ࡱ> kmj@ Y(jbjbqq "FY"lvvvvvvv22222FD2glggggggg,Ai akgvg vv   zvvg TTvvvvg r |`hvvg$22(ffg ggfk kg CHLD 11 Affirming Diversity in Education 4units Advisory: English Writing 1A or English as a Second Language 26. 4 hours lecture 1.Catalog Description: Examination of gender, race, culture, abilities/disabilities and social class from the child development perspective with emphasis on theory and research. Provides an analytical framework for childrens cognitive, social and emotional responses to diversity. Serves as a basis to develop a rationale for a culturally responsive / anti-bias education. 2. Expected Outcomes: Students will be able to: Identify and describe the research regarding the changing demographics in education. Synthesize and analyze the research on childrens awareness of human diversity. Analyze and compare the theories of racial identity development. Describe cultural influences on childrens development with emphasis on research. Outline the developmental sequence of second language acquisition. Analyze the theoretical bases for multicultural education and compare different types of multicultural education. Discuss a pedagogical rationale for a culturally responsive and anti-bias education. Special Facilities and/or Equipment Needed None Expanded Course Description A. Identify and describe the research regarding the changing demographics in education: 1. Focus on racial and ethnic diversity, immigration, shift in population from majority to majority-minority, minority-majority, growing number of bilingual/bicultural children and students with various socioeconomic backgrounds. 2. Stages of responding to human diversity (Derman-Sparks) 3. Analyze how attitudes and biases can affect professional and personal lives B. Synthesize and analyze the research on childrens awareness of human diversity: Development of gender identity. Childrens awareness and feelings about social class differences Childrens understanding of disabilities C. Analyze and compare the theories of racial identity development: Child development theories and race Stages of racial and ethnic identity (Aboud). Identity development in multiracial children (Root). Research on the relationship between race and social class Analyze the different theories regarding the development of prejudice. Impact of racism on childrens development Role of educator in preventing and reducing prejudice. Describe the cultural influences on childrens development. Research on cultural influences on childrens development. Gathering and using cultural information without stereotyping Study the learning style theory and the effect of culture on learning styles E. Outline the developmental sequence of second language acquisition. 1. Stages of learning a second language (Tabors) Different approaches to bilingual education. Identify and analyze the different approaches to multicultural education. 1.Theoretical bases for multicultural perspectives (Banks) 2.Basic characteristics of multicultural education (Nieto) 3.Compare different types of multicultural education. Discuss the pedagogical rationale for culturally responsive and anti-bias education: 1. Analyze Culturally responsive and anti-bias education. 2. Characteristics and goals of culturally relevant and anti-bias curriculum (Derman-Sparks, York). 3.Guidelines for selecting culturally relevant and anti-bias materials 4. Criteria for evaluating books . 