CTL 1011: ANTI-DISRCIMINATION EDUCATION IN SCHOOL SETTINGS MASTER OF TEACHING PILOT PROGRAM 2000-2002 Room 10-200 |
Course Instructor, Year 1:
Daphne Heywood, Ph.D (cand.)
Dep’t of Sociology and Equity Studies
Course Instructor, Year 2:
Dr. Tara Goldstein, Ph.D
Dep’t of Curriculum, Teaching and Learning
CONTACT INFORMATION
Office: Room 5-103
Mailbox: SESE 12th Floor: 252 Bloor
Phone: 923-6641, Ext. 2582
E-mail: dheywood@oise.utoronto.ca
"No educational philosophy or program is worthwhile unless it focuses on two primary concerns: · Raising the achievement of all students and thus providing them with an equal and equitable education · Giving students the opportunity to become critical and productive members of a democratic society" Sonia Nieto, Latina American educator "The courage of individual teachers is education’s best hope." John Willinsky, European Canadian educator |
Course Overview |
What is the purpose of this course on anti-discrimination education?
The rationale behind offering a course on anti-discrimination education has to do with providing pre-service students with the opportunity to explore the professional and personal knowledge, skills and values that are key to working as a teacher in multicultural, multiracial, multilingual Ontario.
It is also hoped that the course will help students organize their developing professional knowledge within some kind of conceptual or theoretical framework that will assist them in their present and future graduate studies.
Course Goal |
One of the goals of the teacher education program at OISE/UT – and the goal of this course – is to assist teachers-in-training to create high-quality teaching and learning environments for all students, including students from "minority" backgrounds who haven’t been as well-served by the educational system as have students from dominant or mainstream backgrounds.
Working towards equity in education involves trying to better understand the nature of world we live in. To be more specific, it involves trying to better understand the different forms of discrimination that still characterize the world in which people teach and learn.
In this course we will identify spaces in which we find discrimination in education. Discrimination can occur within interactions between administrators and teachers; teachers and students; administrators and students; students and students; students and the curriculum; teachers and the curriculum; teachers and parents; parents and administrators. We will discuss how we can use these spaces or locate new ones to do anti-discriminatory educational work in school settings.
Emphasis in the course will be placed on integrating theory and practice. We will attempt to link our discussions of practice to theory and our discussions of theory and practice.
Course Objectives |
Our work together will focus on
1) raising our consciousness and understanding of the different ways discrimination can manifest itself in school settings and
2) exploring ways of challenging discrimination in our classrooms and schools through our everyday understanding and practice as teachers.
What specific issues are we going to explore? |
In exploring what it might mean to do anti-discriminatory work in school settings, we will read and talk about race issues; racism and racial harassment; language issues and linguistic discrimination; anti-Semitism and holocaust education; religious diversity and religious tolerance; sexism and sexual harassment; heterosexism and homophobia. We will also read and talk about different kinds of historical privilege students and teachers bring to the classroom.
Required Readings |
There is one textbook. Additional articles, videos, films and guest speakers will supplement our textbook.
Lee, Enid; Menkart, Deborah; Okazawa-Rey, Margo (eds.) 1998. Beyond Heroes and Holidays: A Practical Guide to K-12 Anti-Racist, Multicultural Education and Staff Development. Washington: Network of Educators on the Americas.
Available from the Women’s Bookstore at the southwest corner of Harbord and Spadina. Cost:$40.50
COURSE OUTLINE: YEAR 1 |
Class 1: Thursday October 5, 2000, 9:00 –12:00
Equity Policies: Development and Implementation
Readings
·
Policy of the Toronto District School Board Number B.03 Equity Foundation· Ministry of Education (1993) Policy/ Program Memorandum No.119:
Development and Implementation of School Board Policies on Anti-Racism & Ethnocultural
Equity
· Ministry of Education (1992) Changing Perspectives: A Resource Guide for Antiracist and
Ethnocultural – Equity Education, Part 1, Principles of Antiracist and Ethnocultural
Education, pp.2-20
· Ministry of Education (1990) Our Cultural Heritage: A Curriculum Resource Guide for Racial & Ethnocultural Equity, Grades 7, 8, and 9, pp. 7 -23
Class 2: Friday December 1, 2000, 9:00 - 11:00
Equity Issues and Technology
Readings
· (*Pre-Class Assignment) Search On-line for: North Central Education Laboratory (2000). Critical Issue: Ensuring Equitable Use of Educational technology.
