Foundations of Cross-Cultural Education
GEORGEMASONUNIVERSITY
College of Education and Human Development
Office of Education Services
3 Graduate Credits
Course Number: GMU EDUC 500: Sec. 652 Instructor: Johnnie C. HicksDates and Time: Tuesdays, Sep. 15– Dec. 15, 2009 Phone: (703) 455-5536
4:30 - 7:45 p.m. Cell: (703) 328-8368
Location: To Be Determined E-mail:
Prince William County Public Schools
Course Purpose and Intended Audience
The changing demographics of Prince William County Public Schools (PWCPS)have impressed upon educators and othersthecritical need to better understandthe cultures, religions, and worldviews of people whose roots lie outsidethe “Western World.” Indeed, virtually every aspect of education requires new paradigms of thinkingin addressing new issues of social inclusion, teaching/learning strategies, meaningful curriculum, and assessment tools needed to adapt to these new populations.
This course is designed to examine issues of global cultures and worldviews and to recognize how these influences shape human thought and behavior. Course participants will better understand and reflect upon their own cultural perspectives and compare and contrast these with others. Likewise, the impact of culture on communication, learning styles, child rearing practices,and home-school expectations will be addressed.
Cross-cultural education seeks to foster cultural pluralism within the school, classroom, and parent community to assure equity among all learners. Further, it seeks to equip all youth with the skills they need to better understand and assimilate among the many groups in which they find themselves. Co-equal to this is the need for all students to become knowledgeable about global interdependence and issues that cross cultures and are related to better understanding the world’s global values and challenges.
This course is not intended as an ‘add-on’ to the already overload of existing educational expectations. It is rather to build important cultural information into the school experience that takes into account what educators need to know beyond traditional praxis. Class members will work together to address the current and future needs of PWCPS as they move forward in preparing all students for living in a global, interconnected world.
Course Description
This course provides insight into the nature of culture and its impact on how people perceive and interact in the world. It starts with an awareness of one’s own personal culture and begins to build a knowledge base about other cultural and religious groups around the world. Participants will develop skills as they apply this knowledge in new and relevant ways. Implications of the multiplicity of cultures in our schools, as well as new approaches for parental and community involvement, will be explored.
Course topics include: issues of changing demographics; models for understanding the nature of ‘culture’ and ‘worldview’;overviews of the world’s major religious beliefs; styles of verbal and non-verbal communication; and studies of selected cultural groups including those from Latin America; East and Southeast Asia; India and Central Asia; regions of the Middle East; and sub-Saharan Africa.
The content of this course will draw from a number of resources including the class participants,PWCS school and office resources, news media, film segments, and books and films from a recommended list. In lieu of a required text, a materials’ fee of $25.00 will be collected from each participant to cover the costs of printed handouts designed for this course.
Course Objectives
Objectives for this course are that participants will:
- Expand their awareness and sensitivity to factors related to culture, both of their own and those of others, and will participatein sharingideas with other class members through written and small group reflections and interactions;
- Acquire a generalknowledge base about a variety of world cultural groups and religious beliefs which shape differing worldviews, and develop a system for organizing and expanding related collectedwritten information;
- Develop and demonstrate skills in thinking, communicating, and acting upon new information related to cross-cultural issues withcolleagues, students, families, and communitiesfrom a variety of different backgrounds and religions;
- Utilize opportunities for interacting with other PWCS class members to better understand recent trends, ideas, and problem-solving ideas on cross-cultural issues across grade levels and professional roles throughout the County; and
- Demonstrate a process of cultural learning which begins as an inward journey of understanding one’s own culture, an outward journey of understanding other cultures and worldviews, and an upward journey of better understanding the world as a merging global community with challenges and opportunities for all.
Course Format
Class sessions will consist of lectures, film clips, charts, printed materials, small and large group discussions, and a number of interactive activities designed to facilitate growth and better understanding of cultural and global issues. Participants will discuss implications these have for educators, with areas of probable change including school climate, ways of communicating, relevance of curriculum and assessment, as well as placement of students in classes. Focus will also be given to establishing strong home-school partnerships, as well as utilizing the community as resource.
Class members are expected to commit out-of-class hours for study and research as appropriate for graduate-level courses. This includes reading all handouts and assigned materials; completing short written exercises; viewing selected films; writing journal responses; scanning news media for relevant current events; creating a personal retrieval notebook (or file) of class materials; and completing a final take-home exam.. Course evaluations will be conducted at the last class meeting.
Course Requirements and Criteria for Grading
- Attend class sessions and participatein activitiesand discussions; bring personal ideas and inquiries to the class’s attention; read assigned books, handouts, and media materials; and view selected films between class sessions (20% of grade);
- Write a minimum of fourjournal responses related to two books and two videos from the Recommended Reading ListandRecommended Movies/Videosattached to this syllabus. Each journal response should be about 2-3 pages double-spaced and reflect the writer’s own personal reflections. Responses will be due at Sessions 4, 6, 8, and 10 (20% of grade).