5. Repeatability Criteria Non repeatable 6.Methods of Evaluating Outcomes A. Participation in class activities such as class discussions and small problem solving groups . Journal writing with critical analysis Writing essays to analyze special topics. Reflection papers Observation reports F. Oral Presentation G. Individual and group projects H. Midterm and final Texts: Nieto, S. Affirming diversity: The Sociopolitical Context of Multicultural Education. Mass: Addison-Wesley, 2004. Ramsey, P. G. Teaching and Learning In A Diverse World :Multicultural Education For Young Children. New York: Teachers College Press, 2004. York, Stacey. Roots & Wings: Affirming Culture in Early Childhood Programs. Minnesota: Redleaf Press, 2005. Recommended Reading: Aboud, F. E., & Doyle, A. The Early Development of ethnic identity and attitudes. In M. E. bernal & G. P. Knight (Eds.), Ehnic Identity: Formation and Transmission Among Hispanics and Other Minorities (pp.47-60). Albany: State University of New York Press: 1993. Alvarado, C., Burnley, L., Derman-Sparks, L., Hoffman, E., Jimenez, L. I., Labyzon, J., Ramsey, P., Uniten, A., Wallace, B., & Yasui, B. In Our Own Way: How Anti-Bias Work Shapes Our Lives. Minnesota: Redleaf Press, 1999. Banks, J. Cultural Diversity and Educaiton: Foundations, Curriculum and Teaching. Boston: Allyn and Bacon, 2006. Banks, J. Introducaiton to Multicultural Edcuation. Boston: Allyn and Bacon, 2002. Banks, J. Teaching Strategies for Ethnic Studies. Boston: Allyn and Bacon, 2003 Bolgatz, J. Talking Race in the Classroom. New York: Teachers College Press, 2005. Bisson, J. Celebreate! An Anti-Bias Guide to Enjoying Holidays In Early Childhood Programs. Minnesota: Redleaf Press, 1997. Copple, C (Ed). A World of Difference: Readings on Teaching Young Children in a Diverse Society. Washington, DC: National Association for the Education of Young Children, 2003. Cronin, S., Derman-Sparks, L., Henry, S., Olatunji, C., & York, S. Future Vision, Present Work: Leaning From the Culturally Relevant Anti-Bias Leadership Project. Minnasota: Redleaf Press. Cross, W. E., Jr. A Two Factor Theory of Black Identity: Implications for the study of Identity Development in Minority children, In J. S. Phinney & M.J. rotheram (Eds.), childrens Ethnic Socialization (pp.117-123). Newbury Park, CA: Sage Publications, 1987. Cross, W. E., Jr. Shades of black: Diversity in African-American Identity. Philadelphia: Temple University Press, 1991. Derman-Sparks, Louise, & the A.B.C. Task Force. Anti-Bias Curriculum: Tools for Empowering Young Children. Washington D.C.: National Association For the Education of Young Children, 1989. Derman-Sparks, L., & Philips, C.B. Teaching/Learning Anti-Racism: A Developmental Approach. New York: Teachers College Press, 1997. Freire, P. Teachers as Cultural Workers. Boulder: Westview, 1998. Gay, G. Culturally Responsive Teaching: Theory, Research, and Practice. New York: Teachers College Press, 2000. Gonzalez-Mena, J. Multicultural Issues In Child Care. California: Mayfield Publishing Company, 2001. Helms, J. Black and White Racial : Theory, Research and Practice. Conn: Praeger, 1993. Howard, G. We Cant Teach What We Dont Know: White Teachers, Multiracial Schools. New York: Teachers College Press, 1999. Jacobson, T. Confronting Our Discomfort: Clearing The Way For Anti-Bias In Early Childhood. NH: Heinemann, 2003. Kendall, F. Diversity In The Classroom: New Approaches To The Education of Young Children. New York: Teachers College Press, 1996. Lawrence, S. M., & Tatum, B.D. White racial Identity and Anti-Racist Educaiton: A Catalyst for Change. In Beyond Heroes and Holidays: A Practical Guide to K-12 