URL:
http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te400.htmN.B.: Issues for class discussion include: Access to technology and how technology can help to remove/further inequities between schools, and among groups of learners
· Robertson, H.J. (1998)
On-Line@Ed.Com: Technology in the School. In No more teachers, no more books: The commercialization of Canada’s schools. Toronto: McClelland & Stewart, pp. 121 – 162.
Class 3: Wednesday, January 10, 2001, 9:00 –12:00
Introduction to Drama as Pedagogy – Linking Theory & Practice
*Readings to follow
Class 4: Monday 15 January, 2000, 10:00 - 12:00
Introduction to Diversity: "All about me?": Locating "Self" and Others/Identifying Bias
Readings
· Pattnack, J. (1997). Cultural Stereotypes & Pre-Service Education: Moving Beyond Our Biases. Equity and Excellence in Education, 30, (13), pp. 40-51.
· Adams, M.; Jones, J. & Tatum, B. (1997). Knowing our Students. M. Adams, L. Bell & P. Griffin(eds.) Teachers for Diversity and Social Justice. Routledge: New York & London, pp. 310-325.
For Class Activities
· Teacher Narratives: "Teaching in an Islamic School" & "Teaching in the Canadian North". In J. Barakett and A. Gleghorn (2000) Sociology of Education: An Introductory View from Canada. Scarborough, ON: Prentice Hall Allyn & Bacon, Canada, pp. 54-56.
· Personal Cultural History Exercise. In E. Lee, D. Menkart & M. Okazawa-Rey (eds) (1998). Beyond Heroes and Holidays: A Practical Guide to K-12 Anti-Racist, Multicultural Education and Staff Development. Washington: Network of Educators on the Americas, pp. 66-67.
Class 5: Monday January 15, 2001, 1:00am to 4:00
Issues in Diversity: Anti-Racist Education? A Critical Approach
Readings from text
· Lee, E., Menkart, D., & Okazawa-Rey, M. (eds) (1998). Beyond Heroes and Holidays: A Practical Guide to K-12 Anti-Racist, Multicultural Education and Staff Development. Washington: Network of Educators on the Americas:
- Cohen, C. "The True Colors of the New Jim Toomey: Transformation, Integrity, Trust in Educating Teachers About Oppression" (pp. 52-63).
- Sleeter, C. "Teaching Whites About Racism" (pp. 66-67).
- McIntosh, P. "White Privilege: Unpacking the Invisible Knapsack" (pp. 79-86)
- Menkart, D. "The Institutionalism of Racism" (pp. 237-238)
- Lee, Enid. "Looking Through an Anti-Racist Lens" (pp. 402-404)
Other Readings
· Dei, G. S. (1996) Basic Principles of Anti-Racism Education. In George Sefa Dei (1996) Anti-Racism Education: Theory and Practice. Halifax: Fernwood Publishing, pp. 25-39.
· Ryan, J. (1999) Stereotypical Representations. In Race & Ethnicity in Multi-Ethnic Schools: A Critical Case Study. Clevedon, Toronto: Multilingual Matters Ltd, pp. 95-115.
For Class Activity
· OSSTF (1995) Anti-Racism Education: Getting Started. A Practical Guide for Educators, pp. 132-154
Class 6: Tuesday January 16, 2001, 1:00- 4:00
The Curriculum: Diversity Issues in Assessment
Readings
· OSSTF (1995) Anti-Racism Education Across the Curriculum. In Anti-Racism Education: Getting Started. A Practical Guide for Educators, pp. 11-54.
· Bigelow et al (eds.) (1998) Rethinking Our Classrooms: Teaching for Equity and Justice. Wisconsin: A Rethinking Schools Publications:
- Clark, L. "Expectations" and "At Risk Children: One Teacher’s Persepctive" (pp. 126-128)
- Hilliard, A. G. "Teachers and Cultural Styles" (p. 127)
- Meler, T. "Why Standardized Tests are Bad" (pp. 171-173)
- Oakes, J. "Tracking: Why Schools Need to Take Another Route" (pp. 178-181)
· Barakett, J. & Gleghorn, A. (2000) "Education and Change". In J. Barakett and A. Gleghorn, Sociology of Education: An Introductory View from Canada. Scarborough, ON: Prentice Hall Allyn & Bacon, Canada.
· Ryan, J. (1999) Representations of Race/Ethnicity in Curriculum Resources. In Race & Ethnicity in Multi-Ethnic Schools: A Critical Case Study. Clevedon, Toronto: Multilingual Matters Ltd, pp. 95-115.
