Course Syllabus (Working Draft Only)Inclusive Education

____________ Semester and ____________ Year From (Date) ____________ to (Date) ____________

Basic InformationCourse NumberCourse Title Inclusive EducationProfessor Dr. Rey TyDays and TimeClassroom EmailOfficeOffice Hours

Learning ContractCourse Description:

This course is a survey of literature on the contending approaches to inclusive education with components on cognition, behavior, attitudes, and values.

Course Objectives:

The course discusses inclusive education from multiple perspectives. Historical views about and contending models of inclusive education and case studies will be discussed. There will be opportunities for planning, implementing, evaluating, and sharing simple but doable inclusive education lesson plans.

Readings Audiger, F. (2000). Basic concepts and core competencies for education for democratic citizenship. Strasbourg, France: Council of Europe.

Banks, J. A. (2005). Democracy and diversity: Principles and concepts for educating citizens in a global age. Seattle, VA: Center for Multicultural Education, University of Washington.

Berger, M. & Guidroz, K. (Eds.). (2009). The intersectional approach: Transforming the academy though race, class, and gender. Chapel Hill: University of North Carolina Press.

Dalton, R. J. (2008). The good citizen: How a younger generation is reshaping American politics. Washington, D.C.: CQ Press.

Dill, B. T. & Zambrana, R. E. (Eds.). Emerging intersections: Race, class, and gender in theory, policy, and practice. New Brunswick, NJ: Rutgers University Press.

Farley, J. E.(1995). Majority-minority relations. Englewood Cliffs, NJ: Prentice-Hall, Inc.

Goodman, D. (2014). The Tapestry Model: Exploring Social Identities, Privilege, and Oppression from an Intersectional Perspective. In Intersectionality in Higher Education: Theory, Research, and Praxis, D. Mitchell, Jr., C. Simmons, & L. Greyerbiehl (Eds). New York: Peter Lang Publishing.

Goodman, D. J. and Jackson, B. W. (2012). Pedagogical approaches to teaching about racial identity from an Intersectional perspective. In C. L. Wijeyesinghe and B. W. Jackson (Eds.), New Perspectives on racial identity development: Integrating emerging frameworks, 2nd edition, (pp. 216-239). New York, NY: New York University Press.

Harding, S. (1998). Is science multicultural: Postcolonialisms, feminisms, and epistemologies. Bloomington and Indianapolis: Indiana University Press.

Jones, R R. and Wiejeyeshinghe, C. L. (2011). The promises and challenges of teaching from an intersectional perspective: Core components and applied strategies. In M. L. Ouellett (Ed.), An integrative analysis approach to diversity in the college classroom, New Directions for Teaching and Learning, No. 125 (pp. 11-20). San Francisco: Jossey-Bass.

Kendall, D. (2007). Sociology in our times (6th ed.). Florence, KY: Thomson

Wadsworth. McLemore, S. D. and Romo, H. D. (2005). Racial and ethnic relations in America

(7th ed). Boston, MA: Allyn and Bacon. Rosenblum, K. E. & Travis, T. C. (2000). The meaning of difference: American

constructions of race, sex and gender, social class, and sexual orientation, 2nd ed. Boston, MA: McGraw-Hill.

Teaching Tolerance. (2000). 101 tools for tolerance. Montgomery, AL: Teaching Tolerance.

Teaching Tolerance. (n.d.). A place at the table. Montgomery, AL: Teaching Tolerance.

Ty, R., Glowacki-Dudka, M., & Berger, J. (2012). “Deconstructing culture: An interdisciplinary critique of Contending theories of culture.” Edmond, OK: University of Central Oklahoma. https://www.academia.edu/1835577/Rey_Ty_Michelle_Glowacki-Dudka_and_Jim_Berger._2012_._Deconstructing_Culture_An_Interdisciplinary_Critique_of_Contending_Theories_of_Culture._Proceedings_of_the_Midwest_Research-to-Practice_Conference._Edmond_OK_University_of_Central_Oklahoma._September_27_29_2012

UNESCO. (2006). UNESCO guidelines on intercultural education. Paris, France: UNESCO.

Weber, L. (2010). Understanding race, class, gender, and sexuality: A conceptual framework, 2nd edition. New York: Oxford University Press.

Free Electronic Readings

Learning to Live Together: Geneva, Switzerland: Education and Conflict Transformation. (hereinafter referred to as GTZ).

