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AUTHOR INSTITUTION REPORT NO AVAILABLE from ABSTRACT DOCUMENT RESUME Adams, J. Q., Ed.; Welsch, Janice R., Ed. Multicultural DOCUMENT RESUME ED 407 689 CS 509 384 AUTHOR Adams, J. Q., Ed.; Welsch, Janice R., Ed. TITLE Multicultural Prism: Voices from the Field. Volume 2. INSTITUTION Illinois Staff and Curriculum Developers Association.; Western Illinois Univ., Macomb. REPORT NO IBHN-1-885-890-06-0 PUB DATE 96 NOTE 260p.; Accompanying videotape not available from EDRS. For volume 1, see CS 509 384. AVAILABLE FROM Multicultural Resource Development and Advising Center, c/o Faculty Development, Western Illinois University, 318 Seal Hall, Macomb, IL 61455 ($10, includes shipping/handling; videotape sold at cost). PUB TYPE Collected Works General (020) -- Guides Classroom - Teacher (052) EDRS PRICE MF01/PC11 Plus Postage. DESCRIPTORS Course Descriptions; *Cultural Differences; *Diversity (Student); Economics Education; Elementary Secondary Education; Feminism; Higher Education; Mathematics Education; *Multicultural Education; Religious Differences; Social Studies IDENTIFIERS *Response to Literature ABSTRACT This book presents descriptions of 17 courses in education, the humanities, social sciences, business, and the arts that acknowledge cultural diversity and invite students to understand and respect that diversity. Many of the courses focus on student-centered approaches to instruction. Following an introduction by the editors, syllabi in the book are "Ways of Coexisting: Urban and Global Communities" (Frederick J. Baker); "No More 'Teaching as Usual'" (Dianne Bowcock); "Understanding Diversity: Urban Education at Bloomsburg University" (Mary Harris); "Introduction to Multicultural Education" (Savario J. Mungo); "Alike and Different: Teaching Children to Value Cultural Diversity" (Mona S. Johnston); "Power Made Real: Literary Responses to Race, Class and Gender" (Ann M. Frank Wake); "In Their Own Words: The Literature of Displacement Links between African and African Diaspora Writing" (Nada Elia); "Multicultural Approaches to College Writing" (Kathleen M. Herndon and Priti W. Kumar); "Beliefs and Believers: A Multicultural Approach to Religious Diversity" (John K. Simmons); "Feminism and Ethics: The Course and Its Construction" (Susan A. Martinelli-Fernandez); "Diverse Meanings: Challenges and Complexities of Multicultural Teaching" (Loretta Kensinger and Priya A. Kurian); "A Cross-Cultural Survey of Art History: Challenging Assumptions about Art" (Joanne E. Sowell); "Strategies and Techniques for Multicultural Teaching in Undergraduate Courses" (Thomas J. Gerschick and Georgeanne Rundblad); "Module for Asian Studies: Introduction to Economics" (George Wasson); "Diversifying 'Introduction to United States Government'" (Loretta Kensinger); "Project Gain: Get Ahead in Nursing" (Lorraine D. Williams); and "Dealing with Diversity: A Teleclass" (J. Q. Adams). The book also presents a review by Avril von Minden of the book "New Directions for Equity in Mathematics Education" and "Multicultural Mathematics Education: Annotated Bibliography" (Avril von Minden and Lorri Kanauss). (RS) multiculturalPrism: Voices fromtheField 1 Volume 2 PERMISSION TO REPRODUCE AND U.S. DEPARTMENT OF EDUCATION DISSEMINATE THIS MATERIAL Office of Educational Research and Improvement HAS BEEN GRANTED BY EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it O Minor changes have been made to improve reproduction quality. TO THE EDUCATIONAL RESOURCES Points ol view Of opinions stated in this docu- INFORMATION CENTER (ERIC) ment do not necessarily represent official OERI position or policy. 1 J. Q. Adams and Janice R. Welsch, Editors BEST COPY AVAILABLE MULTICULTURAL PRISM: VOICES FROM THE FIELD VOLUME 2 Edited by J. Q. Adams Janice R. Welsch Prepared with Higher Education Cooperation Act Funds Awarded by the Illinois State Board of Higher Education to Board of Trustees of Western Illinois University for a project entitled Expanding Cultural Diversity in the Curriculum and in the Classroom HECA GRANT COOPERATING INSTITUTIONS 1995-96 Eastern Illinois University Dr. David L. Jorns, President Illinois State University Dr. David A. Strand, President Illinois Valley Community College Dr. M. Jean Goodnow, President McHenry County College Dr. Robert C. Bartlett, President Western Illinois University Dr. Donald L. Spencer, President Copyright 1996 by Illinois Staff and Curriculum Developers Association Articles in this book may be reproduced providing the authorsare properly credited. BUM 1-885-890-06-0 ACKNOWLEDGMENTS This volume would not have been realized without the insight and imagination ofour contributors. We are grateful to each of them for the commitment to their students andto their profession that prompted them to share their course descriptions and teaching