Class 7: Thursday January 18, 2001, 1:00- 4:00
Language and Diversity
Readings from text: Enid Lee et al (eds.) Beyond Heroes and Holidays: A Practical Guide to K-12 Anti-Racist, Multicultural Education and Staff Development. Washington: Network of Educators on the Americas:
· Delpit, L. "Language Diversity and Learning"(pp. 79-86)
Ramirez, D. "Bilingual Education: Talking Points" (pp. 173-180)
Other Readings
· Morgan, B. (1998). "Introduction: Key Concepts in the ESL Classroom". Teaching Critical Practice and Community Development. Toronto: University of Toronto Press, pp. 3-22.
· OSSTF (1995) "Assessment & Placement". In Anti-Racism Education: Getting Started. A Practical Guide for Educators, pp. 60-61.
Resource Information
· OISE/UT Resource Kit: "ESL" in Tools for Equity in the Classroom: A Collection of Information, Activity and Resources for Educators. A Publication of the Community and Cultural Awareness Group.
Class 8: Wednesday February, 2001, 9:00- 12:00
Drama as Pedagogy: Linguistic Diversity in Policy and Practice
· Performance of extract from "Hong Kong Canada", a play by Tara Goldstein, Ph.D. A panel discussion will follow.
COURSE EXPECTATIONS |
Professionalism Policy
We expect that all students will come to class having read the assigned readings and having completed accompanying "homework questions" so that
1) class discussions are provocative, productive, and informative, and
2) people are prepared to complete the course assignments which will be based on the readings, activities and discussions we undertake together.
Commitment to our learning community as an expression of professionalism
Students will be evaluated on a 5-point scale with
5 representing an "extremely high" level of commitment grade – 20/20
4 representing a "high" level of commitment grade – 16/20
3 representing an "average" level of commitment grade – 12/20
2 representing a "high" level of commitment grade – 8/20
1 representing an "extremely low" level of commitment grade – 4/20
Levels of commitments will be calculated on the basis of each student’s
1) class attendance
2) completion of assigned "homework questions" based on class readings
5 points was absent for 0 classes/completed all homework questions
4 points was absent for 1 or 2 classes/completed all homework questions
3 points was absent for 3 or 4 classes/completed all homework questions
2 points was absent for 5 or 6 classes/completed all homework questions
1 point was absent for 7 or more classes/completed all homework questions
Missing "homework questions" assignments
Students will be penalized 2 grades out of twenty for each homework assignment that is not completed.
Example:
If a student attended all classes but did not complete two homework assignments then their community commitment grade would be 16/20
5 points for being absent for 0 classes = 20/20 –4 points for missing two homework assignments.
Absence because of illness
Students who cannot attend a class because of their own illness or an illness in their family must contact me at 923-6641 (ext. 2582) or by e-mail before the beginning of class. Your lack of attendance that day will not be counted as part of your commitment/professionalism grade but you will be expected to obtain the reading assignment and complete the homework assignment for the class you missed. Students who needs to miss more than one class because of illness should talk to Daphne about their situation.
All other absences (job interviews, meetings, unexpected work commitment, doctor appointments [unless it is an emergency]) will be counted as part of your commitment grade.
Lateness
There will be a ten-minute grace period during which students can arrive late or leave early without any penalty.
Students who arrive more than 10 minutes late or need to leave more than 10 minutes early for a particular class will lose 2 commitment/professionalism grades (out of 20). Lateness due to poor weather conditions that cause you to be late or necessitate an earlier departure will not be counted as part of your commitment/professionalism grade.
All other reasons for lateness (job interviews, meetings, unexpected work commitments, doctor appointments that are not immediately related to health concerns) will be counted as part of your commitment/professionalism grade.
Policy re Religious Holidays that are not Public Holidays
Participants who can not attend class or complete an assignment because of responsibilities associated with a religious holiday that is not a public holiday in Canada will not be penalized for being absent. You are invited to come talk to me so that you can patch up on work you missed or arrange for an alternative date to hand in an assignment.
Policy re Plagiarism
Plagiarism is a serious offence at the University of Toronto. We follow the University’s policy regarding plagiarism. Please read this policy in the OISE/UT calendar. If you have any questions about the plagiarism policy or about your work and plagiarism, please see Tara before you hand in an assignment.
Course Evaluation |
Portfolio Work (will include specific assignments related to course) |
40% |
|
Group Investigation (will include specific assignments related to course) |
20% |
|
Professionalism |
20% |
|
End of Course Assignment: Letter to Daphne (on what difference you will make in schools in regards to challenging discrimination) |
Pass/Fail |
|
Total |
100% |