ideas and perspectives of the readings. Although class discussions, readings, films,
lectures, course content and subject may disagree with your personal position and “everyday”
understandings—this should not prevent you or the entire class from critically engaging with new ideas
and from asking questions. Some students may find some of the materials, presentations, lectures, or

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audio/visual materials controversial or in conflict with their core values. While such disagreement may be
uncomfortable, it is in the sharing of different ideas and perspectives that we come to a better
understanding of our diverse society and ourselves. Please be assured that all the material that we present,
assign, or require you to encounter and address has been selected for its overall value and its
operationalization of concepts we are engaging. We will not make content accommodations for any
course material. It is your responsibility to review the syllabus, readings, assignments, and materials to
be sure that this is a course you wish to take. Should you have questions or concerns, please see me
immediately. Details on the university’s accommodation policy are available at this link:
http://www.admin.utah.edu/facdev/accommodations-policy.pdf.
Disability Statement
The Americans with Disabilities Act (ADA) requires that reasonable accommodations be provided for
students with physical, sensory, cognitive, systemic, learning, and psychiatric disabilities. If you need
accommodations in this class, reasonable prior notice needs to be given to the professor and to the Center
for Disability Services, http://disability.utah.edu/
162 Olpin Union Building, 581-5020 (VT/TDD) to make arrangements for accommodations.
Academic Misconduct
Academic misconduct includes cheating, fabrication of information, and plagiarism. Examples of acts that
constitute cheating include looking at another student’s exam, allowing another student to look at your
exam, giving cues to other students on answers, referencing a “cheat sheet,” making arrangements to have
another student take your exam in your place, gaining unauthorized access to an exam, working with
other students on assignments or exams without express permission from your instructor, and submitting
the same paper or substantial portions of the same paper for multiple classes without express permission
of the instructors. Examples of fabrication include creating data and/or quotations and inventing
references. Examples of plagiarism include failing to cite any major idea created by some other person or
entity, failing to cite and/or enclose in quotation marks all words, phrases, and sentences copied from
another source, failing to cite paraphrased work of others, and acquiring a paper or project from a
research service or another source and submitting it as your work for academic evaluation.
Academic honesty is expected of all students. Each student has an obligation to act with honesty and
integrity, and to respect the rights of others in carrying out all academic assignments. All instances of
academic misconduct will be penalized.
If, at any time, you are not sure if your actions constitute academic misconduct please see me. For the
University policy on academic misconduct, see the following link:
http://www.admin.utah.edu/ppmanual/8/8-10.html
Drop/Withdrawal Policy: See the University’s Drop/Withdrawal Policy website:
http://www.acs.utha.edu/sched/handbook/wddeadlines.htm.
COURSE ASSIGNMENTS
Course assignments are set up with the idea that they will help you reflect on critical issues with regard to
diversity, identify strengths and areas of need, and begin implementing the skills necessary for success in
schools and classrooms in our multicultural community. Assignments reflect a variety of approaches to
help you think about multicultural education. All assignments must be turned in having used 12-size font,
one-inch margins, and TIMES NEW ROMAN or a similar font.

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CLASS PARTICIPATION (5%)
Class participation includes attendance and punctuality, actively listening, reading of all required articles
and chapters, and thoughtfully contributing to the class dialogue, activities, and group work. Much of
what we do in this class requires us to reflect on the implications of the material we read and discuss.
Your presence is important. It is expected that you will be in class on time and remain in class the entire
time. Your attendance and punctuality are viewed as a sign of respect for your classmates and instructors.