- Compile a resource notebook or other system of retrieval for handouts, notes, and other materials gathered during this course. Notebook should be “user friendly” for the professional work setting and will be due at Session 12 of the course (20% of grade);
- Complete a final take-home examination that demonstrates a general understanding of major concepts presented during this course. Exam questions will be handed out at Session 12 is due at Session 14 (20% of grade); and
- (Optional): Submit a class-sharing project about a topic or area of professional interest for class members. A written copy of the project will be given to the instructor, as well as to each class member. This project must be original and based on information gathered during this course. It should probably be 4-6 typed pages in length (double spaced) and contain at least five bibliography resources. Project ideas must be submitted by Session 11 and will be shared during the last two class sessions (20% of grade).
Schedule of Class Sessions
Session #1Welcome! So glad you are here!!
- Overview of course objectives, requirements, assessment
- Personal introductions
The dramatic demographics of change
- Regional – WashingtonD.C. and local environs
- National – The United States: a growing nation of immigrants
- Global – A rapidly changing world!
Understanding cultures:
- Models for the study of cultures
- The“observable” and “hidden” dimensions of culture
Class Activity: #1: “A Definition of Culture – and Myself”
“Windows and Mirrors” in the school environment
Implications for educators
Session #2Class sharing and warm-up
Class Activity #2: “A World of Views!”
Understanding “the West” and “the Rest”
- Seven important questions
- The “I-People” – “We-People” worlds
- It’s about “time!”
- “How’s that again?” – Communicating across cultures
Parenting styles and child-rearing practices
Cultural views of educating children
Implications for educators
Session #3Class sharing and warm-up
Class Activity #3: “Observations of Foreign Visitors”
A world in transition
- Beyond “culture”
- The refugee experience
- The Third Culture Kid
- The global classroom – the place where cultures meet
Cultural paradigms: Indians of the Americas
- Native American spirituality
- Indians of North, Central, and South America
- Understanding Native American cultures
- Native American students in the classroom
Implications for educators
Session #4Class sharing and warm-up
Class Activity #4: “More than ‘Tacos on Tuesdays’!”
Cultural paradigms: Latin American cultures
- Will the real American please stand up?
- Understanding Hispanic/Latino cultures
- Regions of Latin American cultures
- Central American
- South American
- Islands of the Caribbean
- Hispanic/Latino students in the classroom
Book/FilmJournal #1 due
Implications for educators
Session #5Class sharing and warm-up
Class Activity #5: “The Parable”
Overview of the world’s major religions
- Oral and written traditions
- Comparison of Eastern and Western beliefs
Cultural paradigms: Cultures of East and Southeast Asia (Part I)
- Worldviews of East Asia
- Confucianism – “Wisdom of the Head”
- Taoism – “Wisdom of the Heart”
- Buddhism – “Wisdom of the Feet”
- Understanding Chinese and Korean cultures
- Basic concepts of East Asian worldviews
- Diversity in East Asian cultures
- East Asian students in the classroom
- Community outreach in PWCS
Implications for educators
Session #6Class sharing and warm-up
Class Activity #6:“Feng Shui in the classroom!”
Cultural paradigms: Cultures of East and Southeast Asia(Part II)
- Understanding Southeast Asia: The “lands of fish and rice”
- Cultures of Southeast Asia: Vietnam, Cambodia, Laos
- Histories of war and immigration to the United States
- Southeast Asian students in the classroom
Book/Film Journal #2 due
Implications for educators
Session #7Class sharing and warm-up
Class Activity #7: “Reaching Consensus”
Cultural paradigms: India and Hindu cultures
- Ancient wisdoms and views of the universe
- Basic concepts of Hinduism
- Other religions in India: Islam, Sikhism, Jainism, Christianity
- Understanding Indian cultures
- Family systems and traditions
- Straddling between two continents
- South Asian students in the classroom
Implications for educators
Session #8Class sharing and warm-up
Class Activity #8: “Cultural As-If”
Cultural paradigms: Cultures of Central Asia
- The “clan of ‘stans’”
- The creation of Pakistan –geography of history and politics
- Afghanistan – ancient cultures of tribal societies
- The rise of non-state powers in Central Asia:
- What is “Al-Qaeda”?
- Who are the “Taliban”?
- Central Asian students in the classroom
Book/Film Journal #3 due
Implications for educators
Session 9Class sharing and warm-up
Class Activity #9: “Is it Jewish, Christian, or Muslim?”
Cultural paradigms: Understanding Three Great Western Religions
- Children of Abraham: Jews, Christians, Muslims
- Similarities and differences in three Western faiths
- Jews and Christians in the Middle East
- Understanding Islam
- Other religions from the Middle East:
- Zoroastrianism – religion of ancient Persia
- The Baha’i Faith – newest of Western faiths
- Issues of religious differences in the schools and classrooms
Implications for educators
Session #10Class sharing and warm-up
Class Activity #10:“Who’s Who in the Middle East?”
