Multiculturalism and Education (in English)

ISA Study Center with Universidad Internacional Menéndez Pelayo-Sevilla

Course Description

  • Course Name

    Multiculturalism and Education (in English)

  • Host University

    ISA Study Center with Universidad Internacional Menéndez Pelayo-Sevilla

  • Location

    Seville, Spain

  • Area of Study

    Education, Multicultural Studies

  • Language Level

    Taught In English

  • Course Level Recommendations

    Upper

    ISA offers course level recommendations in an effort to facilitate the determination of course levels by credential evaluators.We advice each institution to have their own credentials evaluator make the final decision regrading course levels.

    Hours & Credits

  • Contact Hours

    45
  • Recommended U.S. Semester Credits
    3
  • Recommended U.S. Quarter Units
    4
  • Overview

    Prerequisite: open to all language levels; taught in English.

    Students: foreign students from the academic program ISA.

    Contact hours: 45

    Course Description:

    This course examines the impact of age, gender, race, ethnicity, origin, social class, religion, language and other aspects of social identity on the teaching / learning process. Migration flows have turned any classroom into a meeting point of cultures. Students will make a key practical approach in their professional development.

    Learning objectives:

    -To raise awareness on multicultural education components.

    -To identify key components of social, political and economic issues affecting educational practices.

    -To provide students with theoretical tools and examples for teaching practice in a multicultural educational reality.

    -To analyze various individual realities and how they affect the performance of a class or group.

    -To put into perspective the new ways of applied multicultural education.

    Course contents:

    PART I – MULTICULTURAL EDUCATIONAL SYSTEMS

    UNIT 1: General Concepts: The brain. The body. Humankind. Cultures

    UNIT 2: Identity, Society, Culture. Competences / Intelligences. Languages and Communication.

    UNIT 3: Communication. Interpersonal and intrapersonal communication. Communication between/among cultures. Stereotypes,

    UNIT 4: What is multicultural education? Types of multiculturalism. Socio-demographic, economic and technological imperatives for intercultural education.

    UNIT 5: Education. Educational Systems. Models: Approach, method, techniques.

    PART II – EDUCATION AND OPPORTUNITIES

    UNIT 6: Dimensions of diversity: gender, age, ethnicity, capabilities, nationality, geographic variants, income, health, physical appearance, pigmentation.

    UNIT 7: New and classic models. Roles in the community.

    UNIT 8: Cross-cutting education: Consumerism, environmental awareness, health education, sexual education, road-safety education, peace education,...

    UNIT 9: Diversity and its impact on education and society. Social class. Native language. Disability. Special needs.

    UNIT 10: Technology and education. New models and approaches. E-Learning. MOOCs

    PART III – MULTICULTURAL CLASSROOM

    UNIT 11: Differences and their impact on the curriculum

    UNIT 12: Scheduling and lesson planning. The multicultural classroom management.

    Bibliography: Compiled by lecturer

    Complementary bibliography: In addition to journal articles, students will receive a selection of material from the following sources:

    Bennett, C. (1995). Comprehensive multicultural education: Theory and practice (3rd ed.). Massachusetts: Allen & Bacon.

    Fred Schultz, Ed. (2010) Annual Editions: Education, 01-02 (28th edition). Guilford, CT:

    McGraw-Hill/Dushkin.

    Gary Fenstermacher & Jonas Soltis (1999) Approaches to Teaching (3rd edition). New York: Teachers College Press.

    Chandler, Daniel Technological or Media Determinism. http://www.aber.ac.uk/media/Documents/tecdet/tecdet.html

    Graham, E. L. (2002). Representations of the post/human: monsters, aliens and others in popular culture. New Brunswick, New Jersey: Rutgers University Press.

    Grant, C., & Sleeter, C. (2006). Turning on learning: Five approaches to multicultural teaching plans for race, class, gender, and disability. Upper Saddle River, NJ: Prentice-Hall.

    Gorski, Paul C. (2001) Understanding the Digital Divide from a Multi cultural Education Framework.. The Multi cultural Pavilion. On-line: http://www.edchange.org/multicultural/net/digdiv.html

    Hilliard, A. & Pine, G. (1990, April). Rx for Racism: Imperatives for American's schools. Phi Delta Kappan, (593 - 600).

    McLaren, P. L. (1994). Revolutionary multiculturalism. Boulder, CO: Westview Press.

    Ng-A-Fook, Nicholas (2012) Living a Curriculum of Hyph-E-Nations: Diversity, Equity, and Social Media. Multicultural Education Review, Vol. 4, No. 2, pp. 91-128

    Kassimeris, K. (2011) The Politics of Education. Challenging Multiculturalism. Routledge.

    Rosenblatt, LaurieAnne (2004) Please Check Your Baggage: Considering Cultural Biases and Critical Issues in the Adult ESL Classroom when Using Computer Technology. Critical Multicultral Pavilion. On-line: http://www.edchange.org/multicultural/papers/biases_esl.html

    Spring, Joel (2000) The Intersection of Cultures: Multicultural Education in the United States

    and the Global Economy (2nd edition). New York: Mc-Graw-Hill, 2000.

    Spring, Joel (2004) How Educational Ideologies are Shaping Global Society. Mahwah, N. J.: Lawrence Erlbaum.

    Vavrus, M. (2002). Transforming the multicultural education of teachers: Theory, research, and practice. New York: Teachers College Press.

    Course Evaluation:

    20% Tasks and attendance

    40% Final exam

    30% Projects

    10% Subjective evaluation

    Final letter grades will be assigned using the following scale, expressed in terms of the percentage of total possible points earned:

    10 = Matrícula de honor

    9 – 9,9 = Sobresaliente

    7 – 8,9 = Notable

    5 – 6,9 = Aprobado

    0 – 4,9 = Suspenso

    Attending the course but not taking the exams = No presentado

    Missing class more than permitted = No asistencia

    Class Attendance: class attendance is obligatory, it is checked every class day and it is reflected in the course attendance sheet that is sent to the University.

    An 85% of attendance is required for the successful completion of the course. Not missing any class will be considered positively.

    If a student exceeds this limit, the grade in the transcript for this subject could appear as “not attended course”.

Course Disclaimer

Courses and course hours of instruction are subject to change.

Eligibility for courses may be subject to a placement exam and/or pre-requisites.

Some courses may require additional fees.

Credits earned vary according to the policies of the students' home institutions. According to ISA policy and possible visa requirements, students must maintain full-time enrollment status, as determined by their home institutions, for the duration of the program.

Availability of courses is based on enrollment numbers. All students should seek pre-approval for alternate courses in the event of last minute class cancellations