You are responsible for everything that is covered, distributed, or announced during class. The syllabus
identifies readings that should be completed PRIOR to our class meeting. You will be asked to complete
short in- class exercises. These exercises will occur throughout the course, but will not be announced
ahead of time. They can take form in short assignments, pop quizzes, writing prompts, etc. It is important
to be in class when these exercises are assigned, as they CANNOT be made-up. If an absence is
avoidable, it is your responsibility to obtain the material and information you missed from a classmate as
it may not be in your reading. The interactive nature of this course means that your absences will be
monitored. On the 2nd
absence, your grade will automatically drop one letter grade. Two tardies will
constitute a one half-letter grade drop. Leaving class early will drop a half-letter grade. If you foresee a
problem with your attendance or an issue arriving to class on time, please consider if this is a class you
are committed to taking.
CRITICAL REFLECTIONS (15%)
You will write a critical reflection for each class, reflecting on the materials covered throughout the
course. This will be an opportunity to demonstrate that you are engaging with the readings and concepts
presented in class. These will be due prior to class meetings in which you should focus primarily on the
readings that will be discussed that day. However, you can draw from materials and concepts from
previous lectures and facilitations. These reflections will be graded on your ability to engage fully with
the course material that demonstrates that you are critically thinking about the material and challenging
yourself to think in new ways. You will not receive credit for merely summarizing material. Critical
Reflections must be 1 page single-spaced and cannot exceed 2 pages. You should include at least 2
references to the assigned readings.
When writing your self-reflections, you are to do four things:
Summarize: in one or two paragraphs, summarize in your own words what the reading, video or
lecture was about. Do not re-write the reading, video or lecture, but put into your own words what
the author/s/presenter/s were getting at.
Connect: discuss any connections between the main ideas of the author/s/presenter/s, and your
own experience as to how you have seen this play out in your educational experience or how you
can apply concepts to your role as a future educator.
Reflect: discuss what you think about what you read, saw or heard and explain how this might
have challenged you to think differently.
Action: briefly discuss how you might use what you read, saw, or heard in the future.
Consider the following as you prepare to write your critical self-reflections. Do not answer all questions.
Instead use them as a guide to link the materials with your experiences.
How does the material push my thinking about my personal biases?
What do I find most difficult to understand and why? What can I do to push my thinking and
develop my critical thinking skills around these issues?
How does the course material inform my experiences?
What have I learned about myself that is surprising and helpful in thinking about implementing
multicultural education in my own classroom?
How has my thinking about multicultural education developed? Why? How is it different?

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You may also reflect upon the following:
What questions do I have after the readings? [inquiry]
What have I learned? What else do I want to know? [knowledge]
How does knowing this affect the way I feel about the “other?” [empathy and caring]
How does what I’ve learned impact my ability to be an effective teacher? [competence]
How does what I know help me promote well-being and social justice for all students? [social
justice]
Adapted from Sirotnik, K.A. (1990). Society, schooling, teaching and preparing to teach. In J. Goodland,
R. Soder, & K. Sirotnik (Eds.), The moral dimensions of teaching (pp. 296-327). San Francisco: Jossey
Bass.
SMALL GROUP PRESENTATIONS (20%)
Beginning week 2, students will become class facilitators. Because of the relative larger size of our class,
you will work in collaborative groups to facilitate the class discussion. You will sign up for facilitation
the first week of class. Your group will have 30-45 minutes to facilitate class discussion with the
instructor assisting with the discussion. Be sure to integrate a variety of readings into your facilitation as a
means to support your perspectives.
Class facilitation requires you to: 1) Complete the readings and determine key information while
addressing questions from your Critical Reflections; 2) Make direct links to historical events in the
educational system in the US that have impacted your topic(s); 3) Prepare a powerpoint presentation that
creatively integrates material for the week and pushes your classmates thinking on the topic(s); 4) Bring
an activity that will spark class discussion and a visual that will emphasize your points (e.g., short
video/clip); 6) Incorporate a current media/news report that has occurred in the community or nationwide
in the form of a newspaper article, magazine, YouTube, podcast, etc.); 7) Integrate any relevant course
readings; 8) Provide a handout with key points and any resources that may be relevant to educators.
