Module Details

Module Code: EDUC8012
Title: Multicultural Education
Long Title: Multicultural Education
NFQ Level: Advanced
Valid From: Semester 1 - 2017/18 ( September 2017 )
Duration: 1 Semester
Credits: 5
Field of Study: 1420 - Education Studies
Module Delivered in: 1 programme(s)
Module Description: This module details various socialisation practices designed to encourage both students and young children to develop an awareness of multiculturalism and to aid moral development in young children.
 
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Communicate an awareness and appreciation of cultural differences.
LO2 Compile a program for multi-cultural inclusion.
LO3 Construct 'teachable' moments to explore diversity issues with young children.
LO4 Build partnerships with parents to develop ways of supporting the inclusion of a child's home language in an early childhood education and care setting.
LO5 Recognise the impact of diverse cultural customs, beliefs, and of language difference in relation to an early childhood setting.
Dependencies
Module Recommendations

This is prior learning (or a practical skill) that is strongly recommended before enrolment in this module. You may enrol in this module if you have not acquired the recommended learning but you will have considerable difficulty in passing (i.e. achieving the learning outcomes of) the module. While the prior learning is expressed as named MTU module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
Incompatible Modules
These are modules which have learning outcomes that are too similar to the learning outcomes of this module. You may not earn additional credit for the same learning and therefore you may not enrol in this module if you have successfully completed any modules in the incompatible list.
No incompatible modules listed
Co-requisite Modules
No Co-requisite modules listed
Requirements

This is prior learning (or a practical skill) that is mandatory before enrolment in this module is allowed. You may not enrol on this module if you have not acquired the learning specified in this section.
No requirements listed
 
Indicative Content
Strategies for introducing the value of difference into Early Childhood Education
Identification of own biases. How subtle reactions give children messages. Connections between feelings, thoughts and prejudicial behaviour.
Design an educational program to promote multi-cultural inclusion
Why classroom decorations must resonate with children's lived experience. Books and music. Multi-ethnic playthings and dolls. Activities that promote cultural awareness.
Constructing "teachable moments" to explore diversity issues with children
Safe exploration of issues. Sorting out misinformation and biases. The use of questions and the introduction of alternative viewpoints. The importance of relationships to cultural objects and people. The use of child-led narratives.
Building partnerships with parents
Tensions between parents and educators. Importance of partnership with parents. Different cultural perspectives. Culture Clashes. Dealing with parental prejudice in an Early Childhood setting.
Ways of Accomodating Different Cultural Perspectives
Using intake forms to begin a dialogue with a child's family. Inviting parents to participate in many aspects of the ECEC programme. Centre practices and the parents' input. Ways to support families' home languages. Personal & professional boundaries.
Module Content & Assessment
Assessment Breakdown%
Coursework100.00%

Assessments

Coursework
Assessment Type Presentation % of Total Mark 50
Timing Week 6 Learning Outcomes 3,4,5
Assessment Description
Presentation on cultural diversity
Assessment Type Open-book Examination % of Total Mark 50
Timing Sem End Learning Outcomes 1,2,5
Assessment Description
Exam on multi-cultural inclusion
No End of Module Formal Examination
Reassessment Requirement
Coursework Only
This module is reassessed solely on the basis of re-submitted coursework. There is no repeat written examination.

The University reserves the right to alter the nature and timings of assessment

 

Module Workload

Workload: Full Time
Workload Type Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Lecture Contact Lecture Every Week 3.00 3
Independent & Directed Learning (Non-contact) Non Contact Independent learning Every Week 4.00 4
Total Hours 7.00
Total Weekly Learner Workload 7.00
Total Weekly Contact Hours 3.00
Workload: Part Time
Workload Type Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Lecture Contact Lecture Every Week 3.00 3
Independent & Directed Learning (Non-contact) Non Contact Independent learning Every Week 4.00 4
Total Hours 7.00
Total Weekly Learner Workload 7.00
Total Weekly Contact Hours 3.00
 
