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Welsch, Janice R., Ed. Multicultural Prism

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Welsch, Janice R., Ed. Multicultural Prism DOCUMENT RESUME ED 414 585 CS 216 105 AUTHOR Adams, J. Q., Ed.; Welsch, Janice R., Ed. TITLE Multicultural Prism: Voices from the Field. Volume 3. INSTITUTION Western Illinois Univ., Macomb. SPONS AGENCY Illinois Staff and Curriculum Developers Association. REPORT NO IBHN-1-885-890-07-9 PUB DATE 1997-00-00 NOTE 283p.; For Volume 1, see ED 407 687; for Volume 2, see ED 407 689. AVAILABLE FROM Multicultural Resource Development and Advising Center, c/o Faculty Development, 318 Seal Hall, Western Illinois University, 1 University Circle, Macomb, IL 61455-1390 ($10 including shipping/handling). PUB TYPE Collected Works General (020)-- Guides Classroom Teacher (052) EDRS PRICE MF01/PC12 Plus Postage. DESCRIPTORS *Asian Studies; Course Descriptions; Cultural Awareness; Cultural Differences; *Curriculum Development; Curriculum Evaluation; Film Study; Higher Education; Japanese Culture; Minority Groups; *Multicultural Education; Music Appreciation; Program Effectiveness; School Holding Power; Service Learning; *Teacher Education IDENTIFIERS *Multicultural Materials ABSTRACT Focusing on multicultural issues, this collection presents essays and syllabi for courses in the fields of teacher education, composition, psychology, music, public health, and counselor education/college student personnel designed to prompt educators to make those courses more inclusive in both content and methodology. The essays and syllabi explore service learning, teaching and learning styles, case study methodology, transcultural immersion, and representative assignments, texts, and references. Three of the essays address effective attraction and retention programs aimed at traditionally underrepresented populations. Essays and syllabi are: "Interactive Phases of Curricular Re-Vision: A Feminist Perspective" (Peggy McIntosh); "Interactive Phases of Curricular and Personal Re-Vision with Regard to Race" (Peggy McIntosh); "Dynamics of Teaching in a Pluralistic Society" (Frederick J. Baker); "Multicultural Implications of Society: A Service Learning Course" (Stuart C. Lord); "Teaching and Learning Styles from a Multicultural Perspective" (Judith C. Reiff); "Literacy Learning and Cultural Differences: Case Method Instruction" (Phyllis Metcalf-Turner); "Multicultural Issues in Higher Education" (Robert Caruso and Earl Bracey); "Transcultural Immersion: Public Health Leadership Management Practicum" (Diana D. Hankes); "Cultural Diversity Breeds Tolerance in the Multiversity" (Edith M. Baker); "Culture and Self" (Gerry Becker); "Music Appreciation for a Large and Diverse Student Population" (Elizabeth Potter Jordan); "Module for Asian Studies: The Impact of Culture on Business Behavior" (Barbara Barrett-Schuler); "Integrating Asian Film into Film Studies and Film Production Courses Using Examples from Yasujiro Ozu (Japan) and Zhang Yimou (China)" (Diane Carson); "The 'Black Ships' and 'Sakoku': Commodore Matthew C. Perry's Expedition to Japan (1853-1854)" (Theodore Finkelston); "Introduction to Japanese Language and Culture" (Susumu Kasai); "Module for Asian Studies: Latin American Civilization" (Marco A. Romero); +++++ ED414585 Has Multi-page SFR--- Level =l +++++ "Curriculum Module for Asian Studies: Chinese Mythology: Background and Influences" (Linda VanVickle); "Module for Asian Studies: The Short Novel" (Susan Waugh); "Community College Programs and Services for Special Populations and Underrepresented Groups" (Yvonne Singley); "Minority Student Achievement Series: A Cooperative Approach to Increasing Minority Student Retention" (Mary Jo Hall and Magalene Sudduth); "Attracting Minorities into Teacher Education: A Model Program That Works" (Judith Williams Lyles and Freddie A. Banks, Jr.); and "Dispelling Myths: Gradual Emancipation" (Jim Strnad). (RS) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** multiculturalPrism: Voices fromtheField Volume 3 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement PERMISSION TO REPRODUCE AND EDUCATIONAL RESOURCES INFORMATION DISSEMINATE THIS MATERIAL HAS CENTER (ERIC) BEEN GRANTED BY This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this TO THE EDUCATIONAL RESOURCES document do not necessarily represent INFORMATION CENTER (ERIC) official OERI position or policy. 