Education 370

I. Course Title: Introduction to Multicultural Education (GE)

II. Course Number: EDUC 370

III. Credit Hours: 3 credits

IV. Prerequisites: None

V. Course Description: 

The course focuses on the development of culturally responsive educators who will be prepared to work effectively with all students and families in a pluralistic society. In this course, students will come to understand how beliefs, values, perspectives, and experiences are shaped and influenced by one’s environment, and understand how past and present dominant sociopolitical policies and practices affect curriculum, instruction, and schooling practices and outcomes. Additionally, students will be introduced to critical pedagogy for multicultural teaching to be prepared to enact principles of multicultural education in their future spheres of influence.

Note(s): General Education and Applied Learning designated course.

VI. Detailed Description of Content of the Course:

Course concepts will include: 

1. The scope of what culture is and how cultures influence values, beliefs, perceptions of the world, and behavior; 

2. A conceptual framework for understanding identity development;

3. An introduction to what privilege is, as well as an examination of one’s own privilege; 

4. Equity issues experienced by individuals, groups, and communities resulting from marginalization and discrimination by the dominant group, including: 

• a. Racial diversity and equity; 
• b. Linguistic diversity and equity,
• c. Ability differences and equity, 
• d. Socio-economic diversity and equity, 
• e. Sexual orientation differences and equity, 
• f. Religious diversity and equity

5. An examination of how each of the preceding factors plays a role in the schooling experience of diverse children; an analysis of the prevailing assumptions, discipline practices, and expectations for diverse students in U.S. schools; and an examination of school outcomes for diverse learners, including achievement, graduation rates, and other key indicators; 

6. An introduction to culturally-responsive teaching as a means to address inequities and remove barriers to school success for diverse students.

VI. Detailed Description of Conduct of Course:

The course will be based on constructivist theories of learning and transformative education; therefore, students will engage in substantive discussion and engage with the content in meaningful ways, including but not limited to individual and group projects, presentations, and assignments that require reflection on content delivered via articles, textbooks, and videos.

VII. Goals and Objectives of the Course:

Goals, objectives, and assignments address the Virginia Department of Education competencies and requirements for preparing educators that focus on serving a diverse student enrollment. Upon successful completion of this course, the student will:

1. Demonstrate the ability to explore, reflect upon, and interrogate one’s own cultural frame of reference and consider the power of cultural lenses;
2. Analyze and explain the social construction of difference, and articulate what the implications have been historically and may still be for those deemed “different”; 
3. Develop an understanding of school as an organization and culture, explain how schooling has been shaped by culture, power, and privilege, and determine the effects of these factors on diverse students; 
4. Demonstrate the ability to identify learners’ socio-cultural assets and identities and draw on these to select and/or develop appropriate materials, curricula, and methodologies that support and enhance student learning and reflect the research on culturally-relevant and responsive curriculum and pedagogy; 
5. Formulate strategies to be an informed advocate for inclusive and equitable schooling.

VIII. Assessment Measures:

Assessments may include, but are not limited to: 

1. Active participation in discussions, 
2. Written reflections, and 
3. Individual and group projects and presentations.

Review and Approval

August 2020

March 01, 2021