References Sue, D. W., & Sue, D. (2003). Counseling the Culturally Diverse: Theory and Practice. New York, NY: John Wiley & Sons, Inc.

Online Social Media Resources:

1. Academia.edu: http://niu.academia.edu/ReyTy/Teaching-Documents2. Facebook: https://www.facebook.com/groups/1374952746069587/ 3. Slideshare: http://www.slideshare.net/reyty1

Educational Videos:

Type “Rey Ty” + “theme” (such as “education”) to access the publicly available videos, papers, and PowerPoint slides online, many of which are summaries of academic literature and research.

Teaching Philosophy

Being student-centered, I am committed to promoting life-long learning, preparation for life, sharing and caring for others, and giving back to society. To achieve these goals, I share knowledge, engage in dialogue, and encourage knowledge production. By applying concepts to real-life situations, learning becomes relevant. I encourage critical thinking by welcoming full and open participation of diverse students and faculty in an inclusive atmosphere and use collaborative and active strategies that recognize the prior knowledge and unique experiences of each student as well as addresses the different learning styles of students.

Class Decorum: Mutual respect; safe zone; zero tolerance; no bullying; don’t share any information you do not want to; no put downs; no invectives; no expletives; use inclusive & non-sexist language; two tardies equal one absence; remain in class for the entire session or else be considered absent; be polite; alright to disagree but do not attack the person; no sleeping; turn off *all* electronic devices; no cell phones; no laptop computer; no distracting side conversations; no Sudoku, crossword puzzle, and other games allowed; no MP3 players; no texting; no reading of newspaper, magazines or any other reading materials not used in this class; no sit-ins; no babies and children in the classroom. If the university permits, food & drinks are allowed but please clean up after yourselves. Everyone has an equal chance to speak out around the table; hence, no “super nova,” no “ping pong,” and no “popcorn.”

Don’t Miss the Forest for the Trees:

Reading materials both answer and raise questions. The professor will not have all the answers. This course will *not* describe in full details historical and current events, recording facts, figures, days and dates during which certain events took place. You will *not* be committed to memorizing facts and figures, which you will soon forget after the academic term ends. We will attempt to see the bigger picture and not get caught up in the minute

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details. Students will be exposed to analytical framework, theories, and concepts which will help you develop your own answers and which you will remember long after you leave the university.

Class Participation:

The professor acts as a facilitator. As students are responsible for active learning and participation, they must come to class having read the reading materials. In alphabetical order and on rotation basis, each student will lead team-building activities at the start of each class session. You have to come to class having done the reading in advance and to participate actively and substantively in discussion. Questions to guide you in your readings: (a) What are the central problems, debates, and questions? (b) What are the key arguments? (c) What is the evidence for the arguments? (d) What are the problems with the argument? I What are your counter-arguments? (f) Why did the readings clarify or confuse? (g) How did this reading material compare to other reading materials? (h) Do you have any relevant experiences related to the readings? (i) What questions does the reading material raise?

Absence and Dropping Policy:

Mandatory attendance. You may be excused from class for religious observances but I need to have at least 48-hour notice. Two absences result in a letter grade deduction, significantly lowering your final grade, for example, from A (no absence) to B (absence). Three unexcused absences amount to failing the course. In terms of dropping from the course due to absences, we will follow the university’s policy, for which the students are responsible. You are responsible for dropping from this class by the official deadline date.

Personal and Family Emergencies:

Absence due to personal medical reasons and death in the immediate family are the only valid excuses. Please bring medical certification or death certification, respectively. Let me know of your personal and family emergencies so that you may be excused from some of the class policies. A note from the hospital, for example, duly signed by the authorities must be submitted to me.

Withdrawal Policy:

The student is responsible for keeping track of the university’s withdrawal deadline. If you choose to stop attending class you are responsible for withdrawing from the course. I will not do so for you. If you stop attending and have not withdrawn, a failing grade will be entered.

Submission: Late submission is not accepted and gets zero (0) point for that specific requirement.Standards-Based Holistic Grading Policy:

An “A” indicates an excellent and exceptional performance. This grade is reserved for students whose work demonstrates an extra-ordinary level of competence and distinction. A perfect attendance record is a necessary but not sufficient criterion of excellence. A student who regularly or always reads all the assigned materials before class meetings and volunteers accurate comments and responds correctly to direct questions posed to him/her or the class, will meet this standard. “B” is assigned to a satisfactory performance of an assigned task. This grade indicates that no new insight has been added, and that the student’s performance is above average. “C” indicates an average performance by a student. This grade usually indicates that a student barely met the requirements of a task and needs to work harder. Very few students get a “D”, which indicates a less than satisfactory (i.e. below average) performance of tasks, and even fewer students obtain an “F”, which indicates a failure to perform up to the minimum level of expectation. Pluses (+) and minuses (-) are used to indicate better or lesser performance levels between the grades. Students whose performance falls consistently at or below “C” average should contact me early on to find ways of addressing possible problems of comprehension, interpretation and writing.

