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Course Criteria
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3.00 Credits
Focuses on the methodological issues as they relate to effectively working with bicultural children. Learning theory and motivational concepts based upon research with bicognitive children will be examined. Bicultural curriculum and bilingual program components will be discussed. Students will be required to participate in several on-site classroom observations in bicultural and bilingual settings. Particular emphasis will be placed on integrating the principles of bicultural development into the practical application of an effective educational approach.
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1.00 - 3.00 Credits
These seminars are designed to focus on bicultural development and its implication for educators and human service professionals working in bilingual and/or bicultural communities. The seminars will be constructed on identified needs in the bicultural specialization and the areas of interest of faculty members who will be teaching the course. Each weekend will be a contained "mini class." Students may takeone or all three weekends. Specific topics will be listed in the class schedule when the class is to be offered.
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6.00 - 12.00 Credits
This course will examine the social, emotional, spiritual, cultural and cognitive development of African immigrant, African-American, and African Caribbean children in the United States between the ages of six to twelve. Original research will be presented which covers the role of culture and language on their socialization styles, the importance of relationships, and how these relationships impact development. We will explore the implications of multicultural development of the child within the context of home, school, and community. Emphasis will be placed on how early childhood development takes place within an Afrocentric model. Strategies will be examined that support children's growth and empowerment in community and institutional structures. The readings for this class focus on Afrocentric theories of development, family relationships, and coping with racism in the educational system.
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0.00 - 5.00 Credits
This course will examine the social, emotional, spiritual, cultural and cognitive development of African immigrant, African-American, and African Caribbean children in the United States between the ages of zero to five. Original research will be presented which covers the role of culture and language on their socialization styles, the importance of relationships, and how these relationships impact development. We will explore the implications of multicultural development of the child within the context of home, school, and community. Emphasis will be placed on how early childhood development takes place within an Afrocentric model. Strategies will be examined that support children's growth and empowerment in community and institutional structures. The readings for this class focus on Afrocentric theories of development, family relationships, and coping with racism in the educational system.
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3.00 Credits
The roots of social change within children begins with the learning of anti-bias. Anti-bias/culturally inclusive curriculum begins with children's voices. Who the children are, the home cultures that they bring into the classroom, their world views, and their learning styles must first be unpackaged in order for anti-bias to take place. Seeing the child, through the child's own voice, and supporting children in seeing and developing participatory relationships with their peers through their peers' autobiographical stories is the first step in unpackaging culture and creating inclusive classrooms. In order for children to become agents of social change within a participatory democracy, they must take an active role in the building of classroom communities, which emerge from the context of their lives. Through the sharing of autobiographical narratives, adults and children gain an important entrance into one another's cultural lives and through that entrance they are able to create realistic inclusive communities. This course will explore using children's narratives as a means of developing anti-bias/culturally inclusive curriculum which supports children's development in terms of being advocates for social change. This course will involve observations in the field as well as participants collecting and documenting children's narratives. These narratives will be used to create antibias/ culturally inclusive curriculum and the building of participatory classroom communities which empower children in the development as social change agents.
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3.00 Credits
This course will examine the importance of promoting positive social change in times of national stress. Exploring the connection between one's own personal growth and the act of evoking actual change, students will learn useful techniques based in storytelling, art, performance, and action research. Readings will be assigned from feminist theory, cultural studies, critical race theory, participatory democracy, and other frameworks for social change. To put their new thinking into action, each student will design a project proposing actual change at an organization, school, community or government agency. If a student already has an ongoing project addressing social change, this course can be used to improve that project. Group discussion will be a key component of this class.
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3.00 Credits
This is a methods course designed to give students the skills to initiate a project directed at actual social change. One of the assumptions in such a course is that actual change in an organization or agency or school can become a model that can be replicated in other organizations and even serve as a model for larger change at the level of society itself. Students will be taught pre/post assessment techniques, collaborative decisionmaking skills, how to build community through intercultural storytelling, how to make budgets, and how to design and implement long term strategies. By the end of the course, each student will have designed an implementation plan (with timelines) and a grant proposal to help carry out that initiative. A second assumption is when high stress is being visited upon a country's big business, government, education, arts or other social systems, one's own personal development will be linked increasingly to the act of evoking positive social change to make society better. Under this hypothesis, individuals will need to participate personally in collaborative efforts to construct new socially just models and practices for schools, democratic institutions, and community and arts organizations if they are to become whole as individuals - and by the same token, in order to evoke such change, one must come to better know and understand oneself.
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3.00 Credits
Formerly a Special Topics course. The roots of education for social justice lie in the works of John Dewey, Lev Vygotsky, and Paulo Freire. Their work resonates in the educational and social philosophies of W.E.B. Dubois and bell hooks. Yet today, much of what passes for progressive critical education has been diluted in order to meet the needs of the status quo, and education for social justice has been lost. This course will examine the theoretical works of John Dewey, Lev Vygotsky, Paulo Freire, W.E.B. Dubois, and bell hooks, and ways of constructing progressive critical pedagogy, which is grounded in participatory democracy and social justice.
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3.00 Credits
Much of our identity is formed within the context of race. By examining issues of race, we gain a better understanding of its impact upon our identity development. Opening the doors to race and our identities enables us to better understand and fulfill our role as social justice advocates for children and families within a participatory democracy. This class will explore issues of race and its complex role within identity development. It will take an indepth look at critical race and racialization theories and the application of these theories to individual and group racial identity development within a global society. Through personal stories and narrative literature, we will unpackage how race impacts our identity. We will also explore the affect that unpackaging race has upon our perception of ourselves and the world around us. Through the sharing of our stories, we will begin to develop personal transformative strategies to more effectively support our work with children and families.
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3.00 Credits
This class will introduce foundational concepts, models and rationale for developing anti-bias curriculum, with a particular focus on early childhood education and developmentally appropriate practice. Attitudes and behaviors towards others in the areas of gender, race, culture, abilities and class will be addressed. Other content will include: developmental issues, curriculum models, analysis of resources/materials and beginning advocacy tools. The importance of self-introspection and critical thinking will be stressed. Prerequisite: HD 400/600 or permission of instructor.
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