Announcements

Announcements Winter 2008

My website is http://www.wou.edu/~gatimum

Emails:

Please remember to write ED618 On-line course on the subject line. If you want to indicate the subject of your email on the subject line please write after ED618 On-line course. For example ED618 On-line course Assign 1

Since Emails are main mode of communication, I will respond to any email questions or concerns on Mondays, Wednesdays and Fridays.

I will not be on campus on February 7-10, so I will not be able to respond to emails then.

As promised here is the Reflection and definition of personal practical knowledge (PPK):

Reflection and personal practical knowledge

Click here to get to the page where the discussion of Units 1,2, and 3 have been posted.

Upgrade January 31, 2008

Unit 4 / Eurocentric perspective

What is Eurocentic perspective? In defining what Eurocentricism Wikipedia does a good job.

Eurocentrism is the practice of viewing the world from a European perspective, with an implied belief, either consciously or subconsciously, in the preeminence of European (and, more generally, of Western) culture, concerns and values at the expense of non- Europeans. Eurocentrism is an instance of ethnocentrism, especially relevant because of current and past European colonialism and imperialism.

This belief is closely aligned with the middle-class culture. The culture which for all practical purposes informs the school system - behaviors, ethos, values, and beliefs.

As you read both Beegle's and Suina's articles, I suggest that you use the Eurocentric perspective as a backdrop to where these writers are coming from.

In Beegle's paper, she talks about the middle class culture and how the views of students brought up in homes of generational poverty were dismissed as unimportant. Teachers used irrelevant examples to illustrate concepts to these students.

In Suina's article it is obvious the values and beliefs of the Pueblo were disregarded completely. He illustrates this powerfully where he write about the plowing and the destruction of their back yards without any regard as to how the Pueblo people interpreted their land use.

The highlight of Suina's article is when he illustrates how a teacher learnt from her students about the meaning of Christmas. Shouldn't teachers learn from their students? How else would we know the values and beliefs of our students without intently listening and observing them?

Use the following questions as a reading guide:

Questions to guide reading of Suina’s and Beegle’s articles.
1. Both these papers i.e Suina's and Beegle's record resentment, conflict, confusion and astonishment when school culture meets a student’s home culture (values, beliefs). Look through the articles and identify instances of resentment, conflict, confusion, or astonishment. What values and beliefs were involved?
2. Culturally responsive teaching refers to opportunities for teachers to use a home culture to teach a concept, an idea, or a procedure in class. Specify places where opportunity for culturally responsive teaching occurred in both the articles.
3. In your own content area, how would you fit the culture of the community into the ideas, concepts, and theories that a student needs to learn in English, Math, Social Studies, Sciences etc

Upgrade February 4, 2008

Critical Pedagogy

A student in class today asked what is critical pedagogy? Critical pedagogy is the process that takes up questions of how individuals learn, how knowledge is produced, and how subject positions are constructed. Pedagogy is about intellectual, emotional, and ethical investiment we make as part of attempt to negotiate, accomodate, and transform the world in which we find ourselves, (Giroux, 2005)

I hope you will be able to use the powerpoint to define Critical Pedagogy. Please note, to make sense of this powerpoint presentation, you have to read the articles by Ladson-Billings and Moll et al. I have used examples from these articles to illustrate the definition of the critical pedagogy terms. The description of critical pedagogy is drawn from the work of Peter McLaren.

Upgrade February 11, 2008

As you think of Assignment 3. Here is a website that summarizes the culturall responsive teaching strategies http://www.intime.uni.edu/multiculture/curriculum/culture/Teaching.htm

Upgrade February 27, 2008

I have two powerpoint presentations on Assessment (Gardner, Chapter 8) and Understanding (Gardner Chapter 10). Please use them as a rough guide; they do not substitute reading the chapters themselves for a indepth understanding of the concepts.

Preparing your presentation on March 15

These questions provide a framework for the presentation of the mini-study

Topic – What is the topic of your mini-study?
Issue – What issue did you investigate – why?
Methods – How did you obtain your data? Interviews, observations, survey, observations, documents?
Participants – Who were the participants of your study?
Findings – What did you find? How do your findings fit or not fit the multicultural education framework?