Breakdown of Point Distribution for Course Requirements: ITEMS BREAKDOWN YOUR SCORE

1. First Exam 100 points2. Second Exam 100 points3. Final Comprehensive Exam 200 points4. Class Participation 25 points5. Attendance 25 points6. Diagnostic Pre-Test and Post-Test 50 points7. Extra Credits (Bonus) (Max 50 points)

Total 500 (+50) points

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Grading System:Raw Score Percentage Quality Letter Grade

476-500 98-100% Excellent A446-475 95-97% Very Good A-426-445 93-94% Good B+396-425 90-92% Satisfactory B376-395 88-89% Satisfactory B-346-375 85-87% Average C+326-345 83-84% Average C296-325 80-82% Average C-276-295 78-79% Less Than Satisfactory D+250-275 75-77% Passing D0-249 50-74% Fail F

Extra Credits: All students will have the same chances to work on a project for extra credits. Talk to me immediately if you want to work on a project, which needs my approval.

Phone Tree: For valid tardiness or class cancellations due to inclement weather or traffic conditions, please call and notify the person after your name is listed.

Disclaimer: Test schedules, class schedules, and reading assignments are all subject to change with notification to students attending class. We will follow the flow of our course outline. Some topics might need less or more time; hence, adjustments will be made accordingly. Students will be notified of changes in class and online. Guest lecturers will come when available.

Citation Format APA http   ://owl.english.purdue.edu/owl/resource/560/01/ Emergency Follow University Emergency Evacuation Policy and Procedures Instructional Strategies:

Brainstorming (B), critical reflection (CR), current events (CE) from New York Times, energizer I, guest speakers (GS—scheduled based on their availability), learning circle (LC), lecture-discussion (LD), PowerPoint presentations (PPT), questions (Q), research paper workshop (RPW), snap poll (SP), speak out (SO), student-led (SL), summary (S), video showing (V), workshop (W)

Learning Strategies:

Visual, Auditory, Kinesthetic, Reading-Writing Preference (VARK), Concrete Experience, Active Experimentation, Reflective Observation, Abstract Conceptualization (Kolb)

Writing Help: For help with organizing your ideas, grammar, citing sources, avoiding plagiarism, sample assignments, and much more, see the Writing Guide for SNL Students at http://snl.depaul.edu/writing/index.html.

Statement on academic accommodations:

Students who feel they may need an accommodation based on the impact of a disability should contact me privately to discuss their specific needs. All discussions will remain confidential. To ensure that you receive the most appropriate reasonable accommodation based on your needs, contact me as early as possible in the semester (preferably within the first week of class).

Course Outline: Schedule, Topics, Strategies, and ReadingsDays and Time

(Dates)

Date TopicStrategies &

Readings1. Diagnostic Pre-Test & Course Introduction: Self-Introductions,

Learning Styles, Expectation Check, Leveling Off, Career Options, Ground Rules, Learning Contract, Syllabus, Intellectual Development & Maturity; Good Writing; Writing Academic Papers; Leaders of the Day in alphabetical order (news about the environment, summary,

Lecture-Discussion: Syllabus; email pre-test before the second meeting

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teambuilding activities, etc.)2. The Three Levels of the Tripartite Framework for Understanding

Multiple Levels of Identity. Critique. Concrete Recommendations. Lecture-Discussion: Sue & Sue’s chart (inside front cover & p. 12); Ty, Dudka, & Berger

3. The Conceptual Dimensions of Multiculturalisma. Cultural universality vs. cultural relativismb. The emotional consequences of “race”c. The inclusive or exclusive nature of multiculturalismd. Framework for understanding the multiple dimensions of

identity

Lecture & Q&A: Sue & Sue Ch 1

4. Contending Views of Culture1. Viewed from Different Disciplines2. Cultural Change and Diversity

a. Cultural Diversity, Ethnic Subcultures, and Countercultures

b. Anthropocentrismc. Cultural Pluralismd. Cultural Relativisme.f. Cultural Universalismg. Culture Shockh. Global Culture: High Culture and Pop Culture

3. Sociological Analysis of Culturea. Functionalismb. Conflict c. Symbolic Interactionismd. Postmodernism

Ty, Dudka, & Berger; Kendall Ch 3

5. Intersectionality of Class, Gender, Race, Sexuality, etc. Lecture-Discussion: Berger & Guidroz 2009; Dill & Zambrana 2009; Jones &

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Wjeyesinghe 2001; Rosenblum & Travis 2000; Weber 2010.