(Make sure this is sent to the instructor at least 2 days before the presentation if you need copies made)
Creativity is highly encouraged in the way you present the material (e.g., simulations, short video clips,
interactive activities and videos, etc.) to facilitate discussion. Involve your classmates in the discussion or
activities, as it is more conducive to learning. Student groups are required to meet with instructor to
discuss the facilitation plan at least 1 week before their scheduled facilitation. All group members are
required to be present at the meeting. You will be expected to read ahead and come prepared with a draft
of your facilitation plan on hand to discuss with instructor. Failure to meet with instructor at least 1 week
before your scheduled facilitation will automatically deduct 20 points from the total facilitation score, so
plan accordingly.
FILM ANALYSIS PAPER (15%)
This assignment will be an analytical critique on how linguistically and culturally diverse students and
communities are portrayed in popular culture. You will select a movie you can critique that portrays the
experiences of linguistically and culturally diverse communities and young people with schools. Use
course readings and discussions as your basis for informing your read on the film. The focus of the 3-5
page written critique on how the media draws from, contributes to and possibly transforms our collective
understandings of how linguistically and culturally diverse communities and youth experience schools in
the U.S. Note ways in which the film can be problematic, stereotypical, or helpful in understanding
schooling experiences and practices. Papers should include references of at least 5 course readings. (Due
June 11th)

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Suggested Films: Freedom Writers, Dangerous Minds, Remember the Titans, Walkout, Stand and
Deliver, Akeela and the Bee, Better Luck Tomorrow, etc.
*Since your analysis is based on how linguistically and culturally diverse students experience schooling,
your film must have a substantial portion depicting diverse communities within a school setting. A mere
snippet of such representations will not suffice. If you have any doubts on whether a film is appropriate,
please talk to the instructor.
MULTICULTURAL EDUCATION MODULE/UNIT (20%)
As a future educator, lesson planning will be an essential part of your everyday life. This assignment
provides you with the opportunity to create a module/unit that can be applicable across disciplines with
the a diverse student population in mind. You will work in groups of no more than 5 to come up with a
sample comprehensive unit/module that can be used by educators to create a welcoming and inclusive
environment in classrooms. You will make a 10-15 minute presentation on your module addressing the
following points:
1. You and your colleagues will produce a brief description of who the unit is for, what grade level--what
students you are planning the unit for and anything you know about them that would be pertinent to your
planning. (If you have worked with such student populations, include information about what you know
that is relevant).
2. Learning outcomes or objectives for the unit. What should students be able to do, or gain, as a result
of the unit? How will you assess the extent to which students have learned what you intend?
3. A short statement giving a rationale for why this content is worth teaching, connecting the unit to ideas
from the course. What is the ideology or set of beliefs and ideas that ground the unit?
4. A description of the materials and if possible, copies of materials (such as handouts) or titles of books.
5. Specific descriptions of teaching procedures.
FINAL PAPER (Self-Reflection as a Future Educator) (25%)
The final paper should be 4-6 pages (without reference sheet) and is due on June 25th by 2:00pm in the
ECS Department front desk. In this final paper you will have the opportunity to write a letter to yourself
(as a future educator) in which you will reflect upon the material covered throughout this course and how
it has challenged you to further your thinking. Draw upon initial perceptions and biases that you may
have come with into the course and how they have shifted or challenged you to rethink about issues.
Include your initial perception of multicultural education and how you see it at the end of the course.
Incorporate some of the practices and strategies that you would want yourself to use as a future critical
educator. Make sure that you incorporate the readings and topics throughout this letter and draw from the
evidence presented throughout the course. You will be graded on your ability to critically reflect on the
entire course, make connections to course readings and materials, and demonstrate how you plan on
acting upon what you have learned. You should include a self-addressed stamped envelope with your
paper if you would like to receive your final paper back.
GRADING SCALE
Each assignment will be evaluated using the following criteria:
♦ Clarity and completeness
♦ Accuracy for the assignment as given
♦ Insight/Reflective/Analytical
♦ Overall connectedness to class readings, discussions, lectures, videos, etc.