Anti-Racist, Multicltural Education and Staff Development. Washington DC: Teaching for change, 2002. Lazarre, J. Beyond The Whiteness Of Whiteness. Duke University Press, 1996. Lee, E., Menkart, D., & Okazawa-Rey, M. (Eds) . Beyond Heroes And Holidays: A Practical Guide to K-12 Anti-Racist, Multicultural Education and Staff Development. Washington DC: Teaching For Change, 2002. McGee Banks, C.A. Improving Multicultural Education: Lessons from the Intergroup Education Movement. New York: Teachers College Press, 2005. Pang, B. O. Multicultural Education: A Caring-Centered, Reflective Approach. New York: McGraw-Hill, 2001. Pelo, A., Davidson, F. Thats Not Fair! A Teachers Guide to Activism With Young Children. Minnesota: Redleaf Press, 2000. Sleeter, C. E. & Grant, C. A. An Analysis of Multicultural Educaiotn in the U.S.A. Harvard Educational Review 57: 421-444, 1988. Sleeter, C. E. & Grant, C.A. Making Choices for Multicultural Educaiton. Ohio: Merrill, 1988. Swiniarski, L. & Breitborde, M. Educating the Global Village: Including the Child in the World. New Jersey: Prentice-Hall, 2003. Tabors, P. One Child, Two Languages: A Guide for Early childhood educators of Children Learning English as a second Language. Baltimore: Paul H. Brookes Publishing, 1997. Tatum, B. D. Why Are All The Black Kids Sitting Together In The Cafeteria? And other conversations About Race. New York: Basic books, 1997. Teaching Tolerance Project. Starting Small: Teaching Tolerance In Preschool And The Early Grades. Alabama: Southern Poverty Law Center, 1991 Discipline(s) Child Development 3_`a4JK xy`~2` !*JWr:!"78d,R$V;QRCJ 56>*56CJCJ 5>*CJ >*5CJ 5>*CJCJ$5CJS`a23Kf O W hh^h`h & FD8^8 & F^ h h^h`` !`a23Kf O W U < x @ Dy'^_abľ B   B  B :              $   $  $         D  D                    4 U < x @ Dy & F$p^p hp ^` & Fp^p hp 8h^8`h^ & FD hh^h`hy'^_ab SV ^` 8^8` & F@ & F;^ p0^p`0 & FB & F: & Fp^pb SV;\^`abcd~:dvPQKLMOPQRSTUV)*+,-./123-.  C  C  DC   kC  @  @ ; 3;\^`abcd~:dv & FC^^^ h^`hp^pPQKLMOPQRSTUVWXYZ[\qryzYZ$a$ & FVWXYZ[\qryzYZ !rsEF67|}01l m }zuMNGH89  ]^$%  "#$%&'(,Z !rsEF67|}01 !$a$9ch;<RS01CefB z 2!3!(Q(Y( 5>*CJ6>*56>* 56>*Rl m f!g!l"m"""^###$$$$$%%%%%c&d&'$a$ !m f!g!l"m"""^###$$$$$%%%%%c&d&''''/(0(>(P(Q(R(S(T(U(V(W(X(Y( N Olo~gh (''''/(0(>(P(Q(R(S(T(U(V(W(X(Y(^ & Fh^h ! P/ =!"#$% i0@0 NormalCJOJQJmH @@@ Heading 1$Z@&^`ZCJ<A@< Default Paragraph Font*B* Body TextCJ , @,Footer  !<C@<Body Text Indent ^Y"F z z z z z z z zU v*7R"Y"MOY( yZ'Y( "bVm Y(!io<A 6=rwDK{ \asz07FL "*CJRZ7=}:> mt;D["jw FT Q^Fs7f}J\_!![":::::::::::::::::: Maryam DahagC:\Documents and Settings\Maryam Daha\My Documents\Maryam\Maryam files\Anti-bias course\anti-bias 8.doc Maryam DahagC:\Documents and Settings\Maryam Daha\My Documents\Maryam\Maryam files\Anti-bias course\anti-bias 8.doc Maryam DahagC:\Documents and Settings\Maryam Daha\My Documents\Maryam\Maryam files\Anti-bias course\anti-bias 8.doc Maryam DahagC:\Documents and Settings\Maryam Daha\My Documents\Maryam\Maryam files\Anti-bias course\anti-bias 8.doc Maryam DahagC:\Documents and Settings\Maryam Daha\My Documents\Maryam\Maryam files\Anti-bias course\anti-bias 8.doc Maryam DahagC:\Documents and Settings\Maryam Daha\My Documents\Maryam\Maryam files\Anti-bias course\anti-bias 8.doc Maryam DahagC:\Documents and Settings\Maryam Daha\My Documents\Maryam\Maryam files\Anti-bias course\anti-bias 8.doc Maryam DahaGC:\DOCUME~1\MARYAM~1\LOCALS~1\Temp\AutoRecovery save of anti-bias 8.asd Maryam DahagC:\Documents and Settings\Maryam Daha\My Documents\Maryam\Maryam files\Anti-bias course\anti-bias 8.docFoothill College0Pinky:Users:stafffaculty:Desktop:anti-bias 8.docE| }~7~&+N FhXwd@ g>~LM=u. rf  7, ̜' ~LM% lk N  h B2Ը?m |f1gR6{ؒX"s0k]# 4$+%ֈS4 *6ts-J20g/:J\!