6. Self-Reflection to Explore Your Social Identities Intersectionality. Give a critique of the model. Recommendations.

a. Personal Timeline: How have you experienced intersecting social identities over time?

b. Social Contexts: How have you experienced intersecting social identities in different contexts?

c. Constellations of Identities: How have you experienced different intersecting social identities, depending on which social identities are being considered?

d. Current Issues: Which intersecting social identities are most salient to address now?

e. Implications: How do your intersecting social identities promote or challenge work for social justice?

Self-Reflection and Plenary Discussion: Goodman 2012 & 2014.

7. Workshop: Work in a group of three persons of different backgrounds. Safe Zone. Share only what you want to share.

a. What are the similarities and differences you have with each other?

b. Self: How does an intersection of your identities affect your work with others?

c. Knowledge about the Other: Discuss one new thing you learned about the intersection of identities of your partner?

d. Knowledge about Structural Inequality: Discuss both (1) privilege or power and (2) marginalization.

e. Skill: What skill do you have to interact effectively with diverse people in different contexts?

f. Skill to Foster Inclusion: Discuss one thing you have done to promote inclusion.

Workshop: Goodman 2012 & 2014.

8. Race and Ethnicity; Race and Ethnic Relations McLemore & Romo, Ch 1; Farley,

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Ch 1 9. Together or Apart?: Competing Theories of Assimilation

1. Conformity2. Melting Pol3. Cultural Pluralism

McLemore & Romo Ch 2

10. Theories of Prejudice and Theories of Discrimination McLemore & Romo Ch 5

11. Science, Post-colonialisms, Feminisms, and Epistemologies Lecture-Discussion; Harding Chs 1, 5, 10

12. Reducing Prejudice: A Place at the Table, and 40 Ways to Raise a Nonracist Child

Workshop; Teaching Tolerance; Mathias & French; Farley, Ch 3

13. Prejudice, Stereotypes, Personality, Social Learning, Socio-Economic Status, and Sociopolitical Considerations of Trust and MistrustEffects of Historical and Current Oppression: Ethnocentric Monoculturalism

Lecture-Discussion: Sue & Sue Ch 3; Farley Ch 2

14. Sociological Perspectives: The Order and Conflict Modelsa. Functionalist Theoriesb. Conflict Theories c. Culture of Poverty Theory

Farley Ch 4

15. Origins and Causes of Ethnic Inequality Farley Ch 516. Minority-Group Movements

a. Adaptive Responses1) Acceptance2) Displaced Aggression3) Avoidance4) Assimilation

b. Change-Oriented Responsesc. Protestsd. Conditions for Social Movements

1) Dissatisfaction: Relative Deprivation2) Communication Network3) Resources4) Sense of Efficacy5) Leadership

e. Three Ideal Models of Intergroup Relations1) Assimilation2) Pluralism3) Separatism

Farley Ch 7

17. Case Studies: Cross-Cultural Studies of Majority-Minority Relations

a. Effects of Colonization1) South Africa2) Northern Ireland3) Quebec, Canada4) The Former Soviet Union

Farley Ch 8

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5) Former Yugoslavia6) The Middle East7) Comparisons and Contrasts8) United Kingdom

b. Societies with Peaceful Intergroup Relationsc. Effects of Colonialism and Degree of Modernization

1) Industrialized Countries2) Fluidity vis-à-vis Rigidity3) Third World Countries

d. Cultural and Demographic Characteristics of Majority and Minority Groups

e. Brazil and Mexicof. Territorial Ethnic Base

18. Majority-Minority Relations in the U.S.A.a. Racial Economic Inequalityb. U.S. Political and Legal Systemc. Educationd. Majority-Minority Relations Based on Gender, Sexual

Orientation, and Disabilitye. Diversity and Multiculturalismf. Hate-Groups and Hate Crimesg. Political Correctnessh. Affirmative Actioni. The Undocumented

Farley Ch 9-15

19. 101 Tools for Tolerance Teaching Tolerance 2000

20. Dimensions of Worldviewsa. Value Orientation Model of Worldviewsb. Locus of Controlc. Locus of Responsibilityd. Formation of Worldviewse. Internal and External Locus of Control and Responsibility

Sue & Sue Ch 10

21. Questionsa. Are (1) ‘learning to live together,” “life skills,” and “active

citizenship” widely recognized goals for education?b. Who are involved in developing and implementing these

programs?