Each written assignment will be graded approximately 80% content and context (e.g., detail, logic,
synthesis of course material & depth of analysis linking community action research with course material)

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and 20% on mechanics (i.e., grammar, syntax, spelling, format, correct citations, etc.). Use APA (5th
Edition) format for all citations. See the following web site for examples:
http://www.lib.utah.edu/instruction/handouts/apa.pdf
Late assignments will not be accepted. Grades are assigned based on the following scale:
Weight of Assignments:
Participation 5%
Critical Reflections (10 total) 15%
Group Facilitation 20%
Multicultural Education Unit 20%
Film Analysis Paper 15%
Final Paper 25%
*Extra credit possibilities might arise throughout course, but will not constitute over 5% of final grade.
Grading Scale Based on Percentage of Total Points:
94-100 A 73-76 C
90-93 A- 70-72 C-
87-89 B+ 67-69 D+
83-86 B 63-66 D
80-82 B- 60-62 D-
77-79 C+ Below 60 F
COURSE SCHEDULE & READINGS
Weekly topics with required readings are outlined below. Read course materials critically prior to class
and prepare assignments as requested.
Required Books:
Nieto, S. & Bode, P. (2008). Affirming Diversity: The sociopolitical context of Multicultural Education
(5th ed.). New York: Allyn & Bacon.
Pollock, M. (Ed.)(2008). Everyday Antiracism: Getting Real About Race In School. New York: The New
York Press.
Additional readings made available on WebCT along with the course syllabus, details on course
assignments, and other pertinent information. Make sure you check WebCT at least once a week for
important announcements and updates.
NOTE: Some of the writings, lectures, films and/or presentations in this course may include material that
conflicts with the core beliefs of some students. Please review the syllabus carefully to see if the course is
one that you are committed to taking.

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***The following course schedule is subject to change when deemed necessary***
DATE READINGS/DAILY TOPICS ASSIGNMENTS
DUE
Tuesday
May 19
Introductions and Course Overview
In Class Reading: Sleeter, C. E. (1996). Multicultural education as a
social movement. Theory Into Practice, 35(4), 239-47.
Video: Race: The power of an illusion.
Homework: Letter to Instructor
Sign up for class
facilitation
Thursday
May 21
Engaging with Privilege
Available on WebCT:
Johnson, A.G. (2006). Privilege, Oppression, and Difference. In
Privilege, Power and Difference (2nd Ed.), (pp.12-40). New York:
McGraw Hill.
Johnson, A.G. (2006). Getting off the Hook: Denial and Resistance.
In Privilege, Power, and Difference (2nd ed.), (pp. 108-124). New
York:
McGraw Hill.
Kivel, P. (2005) How White People Can Serve as Allies to People of
Color in the Struggle to End Racism. In P.S. Rothenberg (Ed.),
White Privilege: Essential Reading on the Other Side of Racism
(2nd ed.), (pp. 109-113). New York: Worth Publishers.
In Everyday Antiracism:
Singleton and Hays. Beginning Courageous Conversations about
Race (pp.18-23)
Bonilla-Silva, E. and Embrick, D.G. Recognizing the Likelihood of
Reproducing Racism. (pp.334-336)
Video: Last Chance for Eden
Letter to instructor
Critical Reflection 1
Tuesday
May 26
Understanding the Sociopolitical Context
Affirming Diversity, Chapter 1 (pp. 3-31)
In Everyday Antiracism:
Introduction: Defining Everyday Antiracism (pp.xvii-3)
Goodman, A.H. Exposing Race as an Obsolete Biological (pp.4-8)
Duncan-Andrade, J. Teaching Critical Analysis of Racial
Oppression (pp.156-160)
Available on WebCT:
Omi, M., & Howard, W. (2009). Racial Formations. In Rethinking
the Color Line (4th ed.), (pp. 17-22). Boston: McGraw Hill.
