Session2 Ed364 Fall08
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This document provides discussion prompts and questions about multicultural education and racial issues based on assigned readings. It prompts students to discuss their own racial/cultural identity and experiences, key points from readings on how institutions replicate racial inequities, and how cities can be physically divided along racial lines through infrastructure like highways. Students are asked to have conversations with partners and share thoughts with the class.
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The document discusses multicultural education in early childhood settings. It defines multicultural education as a process that includes and serves individuals from many cultures through staff, meals, caregiving practices, and curriculum content that reflects diversity. The goals of multicultural education are to minimize racism and discrimination, foster cultural identity and home languages, and teach children critical thinking skills to challenge injustice. An effective multicultural early childhood program incorporates the home cultures and languages of the children, implements activities to learn about different cultures, and helps children appreciate diversity while recognizing and resisting stereotypes.
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The document provides instructions for requesting writing assistance on the website HelpWriting.net. It outlines a 5-step process: 1) Create an account with an email and password. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and select one based on qualifications. 4) Review the completed paper and authorize payment if satisfied. 5) Request revisions to ensure satisfaction, and the website guarantees original, high-quality work or a full refund.
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Requirements:
1) Length of the paper: 4-5 pages, double spaced, Times New Roman, font 12
2) Sources:
The prerequisite for approaching this topic is your familiarity with the current situation with the protests for racial justice around the country and the world
Use at least 5 substantial sources on the problem of race and social justice, such as the readings from your textbook or the ones posted on the course website. You can use other sources as well, but if you are not sure about the appropriateness of the source, consult with your instructor. All articles that you relied on should be cited at the end of your paper.
Pasting from sources without quoting them counts as plagiarizing and will automatically merit zero points.
3) Your paper should address the following
5 major themes
. Though
you do not need to address all the questions listed below
, use them as a guideline for your reflections. Optimally, dedicate one page to each theme.
3.1.
Racial identity
Describe your personal experience as a person belonging to a certain race. How important is racial identity for your sense of self and your cultural identity? Can you imagine yourself having a different racial identity? Do you have close friends of a different race? How often are you in communication with members of races different from yours? Have you ever been in a context where you were a sole representative of your race and how did it make you feel? If you noticed people socializing and segregating based on the racial criteria, how does it make you feel and why do you think they do this? Do you think it is possible to be race or color blind, i.e. to not pay attention at all to someone's racial identity?
3.2
Racial stereotypes, racial insensitivity
Do you believe you rely on racial or even racist stereotypes when thinking about members of other races, or your own race? Do you think qualifying different races by attributing positive features could be described as racist? Were you ever on the receiving end of such stereotyping and insensitive remarks? How did it make you feel? Why do you think people resort to using racial stereotypes? Do you think the so called 'political correctness' succeeded in reducing our racial insensitivity or has it made people more hypocritical and possibly had other effects? Do you think we can avoid using such stereotypes and how? Can one make jokes using racial stereotypes?
3.3.
Discrimination, racist behavior
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Multicultural education aims to increase educational equity and is a progressive approach to transforming education. It has goals of creating a safe learning environment for all, strengthening cultural awareness, and preventing prejudice. James Banks identified four approaches to multicultural education: contributions, additive, transformational, and social action. The contributions approach celebrates various cultures, while the additive approach incorporates diverse perspectives without changing curriculum. The transformational approach changes curriculum to view concepts from multiple ethnic views. The social action approach involves students in activities for social change.
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Requirements1) Length of the paper 4-5 pages, double space.docx
Requirements:
1) Length of the paper: 4-5 pages, double spaced, Times New Roman, font 12
2) Sources:
The prerequisite for approaching this topic is your familiarity with the current situation with the protests for racial justice around the country and the world
Use at least 5 substantial sources on the problem of race and social justice, such as the readings from your textbook or the ones posted on the course website. You can use other sources as well, but if you are not sure about the appropriateness of the source, consult with your instructor. All articles that you relied on should be cited at the end of your paper.