Lecture-Discussion: GTZ, Ch. 1

22. Citizen Duty vis-à-vis Engaged Citizenship Lecture-Discussion; Dalton

23. Education Goals and Objectives for Learning to Live Together (LTLT) and Life Skills

a. Defining Goals and Objectivesb. The “Basic Life Competencies” Dimensionc. Cross-Cutting Themes or Subject Matters

1) Personal development and healthy relationships2) Conflict resolution3) Unity in diversity, tolerance, appreciation of diversity,

social cohesion4) Human rights and responsibilities5) Democratic principles and participation, rule of law, good

governance, civil society6) Natural environment7) Citizenship and peace education at local, national 8) Contending approaches to peace education (GTZ, pp. 124-

130)

Lecture-Discussion: GTZ, Ch 2

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d. Building Basic Life Competency and Thematic Objectives into a Coherent Framework for Curriculum Design and Evaluation

24. Teaching-Leaning Processes for LTLTa. Participatory, experiential, inclusive, and active classroom

methodologiesb. Providing an earmarked period on the timetablec. Participatory, inclusive, and democratic principles in school

life and managementd. Interactive radio instructione. Textbooks that model and encourage skills, values, attitudes,

and behaviors for LTLT/life skillsf. Contact between different groupsg. Matching teaching-learning methods with content and

objectives

Lecture-Discussion: GTZ, Ch. 3

25. Evaluation Goals, Processes, and Tools Lecture-Discussion: GTZ, Ch. 4

26. Characteristics of an Effective National (or NGO) Programa. Preparatory steps and consensus buildingb. Strong leadership policy commitment and vision statementc. Creation of a core development team and committed trainers

and head-teachersd. Establishment of a network of pilot or model schoolse. Renewal or enrichment of curricula and teaching-learning

materials to promote LTLT/like skillsf. Capacity building for teachers and teacher educatorsg. Capacity building of regional and local managers and

supervisorsh. Reinforcement through non-formal education and multiple

channels of communicationi. Establishing the monitoring and evaluation (M&E) functionj. Long-term commitment and funding

Lecture-Discussion: GTZ, Ch. 5

27. Monitoring, and Evaluation of Field Programsa. The relationship of monitoring and evaluationb. Participatory processes for organizing monitoring and

evaluation activitiesc. Identifying monitoring and evaluation goals, focus, and

questionsd. Indicators e. Time frame for collecting evaluation dataf. The problem of attribution

Lecture-Discussion: GTZ, Ch. 6

28. Data Collectiona. Sourcesb. Methodsc. Methodological considerations

1) Validity and reliability of data2) Adjusting to different settings and cultures of monitoring

and evaluation3) Use of elicitive methods

Lecture-Discussion: GTZ, Ch. 7

29. Monitoring and Evaluation at School Levela. Goalsb. M & E processes

1) Collecting data in schools2) Assessment processes3) Measuring change

c. Criteria and tools

Lecture-Discussion: GTZ, Ch. 8

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d. Data analysis30. Monitoring and Evaluation of Teacher Training/ Professional

Development a. Goalsb. M & E processesc. Criteria and tools

Lecture-Discussion: GTZ, Ch. 9

31. Drawing Conclusiona. Analysis and formatting an evaluation reportb. Reporting on impactc. Using an evaluation reportd. Organizing an exploratory or planning workshop for

strengthening monitoring and evaluation of LTLT/life skills

Lecture-Discussion: GTZ, Ch. 10

32. Classroom Observationa. Listening to teacherb. Individual workc. Group workd. Whole class work/ discussion

Lecture-Discussion: GTZ pp. 131-134

33. Impact Indicators for Society, Whole School or Individual Classa. Quantitative indicators b. Qualitative indicators

Lecture-Discussion: GTZ, pp. 135-139

34. Suggestions for Workshops to Plan Monitoring and Evaluation of LTLT/Life Skills Indicators

Lecture-Discussion: GTZ, pp. 140-143

35. Post-Test: Critical Reflections: Written Essays, Plenary discussion

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