Critical Reflection 2
Group 1 Facilitation

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Thursday
May 28
About Terminology: Constructing Identities
Affirming Diversity, Chapter 2 (pp.32-41)
In Everyday Antiracism:
Mukhopadhyay,C. Getting Rid of the Word "Caucasian" (pp.12-16)
Available on WebCT:
Sadowski, M. (2003). Growing Up in the Shadows: School and the
Identity Development of Sexual Minority Youth. In M. Sadowski
(Ed.), Adolescents at School: Perspectives on Youth, Identity, and
Education, (pp. 101). Cambridge, MA: Harvard Education Press.
Critical Reflection 3
Group 2 Facilitation
Tuesday
June 2
Multicultural Education and School Reform
Affirming Diversity, Chapter (pp.42-61)
In Everyday Antiracism (Choose 2 of the following):
Blum, L. Racial Incidents as Teachable Moments (pp. 236-241)
Haney, I.F. Debating Racially Charged Topics (pp. 242-245)
Gillborn, D. Developing Antiracist School Policy (pp.246-253)
Henze, R. Naming the Racial Hierarchies That Arise During School
Reforms (pp. 262-266)
Hawley, W. Spearheading School-wide Reform (pp. 267-272)
Available on WebCT:
Macedo D. & Bartolome, L.I. (1999). Dancing with Bigotry: Beyond
the Politics of Tolerance. New York: St. Martin’s Press.
Introduction by Christnine Sleeter (pp. vii-xv)
***Optional: Chapter 5 “Beyond the Methods Fetish: Toward a
Humanizing Pedagogy” (pp. 118-170)
Critical Reflection 4
Group 3 Facilitation
Thursday
June 4
Racism, Discrimination, and Student Achievement
Affirming Diversity, Chapter 4 (pp. 65-115)
In Everyday Antiracism (Choose 2 of the following):
Valenzuela, A. Uncovering Internalized Oppression (pp.50-55)
El-Haj, T.A. Arab Visibility and Invisibility (pp174-179)
Ong, M. Challenging Cultural Stereotypes of "Scientific
Ability" (pp.114-119)
Levinson, M. Finding Role Models in the Community (pp.120-124)
Available on WebCT: (Optional)
Bolgatz, J. (2005). What Is Race? What Is Racism? In Talking about
Race in the Classroom, (pp. 20-35). New York: Teachers College
Press.
Lomawaima, T., & McCarty, T.L. (2006). Choice and Self
Determination: Central Lessons From American Indian Education.
In To Remain Indian: Lessons in Democracy from a Century of
Native American Education, (pp. 1-10). New York: Teachers
College Press.
Critical Reflection 5
Group 4 Facilitation

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Tuesday
June 9
Structural and Organizational Issues in Schools
Affirming Diversity, Chapter 5 (pp. 116-168)
In Everyday Antiracism (Choose 2 of the following):
How Opportunities Are Provided and Denied Inside Schools (pp.
75-76)
Ferguson, R.F. Helping Students of Color Meet High Standards (pp.
78-81)
Cohen, G.L. Providing Supportive Feedback (pp. 82-84)
Taylor, A. Teaching and Transcending Basic Skills (pp.86-89)
Rubin, B.C. Grouping in Detracked Classrooms (pp. 90-96)
Critical Reflection 6
Group 5 Facilitation
Thursday
June 11
Linguistic Diversity in U.S. Classrooms
Affirming Diversity, Chapter 7 (pp. 228-269)
In Everyday Antiracism (Choose 2 of the following):
Carter, P. Teaching Students Fluency in Multiple Cultural Codes
(pp.107-111)
Baugh, J. Valuing Nonstandard English (pp.102-106)
Mott-Smith, J. Exploring Racial Identity Through Writing. (pp.146-
149)
Sleeter, C. Involving Students in Selecting Reading Materials (pp.
150-153)
Available on WebCT:
Tse, L. (2001). Why Promote Heritage Languages? In “Why Don’t
they Learn English?”: Separating Fact from Fallacy. In The U.S.
