Spring 2018 - EDUC 855 G001

Multicultural and Race Relations Education: Policy Development and Program Implementation (5)

Class Number: 10204

Delivery Method: In Person

Overview

  • Course Times + Location:

    Jan 3 – Apr 10, 2018: Tue, 4:30–9:20 p.m.
    Surrey

Description

CALENDAR DESCRIPTION:

Theory, research, policy development and program implementation in multicultural and race relations education encompass a wide spectrum of areas of educational inquiry.

COURSE DETAILS:

COURSE RATIONALE:
Canada prides itself on multiculturalism as a defining feature of its culturally and ethnically diverse nation. The Multiculturalism Policy was designed to recognize “Canada’s diversity by race, cultural heritage, ethnicity, religion, ancestry and place of origin and guarantee to all men and women complete freedom of conscience, of thought, belief, opinion expression, association and peaceful assembly” (Citizenship and Immigration Canada). The state of relationships among dominant and minority cultural groups and the tensions resulting in cultural difference indicates that ‘inclusive citizenship’ is not a given.   This course will examine foundational issues relating to multiculturalism and race relations, in the unique context of Canadian social relations, as well as in global and transnational settings.  

COURSE DESCRIPTION:
This course provides an extended introduction to the field of critical multicultural education, and critically examines multiculturalism, and explores the role and application of multicultural education, anti-racism education, indigenous education, critical race theory in formal and non-formal educational settings. Students will examine a range of ideas, concepts and disciplinary approaches in the field and topics include the background and historical understanding of race, history and analyses of multiculturalism, principles and goals of anti-racism including intersectionality, settler colonial impact on historical and contemporary experiences of Indigenous peoples. Examples and illustrations from local, Canadian, and transnational contexts will inform classroom discussion. The general aim of this course is to help students understand key concepts relating to multicultural and anti-racism education, and to reflect on and thereby strengthen students’ practice as educators in multiethnic, racial, multilingual communities. Readings, class discussions, media analyses and independent study will form the basis of class inquiry.

COURSE-LEVEL EDUCATIONAL GOALS:

Some of the learning outcomes of the course are that you will be better able to:

  • Have an increased understanding of basic terms and concepts related to multiculturalism and equity, 

  • be familiar with historical background on multiculturalism, equity education, and human rights in Canada, 

  • have an in-depth understanding of issues of difference, equity and inclusion, 

  • be able to analyze media representations of minority groups and issues relating to them, 

  • be able to incorporate multicultural and race relations components into an educational program or action research 
    
  • be more effective in implementing multicultural and race relations programs and strategies in your work place. 

The course is designed on the seminar format, and is meant to be participatory. You are expected to come to class prepared, having completed the necessary readings and being willing to participate in discussions and in-class activities. You are invited to contribute your knowledge and understanding of the topics that will be explored in class by bringing your experiences, readings, media items of interest and other material connected to the topics and themes we are studying. The course will be supported online through Canvas.

Grading

  • 3 assignments as follows:
  • Critical Responses 30%
  • Media analysis project 30%
  • Final project 40%

NOTES:

COURSE ASSIGNMENTS/EVALUATION:
The assignments for this course will be discussed and finalized after our first class The following are suggested (open to change): 
  
1)    Mini-Papers/Critical responses 30% 
 3 mini papers, critically responding to course readings. Details to be provided in the first class  

2)    Analysis of a Media item – Individual or pairs. 30% This assignment will be discussed in class. It requires examining the representation and construction of race (and other areas of difference) in the media.
OR Facilitate class discussion (2 readings)  Finalize in class  

3)  Final project – 40% The details of this will be worked out in class. The choice could be a paper, a book review, or a project that demonstrates the integration of course learning to an applied project. An example:
i) Design and provide a rationale for class (K-12) curriculum that takes race relations and justice into consideration.
ii) Integrate an element into work place policy or practice that addresses issues relating to intersections of race, gender, class etc.

Materials

REQUIRED READING:

Dei, G. (1996) Anti-racism education: theory and practice. Halifax, NS: Fernwood Publishers ISBN: 9781895686982
ISBN: 9781895686982

Razack, S., Smith, M., & Thobani, S. (Eds). (2010). States of race: Critical race feminism for the 21st century. Toronto: Between the Lines ISBN: 978-1-897071-59-5
ISBN: 978-1-897071-59-5

Other Readings 
A number of additional readings will be assigned and distributed in class, or links will be provided for online access.

Graduate Studies Notes:

Important dates and deadlines for graduate students are found here: http://www.sfu.ca/dean-gradstudies/current/important_dates/guidelines.html. The deadline to drop a course with a 100% refund is the end of week 2. The deadline to drop with no notation on your transcript is the end of week 3.

Registrar Notes:

SFU’s Academic Integrity web site http://students.sfu.ca/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating.  Check out the site for more information and videos that help explain the issues in plain English.

Each student is responsible for his or her conduct as it affects the University community.  Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html

ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS