Multicultural education course syllabus

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May 18-June 12

MTW 5-8:50

BRNG 1255

Summer 2009

Nathalia Jaramillo, PhD

College of Education, Cultural Foundations


Office Hours: By appointment

TEXT – Making Choices for Multicultural Education: Five Approaches to Race, Class and Gender. Christine Sleeter and Carl Grant, 6th Edition.
ADDITIONAL READINGS will be required. See literature review assignment.

COURSE CALENDAR (Subject to change/revision)
MONDAY (5/18)
Introduction and Course Overview
TUESDAY (5/19)
“Progress” and “Difference” in Multicultural Education

Reading: Sleeter and Grant, Chapters One and Two

FILM: A History of Race, part I
Social Relations and Group Formations

Reading: Sleeter and Grant, Chapters Three and Four

Project Update 1 Due (Site selection; email)
MONDAY (5/25)
No Class: Memorial Day
TUESDAY (5/26)
Multiculturalism and Social Justice

Reading: Sleeter and Grant, Chapters Five and Six

5-page Reading Memo Due
Multiculturalism and Social Justice, continued

Reading: Sleeter and Grant, Chapter Seven

FILM: Class, part I

Project Update 2 Due (Description of Activities, etc.)

MONDAY (6/1)
Reading: Select three articles from reading list (to be supplied in class). These readings can be part of your literature review.

FILM: Class, part II

5-page Reading Memo Due
Reading: Select three articles from reading list (to be supplied in class). These readings can be part of your literature review.
On Site: The class time should be spent in the community conducting your work on multicultural education.
MONDAY (6/8)
10-page Literature Review Due


  1. Reading Memos: In no more than five double-spaced pages, discuss and analyze the previous weeks’ readings. Questions that can guide your memos include:

    1. What are the basic assumptions that inform the reading?

    2. What are the major organizing ideas?

    3. What are the subordinate ideas?

    4. What serious questions does the reading raise regarding the nature and purpose of schooling?

    5. What serious omissions are left out of the article or reading? How do these distort or undermine the author’s position?

    6. What ideology or world view governs the author’s view?

    7. In what ways does this article reinforce, extend, challenge, or oppose your own views on schooling? Be specific.

  1. Literature Review: In no more than 10 double-spaced pages submit a literature review on multicultural education where you address a main theme/thread in the multicultural education scholarship. This may include, but is not limited to: history; theory; practice; social justice; immigration; race/ethnicity; gender.

A reading list will be supplied in class. You are responsible for supplementing your selection of readings from the list with at least 5 resources from your own research.

The literature review is a space for you to conduct your research on a sub-topic within the discipline of multicultural education. You are expected to demonstrate knowledge of the relevant writings on that topic.
Helpful sources on the web that you can use as a guide for your literature review:

  1. On Site Project (minimum 2 hours/week): First, students will choose a social group for whom they would like to work. This social group will most often involve one of the following identity categories: race, class, gender, or sexual orientation although this does not have to be the case. (Please note: choosing to work with another social group than the ones previously listed is certainly acceptable but must be approved by the instructor beforehand.) Second, a Plan of Involvement must be developed and submitted to the instructor for approval and must document how students will immerse themselves in the community including an outline of your vision, goals, and plan of action. The Plan of Involvement should include a variety of experiences characterized by exposure to group activities as well as one-on-one interactions. In other words, students need to be sure to include social functions in addition to interactions with individuals when developing a Plan of Involvement. Students will present their experiences at the end of the course and are expected to include scholarship on multicultural education in their assessment of the on-site project.

There are several organizations in the Lafayette area that you might think

about visiting for this project. These are established organizations that may provide you with an opportunity to engage a social group other than your own. Please note, these are suggestions only. You may select another site not included in the list.
The mission of the Hanna Community Center, which preserves the heritage of Lafayette’s black community is to provide a gathering place, celebrate cultural differences, and provide social services that improve quality of life.


The YWCA is the oldest and largest multicultural women's organization in the world. Across the globe, we have more than 25 million members in 122 countries, including 2 million members in 300 local associations in the United States. More important than the numbers, is our mission to eliminate racism and empower women. We provide safe places for women and girls, build strong women leaders, and advocate for women's rights and civil rights in Congress.


The Lafayette Urban Ministry (LUM) is a non-profit ecumenical organization which provides assistance and relief to Lafayette's needy children and families. For over 30 years, LUM has worked to give back the hope, the future, and the self-respect to low-income people in the Greater Lafayette area. We take an active role in trying to change social injustices and improve the quality of life for the poor of Indiana.


In 1929, Grace Bauer, the first Probation Officer in Tippecanoe County, noticed she was providing services to a high number of juvenile delinquents from the "south side" of Lafayette. In an effort to provide juveniles with alternatives to delinquent behavior, she joined with the Federation of Women's Clubs, the Tourist Club and other service organizations to launch the "Community House Association." The program became known as the South End Community Center in 1935 when Mrs. George P. Haywood purchased the house being used by the association and deeded it to the organization. Begun primarily as a service to juvenile delinquent boys, the organization developed and supported the South End Community Center, which provided recreation, food and clothing relief in response to needs identified by the community residents. Funding for operations came from memberships, club and individual donations and "teas" and all services were provided by volunteers. The first paid staff person was hired for a part-time position in 1938 to supervise the activities. In 1957, what is now CFRC became incorporated as South Side Community and Day Care Center, and became a United Fund Agency.

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