Language Debate, (44-58). New York: Teachers College Press.
Critical Reflection 7
Group 6 Facilitation
Film Analysis Paper
Due
Tuesday
June 16
Culture, Identity and Learning
Affirming Diversity, Chapter 6 (169-227)
In Everyday Antiracism (Choose 2 of the following):
McCarty, T. Evaluating Images of Groups in Your Curriculum (pp.
180-190)
Deyhle, D. What Is on Your Classroom Wall? Problematic Posters
(pp.191-194)
Chadwick, J. Teaching Racially Sensitive Literature (pp. 195-198)
Ticken, M. Making Race Relevant in All-White Classrooms: Using
Local History (pp. 200-203)
Ongtooguk, P. and Dybdahl, C. Teaching Facts, Not Myths, about
Native Americans (pp. 204-208)
Available on WebCT:
Amanti, C. (2005). Beyond a Beads and Feathers Approach. In N.
González, L.C. Moll, & C. Amanti (Eds.), Funds of Knowledge:
Theorizing Practices in Households, Communities, and Classrooms,
(pp. 131-141). New Jersey: Lawrence Erlbaum Publishers.
Ladson-Billings, G.J. (1995). But That’s Just Good Teaching! The
Case for Culturally Relevant Pedagogy. Theory Into Practice, 34
(3), 159-165.
Critical Reflection 8
Group 7 Facilitation

12. 12
Thursday
June 18
Toward and Understanding of School Achievement
Affirming Diversity, Chapter 8 (pp.270-316)
In Everyday Antiracism (Choose 2 of the following):
Hamann, E. Standards vs. "Standard" Knowledge (pp 98-101)
Tyson, K. Providing Equal Access to "Gifted" Education (pp.126-
131)
Noguera, P. What Discipline Is For: Connecting Students to the
Benefits of Learning (pp.132-137)
Available on WebCT:
Kumashiro, K.K. (2008). Failure to Reframe the “Achievement
Gap.” In The Seduction of Common Sense: How the Right Has
Framed The Debate on America’s Schools, (pp. 70-85). Teachers
College Press: New York.
Critical Reflection 9
Group 8 Facilitation
Tuesday
June 23
Connecting to Families and Communities
Affirming Diversity, Chapter 11 (pp.407-436)
In Everyday Antiracism (Choose 2 of the following):
Garcia, E.E. Valuing Students' Home Worlds (pp.294-298)
Wyman and Kashatok. Getting to Know Students'
Communities (pp.299-304)
Chushman, K. Helping Students Research Their
Communities (pp.305-308)
Tatum, B. Cultivating the Trust of Black Parents (pp.310-313)
Ward, J. Helping Parents Fight Stereotypes about Their
Children (pp. 314-317)
Mickelson and Cousins. Informing Parents about Available
Opportunities (pp.318-323)
Available on WebCT:
Kroeger, J. (2008). Doing the Difficult: Schools and Lesbian, Gay,
Bisexual, Transgendered, and Queer Families. In T. Turner-Vorbeck
& M. Miller Marsh (Eds.), Other Kinds of Families: Embracing
Diversity in Schools, (pp. 121-138). New York: Teachers College
Press.
Ferguson, C. (2007). Building Meaningful Relationships: Caring &
Respect. In D.B. Hiatt-Michael (Ed.), Promising Practices for
Teachers to Engage Families of English Language Learners, (11-
31). Charlotte, NC: Information Age Publishing.
Critical Reflection 10
Group 9 Facilitation
Thursday
June 25
Last Day of Class
In Everyday Antiracism:
Thompson. Resisting the “Lone Hero” Stance (pp. 328-333)
Glass. Staying Hopeful (pp. 337-340)
Pollock. What Is Next? (pp. 341)
Last day of class
Presentation of
Modules
Due: Final Self-
Reflection Paper by
2pm