Pasting from sources without quoting them counts as plagiarizing and will automatically merit zero points.
3) Your paper should address the following
5 major themes
. Though
you do not need to address all the questions listed below
, use them as a guideline for your reflections. Optimally, dedicate one page to each theme.
3.1.
Racial identity
Describe your personal experience as a person belonging to a certain race. How important is racial identity for your sense of self and your cultural identity? Can you imagine yourself having a different racial identity? Do you have close friends of a different race? How often are you in communication with members of races different from yours? Have you ever been in a context where you were a sole representative of your race and how did it make you feel? If you noticed people socializing and segregating based on the racial criteria, how does it make you feel and why do you think they do this? Do you think it is possible to be race or color blind, i.e. to not pay attention at all to someone's racial identity?
3.2
Racial stereotypes, racial insensitivity
Do you believe you rely on racial or even racist stereotypes when thinking about members of other races, or your own race? Do you think qualifying different races by attributing positive features could be described as racist? Were you ever on the receiving end of such stereotyping and insensitive remarks? How did it make you feel? Why do you think people resort to using racial stereotypes? Do you think the so called 'political correctness' succeeded in reducing our racial insensitivity or has it made people more hypocritical and possibly had other effects? Do you think we can avoid using such stereotypes and how? Can one make jokes using racial stereotypes?
3.3.
Discrimination, racist behavior
Most people agree that discriminating based on race, using hate speech, or insulting and attacking someone based on their race is wrong. Still, we witness a lot of examples of racist behavior, racial profiling and discrimination based on race. Currently, our nation has been awoken by the death of George Floyd and is seeing protests against racism in the police force and racial injustice in general. Describe or refer to one example of discrimination or racism that has impacted you personally the most. Why do you think people discrim.
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Abstract: Anti-racist pedagogy typically focuses
on helping learners identify and counter racist
ideas and actions they detect in themselves and
others. Sympathetically and skillfully, the leader
of this activity is charged with helping people
detect subtle racism as evident in racial micro
aggressions and aversive racism. This pedagogic
process is crucial and valuable, but risks avoiding
a powerful dynamic of how
educators can use their own
personal, autobiographical
experience to model how
they themselves struggle to
detect and immobilize (as
much as that is possible)
racist instincts in themselves.
If racism is understood as a
learned ideology, then it is
reasonable to expect that even
adult educators committed
to dismantling racism have
internalized aspects of this
ideology. Instead of trying to purge themselves
of these, conceal, or damp them down, an
alternative educational approach is to make these
racist inclinations public and to engage learners
in a consideration of how to recognize and
challenge these.
Keywords: teaching, racism, narrative, pedagogy,
self-disclosure
s a participant in diversity and anti-racist
professional development workshops over the
.years, I noticed a particular dynamic at play.
The workshop is designed to
help participants learn about
cultural and racial difference and
to help them be more alert to
ways they fall into reproducing
racist behaviors by perpetuating
cultural stereotypes and holding
inaccurate assumptions about
different racial groups. The
underlying assumption is
through education and self
reflection people can learn to
work in ways free of racist
undertones. Anti-racist and
diversity education is something done to you, by
those who have cracked the code of cultural
misunderstandings and who have come out the other
side of struggling with racism to a point where they
can now teach others how to think and work in non
racist ways.
U E v e n t h e m o s tEXPERIENCED
W h i t e a n t i - r a c i s t
EDUCATORS ARE LIKELY
TO HAVE ELEMENTS OF
THE LEARNED IDEOLOGY
OF RACISM LIVING
W ITH IN T H E M .”
D 0I:10 .1 1 7 7 /1 0 4 5 1 5 9 5 1 4 5 3 4 1 8 9 . F ro m ’ U n iv e rs ity o f St. T h o m a s . A d d re s s c o rre s p o n d e n c e to : S te p h e n B ro o k fie ld , U n iv e rs ity o f St. T h o m a s ,
1 0 0 0 L a S a lle A v e n u e , M a ilb o x M OH 2 1 7 , M in n e a p o lis , M N 5 5 4 0 3 - 2 0 0 9 , USA; e m a il: s d b r o o k fie ld @ s tth o m a s .e d u .
