Chelsea Brown

 

Personal
Professional
Learner
Expert
Scholar
EDU 5105 Multi-Cultural Social Organizations

Korynne Taylor-Dunlop, Ed.D.

Course Description

Considers the collaboration of school student, family, and community resources in the development of diverse views on schooling.

 

Course Synthesis

This class proved to be an eye-opener to say the least!  Multi-Cultural Social Organizations brought me to a deeper understanding of the term “multi-cultural”.  While the texts were extremely thought provoking and provided me an opportunity to share my new knowledge with my family.  I can even remember reading Ruby Payne’s work out loud in the living room and having a discussion with my mother and brother.  I also remember vividly the image and metaphor of the woven quilt that one of my colleagues presented.

     Payne exposed us to the underlying meaning of poverty in his book A Framework for Understanding Poverty.  It is not just a financial situation, but more a culture of citizens who have learned to become supports for each other.  Payne focuses on using the strengths and knowledge of students experiences as a basis for their education.  Using case scenarios, Understanding Poverty explains what possessions, money, personality, social emphasis, food, clothing, time, destiny, language, love and humor mean to each of the classifications of poverty, middle class and wealth.

     Sleeter and Grant provided a multi-lens picture of race, class and gender differences within education.  Sleeter and Grant allowed me to see multi-cultural social organizations through lenses from special education to cultural differences and human relations while depicting the current movements towards multicultural and social re-construction.

     Black Feminist Thought was a provocative insight into the history of Black Feminist empowerment.  While this literature was challenging (at times just like D. Stone), Collins uncovered historical imagery that portrayed the black female and assisted in the continued oppression of young black girls.  The class discussions and debates proved beneficial as the conversations with my colleagues added depth to my comprehension of the text.  In an attempt to empower black females, Collins exposes the culture and pre-existing concepts that society needs to understand in order for cultural acceptance to happen.    

     Each of these authors looks at diversity in our schools through a different lens.  Changing cultures and climates bring leaders and managers new obstacles in education.  This class was not only eye-opening, but a process of personal change, as it changed the shape of the lens through which I have viewed the world of multi-cultural social organizations and I have gained empathy and passion to continue to strive to work toward fostering a learning environment to include all.

REQUIRED TEXTS

Sleeter, C., & Grant, C. (2003). Making Choices for Multicultural Education. Hoboken: John Wiley & Sons.

 Payne, R. K. (2005). A Framework for Understanding Poverty. Highlands: aha! Process.    

Collins, P. H. (2000). Black Feminist Thought. New York: Routledge.

 

ARTIFACTS

bullet Course Outline
bullet Notes - Class discussions surrounded the following two texts
bullet Chapter 13 - A class activity where we read an unidentified chapter from a novel and were assigned an individual task as well as a group task
bullet Final Presentation - A culminating project entitled Expanding our Multicultural Knowledge and Skills through Professional Development

 

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There are two kinds of light - the glow that illuminates and the glare that obscures .  ~James Thurber