Multiculturalism and Education (in English)
ISA Study Center with Universidad Internacional Menéndez Pelayo-Sevilla
Area of Study
Education, Multicultural Studies
Taught In English
Course Level Recommendations
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.
Recommended U.S. Semester Credits3
Recommended U.S. Quarter Units4
Hours & Credits
Prerequisite: open to all language levels; taught in English.
Students: foreign students from the academic program ISA.
Contact hours: 45
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.
-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.
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:
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.
20% Tasks and attendance
40% Final exam
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”.
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