ED 618 Multicultural Education Course Home \|\| Syllabus \|\| Expectations & Required Evidence \|\| Important sites \|\| About You \|\|

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6		Announcements Winter 2008 My website is http://www.wou.edu/~gatimum My email is gatimum@wou.edu Emails: Please remember to write ED618 On-line course on the subject line. If you want to indicate the subject of your email on the subject line please write after ED618 On-line course. For example ED618 On-line course Assign 1 Since Emails are main mode of communication, I will respond to any email questions or concerns on Mondays, Wednesdays and Fridays. I will not be on campus on February 7-10, so I will not be able to respond to emails then. As promised here is the Reflection and definition of personal practical knowledge (PPK): Reflection and personal practical knowledge Click here to get to the page where the discussion of Units 1,2, and 3 have been posted. Upgrade January 31, 2008 Unit 4 / Eurocentric perspective What is Eurocentic perspective? In defining what Eurocentricism Wikipedia does a good job. Eurocentrism is the practice of viewing the world from a European perspective, with an implied belief, either consciously or subconsciously, in the preeminence of European (and, more generally, of Western) culture, concerns and values at the expense of non- Europeans. Eurocentrism is an instance of ethnocentrism, especially relevant because of current and past European colonialism and imperialism. This belief is closely aligned with the middle-class culture. The culture which for all practical purposes informs the school system - behaviors, ethos, values, and beliefs. As you read both Beegle's and Suina's articles, I suggest that you use the Eurocentric perspective as a backdrop to where these writers are coming from. In Beegle's paper, she talks about the middle class culture and how the views of students brought up in homes of generational poverty were dismissed as unimportant. Teachers used irrelevant examples to illustrate concepts to these students. In Suina's article it is obvious the values and beliefs of the Pueblo were disregarded completely. He illustrates this powerfully where he write about the plowing and the destruction of their back yards without any regard as to how the Pueblo people interpreted their land use. The highlight of Suina's article is when he illustrates how a teacher learnt from her students about the meaning of Christmas. Shouldn't teachers learn from their students? How else would we know the values and beliefs of our students without intently listening and observing them? Use the following questions as a reading guide: Questions to guide reading of Suina’s and Beegle’s articles. 1. Both these papers i.e Suina's and Beegle's record resentment, conflict, confusion and astonishment when school culture meets a student’s home culture (values, beliefs). Look through the articles and identify instances of resentment, conflict, confusion, or astonishment. What values and beliefs were involved? 2. Culturally responsive teaching refers to opportunities for teachers to use a home culture to teach a concept, an idea, or a procedure in class. Specify places where opportunity for culturally responsive teaching occurred in both the articles. 3. In your own content area, how would you fit the culture of the community into the ideas, concepts, and theories that a student needs to learn in English, Math, Social Studies, Sciences etc Upgrade February 4, 2008 Critical Pedagogy A student in class today asked what is critical pedagogy? Critical pedagogy is the process that takes up questions of how individuals learn, how knowledge is produced, and how subject positions are constructed. Pedagogy is about intellectual, emotional, and ethical investiment we make as part of attempt to negotiate, accomodate, and transform the world in which we find ourselves, (Giroux, 2005) I hope you will be able to use the powerpoint to define Critical Pedagogy. Please note, to make sense of this powerpoint presentation, you have to read the articles by Ladson-Billings and Moll et al. I have used examples from these articles to illustrate the definition of the critical pedagogy terms. The description of critical pedagogy is drawn from the work of Peter McLaren. Upgrade February 11, 2008 As you think of Assignment 3. Here is a website that summarizes the culturall responsive teaching strategies http://www.intime.uni.edu/multiculture/curriculum/culture/Teaching.htm Upgrade February 27, 2008 I have two powerpoint presentations on Assessment (Gardner, Chapter 8) and Understanding (Gardner Chapter 10). Please use them as a rough guide; they do not substitute reading the chapters themselves for a indepth understanding of the concepts. Preparing your presentation on March 15 These questions provide a framework for the presentation of the mini-study Topic – What is the topic of your mini-study? Issue – What issue did you investigate – why? Methods – How did you obtain your data? Interviews, observations, survey, observations, documents? Participants – Who were the participants of your study? Findings – What did you find? How do your findings fit or not fit the multicultural education framework?