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Abstract: Anti-racist pedagogy typically focuses
on helping learners identify and counter racist
ideas and actions they detect in themselves and
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of this activity is charged with helping people
detect subtle racism as evident in racial micro
aggressions and aversive racism. This pedagogic
process is crucial and valuable, but risks avoiding
a powerful dynamic of how
educators can use their own
personal, autobiographical
experience to model how
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much as that is possible)
racist instincts in themselves.
If racism is understood as a
learned ideology, then it is
reasonable to expect that even
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to dismantling racism have
internalized aspects of this
ideology. Instead of trying to purge themselves
of these, conceal, or damp them down, an
alternative educational approach is to make these
racist inclinations public and to engage learners
in a consideration of how to recognize and
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self-disclosure
s a participant in diversity and anti-racist
professional development workshops over the
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The workshop is designed to
help participants learn about
cultural and racial difference and
to help them be more alert to
ways they fall into reproducing
racist behaviors by perpetuating
cultural stereotypes and holding
inaccurate assumptions about
different racial groups. The
underlying assumption is
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work in ways free of racist
undertones. Anti-racist and
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U E v e n t h e m o s tEXPERIENCED
W h i t e a n t i - r a c i s t
EDUCATORS ARE LIKELY
TO HAVE ELEMENTS OF
THE LEARNED IDEOLOGY
OF RACISM LIVING
W ITH IN T H E M .”
D 0I:10 .1 1 7 7 /1 0 4 5 1 5 9 5 1 4 5 3 4 1 8 9 . F ro m ’ U n iv e rs ity o f St. T h o m a s . A d d re s s c o rre s p o n d e n c e to : S te p h e n B ro o k fie ld , U n iv e rs ity o f St. T h o m a s ,
1 0 0 0 L a S a lle A v e n u e , M a ilb o x M OH 2 1 7 , M in n e a p o lis , M N 5 5 4 0 3 - 2 0 0 9 , USA; e m a il: s d b r o o k fie ld @ s tth o m a s .e d u .
F or re p rin ts a n d p e rm is s io n s q u e rie s , p le a s e v is it SAG E’s W e b s ite a t h ttp ://w w w .s a g e p u b .c o m /jo u r n a ls P e rm is s io n s .n a v .
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The document discusses the process for obtaining writing help from HelpWriting.net. It involves 5 steps: 1) Create an account, 2) Complete an order form providing instructions and deadline, 3) Review bids from writers and choose one, 4) Review the completed paper and authorize payment, 5) Request revisions to ensure satisfaction. It emphasizes that original, high-quality content is guaranteed or a full refund will be provided.
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2) Under the justice approach, racism is clearly unethical because it treats people unequally based solely on skin color. Slavery was an extreme historical example of injustice against people of color.
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The document provides instructions for requesting an assignment writing service from HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and select one. 4) Receive the paper and authorize payment if pleased. 5) Request revisions until satisfied, with a refund option for plagiarized work. The process aims to match clients with qualified writers and ensure assignments meet expectations.
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Ctel module3 jeff
This document provides information about Module 3 of the California Teachers of English Learners (CTEL) program, which focuses on culture and inclusion. It discusses key vocabulary, concepts, and instructional strategies related to understanding the diverse cultural and linguistic backgrounds of English Learner students in California. Some key points include:
- California has significant cultural and linguistic diversity among its student population, with the top 5 non-English languages being Spanish, Vietnamese, Tagalog, Cantonese, and Hmong.
- Immigrant students and their families face various challenges related to acculturation, stereotypes, discrimination, and sociocultural/economic factors that can affect academic achievement.