Module Resources
Recommended Book Resources
  • Timothy Reagan. (2015), Non-Western Educational Traditions: Indigenous Approaches to Educational Thought and Practice (Sociocultural, Political and Historical Studies in Education), 3rd. Routledge, UK, [ISBN: 978-113813305].
  • Ponterotto, Joseph G.. (2006), Preventing prejudice : A Guide for counselors and educators, 2. Sage Publications, Newbury Park, [ISBN: 0761928189].
  • Saija Benjamin and Fred Dervin. (2015), Migration, Diversity, and Education: Beyond Third Culture Kids, Palgrave Macmillan, UK, [ISBN: 978-113752465].
  • Patricia G. Ramsey, Patricia G. Ramsey,. (2004), Teaching And Learning In A Diverse World, Multicultural Education For Young Children, 3. Teachers College Press, USA, [ISBN: 0807745057].
  • Andy Glynne and Karl Hammond. (2015), Seeking Refuge: Juliane's Story - A Journey from Zimbabwe, Wayland, UK, [ISBN: 978-075029282].
  • Carl M. Tomlinson. (1998), Children's Books from Other Countries, The Scarecrow Press, Inc., USA, [ISBN: 0810834472].
  • Bruno Bettelheim. (1991), The Uses of Enchantment: The Meaning and Importance of Fairy Tales, Penguin Books Ltd, UK, [ISBN: 0140137270].
  • Maria Tatar. (1993), Off with Their Heads! Fairy Tales and the Culture of Childhood, Princeton University Press, USA, [ISBN: 0691000883].
Supplementary Book Resources
  • Ellen McIntyre, and Norma Gonzalez. (2001), Classroom Diversity: Connecting Curriculum to Students' Lives, Heinemann, USA, [ISBN: 0325003327].
  • Debra Van Ausdale. (2002), The First R: How Children Learn Race and Racism, Rowman & Littlefield Publishers, Inc., USA, [ISBN: 0847688623].
Recommended Article/Paper Resources
  • Derald Wing Sue. (2015), Therapeutic Harm and Cultural Oppression, The Counseling Psychologist, April 1, 43, pp 393-403.
  • Brittany Aronson and Judson Laughter. (2015), The Theory and Practice of Culturally Relevant Education A Synthesis of Research Across Content Areas, Education & Educational Research, April 16, [ISSN: 003465431].
  • Picower, Bree. (2009), he unexamined Whiteness of teaching: how White teachers maintain and enact dominant racial ideologies, Race, Ethnicity & Education, Jul2009, Vol. 12 Issue 2,, p.197-215, [ISSN: 13613324].
  • ASLAUG ANDREASSEN BECHER. (2004), Research Reconsiderations Concerning Cultural Differences., Contemporary Issues in Early Childhood, Mar2004, Vol. 5 Issue 1, p.81-94, [ISSN: 14639491].
  • Bronson, Po. & Merryman, Ashley. (2009), SEE BABY DISCRIMINATE, Newsweek, 9/14/2009, Vol. 154 Issue 11, p.52-60, [ISSN: 00289604].
  • KYUNGHEE MOON & STUART REIFEL. (2008), Play and Literacy Learning in a Diverse Language Pre-kindergarten Classroom., Contemporary Issues in Early Childhood, Mar2008, Vol. 9 Issue 1, p.49-65, [ISSN: 14639491].
Supplementary Article/Paper Resources
  • Lim, Levan & Renshaw, Peter. (2001), The Relevance of Sociocultural Theory to Culturally Diverse Partnerships and Communities., Journal of Child & Family Studies, Mar2001, Vol. 10 Issue 1, p.9-21, [ISSN: 10621024].
  • Lotherington, Heather; Holland, Michelle; Sotoudeh, Shiva; Zentena, Mike.. (2008), Project-Based Community Language Learning: Three Narratives of Multilingual Story-telling in Early Childhood Education., Canadian Modern Language Review, Sep2008, Vol. 65 Issue 1, p.125-145, [ISSN: 00084506].
  • Ethridge, Elizabeth A. & Branscomb, Kathryn R.. (2009), Learning through action: Parallel learning processes in children and adults, Teaching & Teacher Education, Apr2009, Vol. 25 Issue 3, p.400-408, [ISSN: 0742051X].
Other Resources
  • Website, http://www.preschoolrainbow.org/multicul tural.htm.
  • Website, http://www.ncca.ie/uploadedfiles/publica tions/InterGlines_Eng.pdf.
  • Website, https://www.education.ie/en/Schools-Coll eges/Information/Intercultural-Education -Strategy/mig_intercultural_education_st rategy.pdf.
 
Module Delivered in
Programme Code Programme Semester Delivery
CR_HMONT_8 Bachelor of Arts (Honours) in Montessori Education 7 Mandatory