1-4 Q J. Q. Adams and Janice R. Welsch, Editors '73 cM TCPT AV LE 2 MULTICULTURAL PRISM: VOICES FROM THE FIELD VOLUME 3 Edited by J. Q. Adams Janice R. Welsch I 1 Prepared with Higher Education Cooperation Act Funds Awarded by the Illinois State Board of Higher Education 1 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 1996-97 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. Daniel J. Lavista, President Western Illinois University Dr. Donald L. Spencer, President Copyright 1997 by Illinois Staff and Curriculum Developers Association For permission to reproduce the Peggy McIntosh articles, contact the author. Other articles in this book may be reproduced providing the authors are properly credited. IBHN 1-885-890-07-9 ACKNOWLEDGMENTS We would like to thank the Illinois Board of Higher Education for its continued support of our Expanding Cultural Diversity project, including the publication of this third volume of Multicultural Prism. Their support makes this publication possible. We also want to thank our contributors for their commitment, insight, and imagination. Colleagues at WIU whose help we want to acknowledge include Robin Shawgo in the Business Office, Nancy Ward and her Copy Center staff, the Office of Sponsored Projects, and Susan Apple, a most able and affable student assistant in the Faculty Development Office. We especially want to acknowledge and thank Nita Burg for her invaluable assistance with every phase of the Dealing with Diversity project. Her professional skills and remarkable composure under the stress of multiple tasks and deadlines have contributed substantially to the realization of this and other project initiatives. J.Q.A. J.R.W. August 1997 TABLE OF CONTENTS Introduction Janice R. Welsch and J. Q. Adams Interactive Phases of Curricular Re-Vision: A Feminist Perspective Peggy McIntosh 1 Interactive Phases of Curricular and Personal Re-Vision with Regardto Race Peggy McIntosh 19 Dynamics of Teaching in a Pluralistic Society Frederick J. Baker 37 Multicultural Implications of Society: A Service Learning Course Stuart C. Lord 51 Teaching and Learning Styles from a Multicultural Perspective Judith C. Reiff 67 Literacy Learning and Cultural Differences: Case Method Instruction Phyllis Metcalf-Turner 79 Multicultural Issues in Higher Education Robert Caruso and Earl Bracey 93 Transcultural Immersion: Public Health Leadership Management Practicum Diana D. Hankes 99 Cultural Diversity Breeds Tolerance in the Multiversity Edith M. Baker 109 Culture and Self Gerry Becker 121 Music Appreciation for a Large and Diverse Student Population Elizabeth Potter Jordan 141 Module for Asian Studies: The Impact of Cultureon Business Behavior Barbara Barrett-Schuler 159 Integrating Asian Film into Film Studies and Film Production Courses Using Examples from Yasujiro Ozu (Japan) and Zhang Yimou (China) Diane Carson 179 The "Black Ships" and Sakoku: Commodore Matthew C. Perry's Expedition to Japan (1853-1854) Theodore Finkelston 195 Introduction to Japanese Language and Culture Susumu Kasai 201 Module for Asian Studies: Latin American Civilization Marco A. Romero 207 Curriculum Module for Asian Studies Chinese Mythology: Background and Influences Linda VanVickle 213 Module for Asian Studies: The Short Novel Susan Waugh 231 Community College Programs and Services for Special Populations and Underrepresented Groups Yvonne Sing ley 237 Minority Student Achievement Series: A Cooperative Approach to Increasing Minority Student Retention Mary Jo Hall and Magalene Sudduth 253 Attracting Minorities into Teacher Education: A Model Program That Works Judith Williams Lyles and Freddie A. Banks, Jr. 261 Dispelling Myths: Gradual Emancipation Jim Strnad 271 "The problem is not whether schools should participate in the production of a f u t u r e society... but whether they should doitblindly and irresponsibly or with the maximum possible of courageous intelligence and responsibility." John Dewey 8 INTRODUCTION Many college and university professors, whether in two- or four-year institutions, are hearing and reading about the need to examine their courses, and, indeed, their entire curricula, in light of the multicultural challenges of the 21st century. We have become familiar withthephrases"inclusivecurriculum,""curriculumreform,"and "curriculum transformation." A significant number of faculty have begun the process of creatingcourses that represent more fully and more equitably the multiple perspectives and contributions of diverse national and international populations. In doing so we have become more conscious of the many phases and levels at which we can engage this process. James A. Banks (1988) has identified
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