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Ctel module1 fall09
This document provides an overview of Module One of the CTEL exam, which covers language and language development. It discusses the key domains and subdomains assessed in the first part of the exam, including language structure, first and second language development, and the relationship between language and academic achievement. It then delves into the linguistic subsystems of language structure, covering topics like phonology, morphology, syntax, semantics, and pragmatics. Throughout, it highlights how each subsystem can impact English language learners and inhibit communication if not properly understood.
Zebras
Plains zebras live in mixed herds of up to 100 individuals and have three distinct types distinguished by their stripe patterns. They graze on tough grasses and underground plant parts and can travel over 100 miles in dry seasons to find food. Plains zebras have a ranked social structure usually consisting of a lead mare, several other females and their young, and a stallion that brings up the rear for protection.
Coyote
The coyote is extending its territory across North America. While it once lived mostly on the prairies, coyotes have moved into wooded areas as wolves were removed. Coyotes have many predators including pumas, wolves, and sometimes eagles. They can be found in desert regions of Mexico and usually eat rodents, but will also consume decaying animal carcasses. Coyotes are good swimmers that catch fish, frogs, and crawfish. Winter weather poses a threat as heavy snow makes hunting difficult.
Hippos
The hippopotamus is a large semi-aquatic mammal known as the hippo. It spends most of its day sleeping on land but goes into the water to avoid the sun, where it can stay submerged for 3-5 minutes with its ears and nostrils closed. Hippos secrete a reddish oil from their skin that was once mistaken for blood, and males compete for mates by fighting and biting each other during mating season.
Camels
The Bactrian camel is a large, even-toed ungulate native to the steppes of Central Asia. It has two humps on its back to store fat, and can withstand long periods without food or water in the harsh desert environment where it lives. The Bactrian camel plays an important economic and cultural role as a beast of burden for nomads in places like Mongolia.
Black Bear Childs
Black bears typically have a home range of 1-36 square miles, eat a diet consisting of 25% rodents and 75% plants, and give birth to litters of 1-3 cubs between January and February. They can climb, run, and swim well but rarely attack people unless the mother feels threatened by the presence of her cubs. Black bears live solitary lives outside of the mating season from May to July, spending spring, summer and fall foraging for food before resting during winter months.
PowerPoint Spring09
Students in grades K-2 can illustrate and communicate original ideas using digital tools by taking digital pictures of their families to create a slideshow in iMovie about their families that they can narrate. They can also act out a story, take pictures of each scene, and put together a digital storybook.
Week 11 Approaches To Multicultural Curriculum Reform
The document discusses four approaches to multicultural curriculum reform:
1) The Contributions Approach focuses on adding discrete cultural elements without changing curriculum structure.
2) The Additive Approach adds multicultural content without changing basic curriculum design.
3) The Transformation Approach changes assumptions to view concepts from multiple perspectives.
4) The Social Action Approach builds on transformation and requires students to make decisions and take action on social issues.
Multicultural Education
The document discusses five approaches to multicultural education:
1. Teaching the Exceptionally and Culturally Different
2. Human Relations Approach
3. Single-Group Studies Approach
4. Multicultural Education Approach
5. Education That is Multicultural and Social Reconstructionist
Students are asked to research one of the approaches, define its assumptions and instructional goals, and provide examples from a teaching case study. They will then discuss the key ideas of their assigned section in small groups.
Educ364 Class4
This document outlines assignments for an education course on multicultural education. Students are asked to define dominant groups, list advantages of being dominant, and reflect on their own identities and experiences of dominance or otherness. They are also assigned to lead a group discussion on a chapter from a textbook about decolonization and equality. Guidelines are provided for facilitating the discussion, including using varied teaching strategies to actively engage classmates and create a respectful learning environment.
Educ364 Class3 Fall08
The document provides instructions for an assignment where students will write a personal history of otherness. They are asked to examine their identity through 8 categories of otherness - race/ethnicity, gender, religion, sexual orientation, socioeconomic status, age, physical/mental ability, and language.
