Exploring Socio-Cultural Perspectives on Diversity (original) (raw)
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hat a difference context can make in our understanding of the academic politics of multiculturalism. In order to get a concrete sense of how different perspectives can affect our understanding of the multicultural transformation of the college curriculum in general and English studies in particular, let us take a look at two representative examples of the impact of multiculturalism on higher education. The first took place at Stanford University, a nationally known, private research university, a school with an international academic reputation. Led by the efforts of student activist organizations and several prominent scholars who have published widely and influentially, the university undertook a vast reorganization of their general studies program, the series of courses that all students must take and that provide a common educational core before students specialize in specific majors. Previously, this core program had centered on a group of texts labeled as "classic" examples of a cultural construct entitled "Western Civilization." The reform movement questioned the parochial, ethnocentric bias of this program and instead proposed a general studies program that is international in scope and that challenges students to encounter and wrestle with the diversity of the world's cultures and their often conflicted yet interdependent relationships. The program was introduced to great fanfare and national media publicity.
The Challenge of Diversity: Teacher's Guide. W. M. Keck Foundation Series, Volume 3
1999
This teacher's guide focuses on diversity and concentrates on issues of race and ethnicity. It is designed to provide instructional support for classroom use of "The Challenge of Diversity," (student text). The guide outlines recommended lesson sequences incorporating readings, directing discussions, and offering interactive activities, supported by 16 reproducible student handouts. Instructions for utilizing the 'Civil Conversation' feature, a culminating lesson, and a final assessment are included. Each lesson is structured with an overview; learning objectives; standards addressed in the lesson; preparations needed for the lesson; and step-by-step procedures for the lesson. Standards listed are National Standards for Civics and U.S. History. After an introduction and an overview, the guide is divided into the following chapters: (1) "The Ideal of Equality"; (2) "A Diverse Nation"; (3) "The Civil Rights Movement"; (4) "Issues and Policies"; and (5) "Bringing Us Together." (BT) Reproductions supplied by EDRS are the best that can be made from the original document.
C&I 514.01: Education Across Cultures
2007
Hours vary based on supervision duties Course Overview This course examines the many facets of multicultural education in the United States including the study of historical, economic, and social factors that have influenced the education and lives of ethnic minority groups. The course explores various models of multicultural education and provides insight into current issues regarding diversity. While the main focus of the course is ethnic minority groups, other aspects of diversity such as gender, social economic status, sexual orientation, regional background, etc. will be discussed. A number of multicultural teaching practices and philosophies; as well as best practices in literacy education, will be modeled, and as time allows, explicitly "deconstructed" to support future classroom implementation. Required Texts Banks, J.A. (2008). An introduction to multicultural education (4 th ed.). Boston: Pearson Education, Inc.