philosophies. We also appreciate the generous support of a Higher Education Cooperation Act Grant awarded by the Illinois Board of Higher Education and the ongoing support of Western Illinois University.Within the university we owe special thanks to Lynn Bryant in the Business Office, to Nancy Ward and her Copy Center colleagues, and to the Office of Sponsored Projects. In particular, we must acknowledge and thank Nita Burg and her family--Nita for her superb professionalism, her generosity in meeting impossible deadlines, and her equanimity under stress; her family for their patience while she worked on this project. J.Q.A. J.R.W. August 1996 PERMISSION We are grateful to joan olsson for the opportunity to reprint "Cage of Oppression," ©1988 joan olsson of cultural bridges, 341 Ontelaunee Trail, Hamburg, PA 19526. 5 TABLE OF CONTENTS Introduction Janice R. Welsch and J. Q. Adams Ways of Coexisting: Urban and Global Communities Frederick J. Baker 1 No More "Teaching As Usual" Dianne Bowcock 19 Understanding Diversity: Urban Education at Bloomsburg University Mary Harris 33 Introduction to Multicultural Education Savario J. Mungo 57 Alike and Different: Teaching Children to Value Cultural Diversity Mona S. Johnston 77 Power Made Real: Literary Responses to Race, Class and Gender Ann M. Frank Wake 83 In Their Own Words The Literature of Displacement Links Between African and African Diaspora Writing Nada Elia 91 Multicultural Approaches to College Writing Kathleen M. Herndon and Priti W. Kumar 97 Beliefs and Believers: A Multicultural Approach to Religious Diversity John K. Simmons 103 Feminism and Ethics: The Course and Its Construction Susan A. Martinelli-Fernandez 115 Diverse Meanings: Challenges and Complexities of Multicultural Teaching Loretta Kensinger and Priya A. Kurian 125 A Cross-Cultural Survey of Art History: Challenging Assumptions About Art Joanne E. Sowell 137 6 Strategies and Techniques for Multicultural Teaching in Undergraduate Courses Thomas J. Gerschick and Georganne Rundblad 151 Module for Asian Studies: Introduction to Economics George Wasson 169 Diversifying Introduction to United States Government Loretta Kensinger 181 Project Gain: Get Ahead in Nursing Lorraine D. Williams 195 Book Review: New Directions for Equity in Mathematics Education Avril von Minden 221 Multicultural Mathematics Education: Annotated Bibliography Avril von Minden and Lorri Kanauss 223 Dealing with Diversity: A Teleclass J. Q. Adams 229 "When weletour ownlightshinewe unconsciously give other people permission to do the same. As we are liberated from our own fear our presence automatically liberates others." --Nelson Mandela INTRODUCTION We continue to see multicultural education as a positive force with the potentialto help all of us recognize and appreciate the rich cultures that defineus as individuals and as a nation. Our cultural diversity is, as Robert F. Kennedy asserted three decadesago, not a national burden, but "a national resource." We can draw upon it to generatenew ideas, expand perspectives, and solve problems. Our Constitution provides the framework for realizing the full potential ofour cultural diversity.It opens up the possibility of a genuinely democratic society in whichevery individual can expect to be treated equitably. As first written and implemented, however, the Constitution did not in reality extend equitable treatment to everyone. Our written history clearly demonstrates the preferential treatment assumed by a particular culturalgroup: white Anglo-Saxon Protestant males. The privilege this group enjoyed allowed it to define the dominant culture of United States society and to write our history from its perspective. Its control often led this group to disregard the diverse influences that have shaped our shared U.S. culture and to identify it not only as its own, but also as the only genuinely national culture within our country.It effectively erased the contributions of Native Americans, denigrated or appropriated without recognition those of African Americans, and ignored those of Latinos and Hispanic people as well as those of Asian and Arab Americans. It effaced or overlooked the contributions of the poor and of women, both rich andpoor, both heterosexual and lesbian, and those of gay men. Identifying itself with democracy, but with capitalism, patriarchy, and Christianityas well, it privileged its members and those cultural values that fit comfortably within its ideological parameters. Because it wrote our history and determined howour shared culture would be defined, the diversity and constant evolution and interplayamong the many contributing cultural groups that comprise the United States populationwere lost or devalued. One of the tasks of multicultural education is to recover those lost contributions--toname
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