Cultural paradigms: Diversity and identity in the Middle East
- Who are the Iranians, Kurds, Turks, and others?
- Who are the Arabs?
- Cultures of the “Arab World”
- Iraq – “country with deep roots”
- Middle Eastern students in the classroom
Book/Film Journal #4 due
Implications for educators
Session #11Class sharing and warm-up
Class Activity #11: “Africa is BIG!”
Cultural paradigms: Cultures of sub-Saharan Africa
- An overview of sub-Saharan Africa
- A continent of kingdoms and nations
- Understanding cultures of sub-Saharan Africa
- African and African-American students in the classroom
Models of teaching a global classroom
(Optional) Class sharing-project idea due
Implications for educators
Session #12Class sharing and warm-up
“Special topics” and course reflections
- Education in global schools and communities
- Multiple learning styles of students
- Teaching from multiple perspectives
- Working with culturally different gifted children
- Cultural views of learning disabilities and special education
- Assessments and placement of students in classes
- Working with culturally diverse colleagues
- Educational expectations of school and home
- Communication with parents/guardians
- Parent and community outreach
- Building and maintaining home-school partnerships
- Engaging with the community
- Where do we go from here?
Final exam questions handed out
Resourse Notebook due
Session #13Class sharing and warm-up
Continue “special topics” and course reflections
Begin class-sharing projects
Session #14Class sharing and warm-up
Continue class -sharing projects
Final exams due
Course evaluations due
Class closure
* * * * * * * * * * * * * * * *
Special Note: This course is not intended for use in a Master’s Degree program at GMU but may be used by individuals applying for initial licensure or endorsement by the VA Department of Education.
Special Notes to Myself
! ! That’s All ! !
Bibliography – General
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Beversluis, Joel (editor) (1995): A Source Book for Earth’s Community of Religions. CoNexus Press.
Brislin, Richard and Yoshida, Tomoko (1994) Improving Intercultural Interactions. Sage Publications, Inc.; Thousand Oaks, CA.
Campbell, Joseph with Bill Moyers (1988): The Power of Myth. Doubleday, NY. (Also available on video and tapes).
Clark, P.B. (1993): The World’s Religions. The Reader’s Digest Assn.; Pleasantville, NY.
Culturegrams; Axiom Press. Inc.; Lindon, UT.
Dodd, C.H. and Montalvo, F.F. (editors) (1987): Intercultural Skills for Multicultural Societies. SIETAR; Wash., D.C.
Dresser, Norine (1996): Multicultural Manners. John Wiley & Sons; NY.
Eastman, Roger (1993): The Ways of Religion – An Introduction to the Major Traditions. OxfordUniversity Press; NY.
Fisher, Glen (1997): Mindsets – The Role of Culture and Perception in International Relations. Intercultural Press, Inc.; Yarmouth, ME.
Gibbs, J.T. and Huang, L.N & Associates (2003): Children of Color. Jossey-Bass; NY.
Hall, Edward T. (1959-89): The Silent Language; The Hidden Dimension; The Dance of Life; and Beyond Culture. Doubleday; NY.
Hanson, Marci J. and Lynch, Eleanor W (2004): Understanding Families – Approaches to Diversity, Disability, and Risk. Brookes Publishing Co.; Baltimore, MD.
Ingoldsby, Byron and Smith, Suzanna (1995): Families in Multicultural Perspective. The Guilford Press; NY.
Kohls, L. Robert (1994): Developing Intercultural Awareness. SIETAR; Wash., D.C.
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Rhodes, R.L., Ochoa, S.H., & Ortiz, S.O. (2005): Assessing Culturally and Linguistically Diverse Students – A Practical Guide. Guilford Press; NY.
Rubin, Kenneth H. and Chung, Ock Boon (2006): Parenting Beliefs, Behaviors, and Parent-Child Relations – A Cross-Cultural Perspective. Psychology Press; NY.
Salett, Elizabeth and Koslow, Diane (1994): Race, Ethnicity, and Self. National Multicultural Institute; Wash., D.C.
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Stewart, Edward and Bennett, Milton (1991): American Cultural Patterns. Intercultural Press; Yarmouth, MA.
Storti, Craig (2001): The Art of Crossing Cultures. Nicholas Brealey Publishing; Intercultural Press; Yarmouth, MA.
Sue, Derald Wing and Sue, David (2008): Counseling the Culturally Diverse – Theory and Practice. John Wiley & Sons, Inc.; NY.
Trumbull, Elise; Rothstein-Fisch, Carrie; Greenfield, Patricia; & Quiroz, Blanca (2001): Bridging Cultures between Home and School. Lawrence Erlbaum Associates; London.
Weaver, Gary (2000): Culture, Communication, and Conflict. Pearson Publishing; Boston, MA.
Yehieli, Michele and Grey, P.H. and Mark A. (2005): Health Matters – A Pocket Guide for Working with Diverse Cultures. Intercultural Press; Yarmouth, ME.