/ƀGU5  d8n'p99 w:9 ~PD;,h{?dpS~qe~LM@f.Gg e hlk\h>wai 5j~LM|jk~LMCn6hI0{ p}f&?~X]:5^`.^`.88^8`.^`. ^`OJQJo( ^`OJQJo( 88^8`OJQJo( ^`OJQJo(hh^h`. hh^h`OJQJo(pp^p`o(.hh^h`.hh^h`.h*>*^*`>>*o(.h ^`hH.h pLp^p`LhH.h @ @ ^@ `hH.h ^`hH.h L^`LhH.h ^`hH.h ^`hH.h PLP^P`LhH.pp^p`o(.88^8`o(. ^`hH. L^`LhH.   ^ `hH.xx^x`o(. HLH^H`LhH. ^`hH. ^`hH. L^`LhH.hh^h`.hh^h`.hh^h`.^`o(.h^`OJQJo(hH  L ^ `LhH. xx^x`hH. HH^H`hH. L^`LhH. ^`hH. ^`hH. L^`LhH.hh^h`.pp^p`o(.^`>*o(. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH. hh^h`OJQJo(^`o(. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.h^`.h^`.hL^`L.h^`.h^^^^`.h.L.^.`L.h^`.h""^"`.h%L%^%`L.^`o(.h^`OJQJo(hHh^`OJQJo(hHoh  ^ `OJQJo(hHh\ \ ^\ `OJQJo(hHh,,^,`OJQJo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJo(hHohll^l`OJQJo(hH^`o(.h^`>*OJQJo(hH` \` ^` `\CJo(.h^`>*OJQJo(hH ^`hH. L^`LhH. dd^d`hH. 44^4`hH. L^`LhH.^`o(.hTT^T`OJQJo(hH  L ^ `LhH. xx^x`hH. HH^H`hH. L^`LhH. ^`hH. ^`hH. L^`LhH.hh^h`.h^`OJQJo(hHh^`OJQJo(hHoh  ^ `OJQJo(hHh\ \ ^\ `OJQJo(hHh,,^,`OJQJo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJo(hHohll^l`OJQJo(hHhh^h`)hh^h`.^`o(.hFF^F`OJQJo(hHh^`OJQJo(hHoh  ^ `OJQJo(hHh  ^ `OJQJo(hHh^`OJQJo(hHohVV^V`OJQJo(hHh&&^&`OJQJo(hHh^`OJQJo(hHoh^`OJQJo(hHhh^h`.^`o(.h>^`>>*o(.h^`>*OJQJo(hH` \` ^` `\CJo(.h^`>*OJQJo(hH ^`hH. L^`LhH. dd^d`hH. 44^4`hH. L^`LhH.^`o(.h^`>*OJQJo(hH` \` ^` `\CJo(.h^`>*OJQJo(hH ^`hH. L^`LhH. dd^d`hH. 44^4`hH. L^`LhH.hh^h`.hh^h`.^`o(.88^8`o(. ^`hH. L^`LhH.   ^ `hH. xx^x`hH. HLH^H`LhH. ^`hH. ^`hH. L^`LhH.^`o(.h**^*`OJQJo(hHh^`OJQJo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHhjj^j`OJQJo(hHoh::^:`OJQJo(hHh  ^ `OJQJo(hHh^`OJQJo(hHoh^`OJQJo(hH^`>*o(.^`o(.h^`OJQJo(hHh^`OJQJo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJo(hHohPP^P`OJQJo(hHhh^h`.^`o(.hh^h`o(hhh^h`OJQJo(hHh88^8`OJQJo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJo(hHoh^`OJQJo(hH$ $ ^$ `o(.h  ^ `OJQJo(hH jLj^j`LhH. ::^:`hH.   ^ `hH. L^`LhH. ^`hH. zz^z`hH. JLJ^J`LhH.hhh^h`OJQJo(hHh88^8`OJQJo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJo(hHoh^`OJQJo(hHhh^h`.h^`>*OJQJo(hH` \` ^` `\CJo(.h^`>*OJQJo(hH ^`hH. L^`LhH. dd^d`hH. 44^4`hH. L^`LhH.^`o(.h^`OJQJo(hH  L ^ `LhH. xx^x`hH. HH^H`hH. L^`LhH. ^`hH. ^`hH. L^`LhH.pp^p`o(.^`o(.hh^h`.88^8`o(. ^`hH. L^`LhH.   ^ `hH.xx^x`o(. HLH^H`LhH. ^`hH. ^`hH. L^`LhH.h^`OJQJo(hHhbb^b`OJQJo(hHoh2 2 ^2 `OJQJo(hHh  ^ `OJQJo(hHh^`OJQJo(hHoh^`OJQJo(hHhrr^r`OJQJo(hHhBB^B`OJQJo(hHoh^`OJQJo(hHhh^h`.pp^p`o(.pp^p`o(.$ $ ^$ `o(.h^`>*OJQJo(hH` \` ^` `\CJo(.h^`>*OJQJo(hH ^`hH. L^`LhH. dd^d`hH. 44^4`hH. L^`LhH.hh^h`.FF^F`o(.h^`>*OJQJo(hH` \` ^` `\CJo(.h^`>*OJQJo(hH ^`hH. L^`LhH. dd^d`hH. 44^4`hH. L^`LhH.h^`OJQJo(hHh^`OJQJo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJo(hHohPP^P`OJQJo(hHE4$+%mQk_C7, )KSOc7] d8_B?d\!/h<]#{\h?~s-e h^PvONN ;=VGU5qDp}w:9h=u.gyNFwAp99wai0{mq[4 *0g/rf d~}|kB.f{O~PD;x1Q?3R@f' 5jqe|jkX"1R|f1Cn% ceo\EE["@Pt`PY"P @GTimes New Roman5Symbol3 Arial9New York?1M Courier New;Wingdings"A uf˚F1R<{u$;xx2d" >";Maryam Daha-Salimian, M Mak SalimianFoothill College Oh+'0  (4 P \ h t'Maryam Daha-Salimian, Mary Mak Salimianaliak ak NormaliFoothill Collegeian22tMicrosoft Word 10.1@f`@j>@y@CR ՜.+,0 hp|  'am<" Maryam Daha-Salimian, M Title  !"#%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXY[\]^_`acdefghilRoot Entry FrFn1Table$kWordDocument"FSummaryInformation(ZDocumentSummaryInformation8bCompObjX FMicrosoft Word DocumentNB6WWord.Document.8