For each category, students will define if they are a dominant or subordinate member, discuss the advantages of dominance and challenges of subordination, and reflect on how these impact their identity development and experience in the classroom. A rough draft is due next class, bringing the completed first page, with bullet points summarizing the 8 categories.
Session1 Educ364 Fall08
This document provides an overview of the course EDUC 364 Cultural Diversity & Schooling at California State University, San Marcos. The course explores issues related to cultural and linguistic diversity in education. It will focus on topics like race, class, gender, language, and exceptionality. Students will learn about concepts like cultural responsiveness and develop understanding of diverse populations. Assignments include reflections on personal experiences with diversity, analyses of school diversity, and a proposed school improvement plan. The course aims to help students meet social justice standards and consider issues of equity in education.
Sir Isaac Newton
Isaac Newton was born in 1642 in Woolsthorpe, England. He developed calculus independently from Leibniz in the late 1600s, but did not publish fully on it until 1704. Newton and Leibniz had a bitter dispute over credit for inventing calculus. Newton served as President of the Royal Society and made contributions to physics and mathematics before his death in 1727.
NETS PowerPoint Assignment
The document provides instructions for creating a PowerPoint presentation about using technology to enhance learning based on the ISTE NETS-S performance indicators. Students should choose a grade level, select 4 performance indicators to discuss with relevant graphics and activities, and present their ideas in small groups. They are encouraged to be creative and use resources like the NETS-S wiki for lesson examples.
Ctel Review Mod3 June08
This document outlines the content covered in the CTEL Review Module 3 on culture and inclusion. It is divided into two domains: 1) culture and cultural diversity and their relationship to academic achievement, and 2) culturally inclusive instruction. Domain 1 covers cultural concepts and perspectives, cultural contact, cultural diversity in California and the US, and crosscultural interactions. Domain 2 examines the role of culture in the classroom, culturally inclusive learning environments, family and community involvement, and culturally inclusive curriculum and instruction. References are provided for further reading in the CTEL handbook and participant's manual.
Ctel Mod1 Review June08
This document outlines the modules and content covered in the CTEL exam. It includes two domains: 1) language structure and use, covering phonology, morphology, syntax, semantics, language function, variation, discourse and pragmatics; and 2) first and second language development and their relationship to academic achievement, addressing theories of language acquisition, second language acquisition, and cognitive, linguistic, physical, affective, sociocultural and political factors affecting development. Each section provides references to pages in the CTEL handbook and participant manual for further reading.
Ctel Mod1 Review June08
This document outlines the modules and content covered in the CTEL exam. It includes two domains: 1) language structure and use, covering phonology, morphology, syntax, semantics, language function, variation, discourse and pragmatics; and 2) first and second language development and their relationship to academic achievement, addressing theories of language acquisition, second language acquisition, and cognitive, linguistic, physical, affective, sociocultural and political factors affecting development. Each section provides references to pages in the CTEL handbook and participant manual for further reading.
Ctel Module1 Domain2 Fall07
This document discusses theories of first and second language acquisition, including Constructivism and Cognitivism. It also discusses Krashen's Monitor Model, which includes the Acquisition-Learning Hypothesis and the Affective Filter Hypothesis. Additionally, it covers Cummins' distinction between BICS and CALP as well as sociocultural factors that can influence language development.
Ctel Module1 Domain 1 Fall07
This document provides an overview of topics covered in Module 1 of the California Teachers of English Learners exam, including language structure and development. It discusses the subsystems of language such as phonology, morphology, syntax, semantics and pragmatics. It also addresses factors that affect an English learner's language development like sociopolitical influences and the relationship between first and second language acquisition. Strategies are presented to help teachers address English learners' needs based on these linguistic concepts.
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Week 11 Approaches To Multicultural Curriculum Reform
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This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
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The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
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significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
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land.
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to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
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and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
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9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
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Session2 Ed364 Fall08
- 1. Multicultural Education: Issues and Backgrounds