Karen Cadiero-Kaplan, Ph.D.
Telephone:	619-594-4994
Office:	BA-225A
Office Hours:	Wednesdays by Appt., call 594-5155
E-mail:	kcadiero@mail.sdsu.edu

"Democracy is a dynamic, not a constant; a means, not an absolute; its condition is freedom and its aim is truth." James Higgins "Democratic education is both a means and an end. The means is informed debate leading to reflective action; the ends are a society; where decisions are made on the basis of universal participation in informed action; where the majority rules only to the extent that specified rights of minorities are respected; and where the decisions made equally encourage all members of the society to full participation in every facet of the society." Arthur Pearl "What avail is it to win prescribed amounts of information about geography and history, to win ability to read and write, if in the process the individual loses his [sic] soul; loses his appreciation of things worthwhile, of the values to which these things are relative; if he loses desire to apply what he has learned and, above all, loses the ability to extract meaning from his future experiences as they occur". -John Dewey

Course Description

The social and cultural foundations of multicultural education will be examined from four socio-political, and theoretical paradigms (functionalism, structural functionalism, conflict theory, and interpretive/constructivism). These four paradigms will be used to examine and analyze the socio-economic-political and educational policy addressing the academic and social development of students. In addition, educational practices that hinder or promote status equalization in the school community will be examined. The course participants for the purpose of operationalizing concepts of cultural pluralism and multicultural education will undertake a research identifying and analyzing social, cultural and educational equity issues. Lastly, action research leadership theory of change will be examined for identifying approaches to actualize culturally pluralistic education/society.

Course Objectives

1.0 The participant will examine, analyze and undertake action research leadership theory of change for promoting cultural pluralism and educational equity in our school communities and society. 2.0 The participant will examine, differentiate and analyze four major philosophical and theoretical paradigms in Operationalizing multicultural education, equity and social policy. 3.0 The participant using the four socio-political and theoretical paradigms for operationalizing multicultural education will examine and analyze educational practices that promote or hinder cultural pluralistic education in the school-communities of the United States. 4.0 The participant will undertake research, based on the framework of Palmer's Action Research, focusing on an educational, social, cultural or political equity issue impacting the academic and social development of learners. 5.0 The participant will formulate a socio-economic, political and educational framework for examining and analyzing policy that addresses the cognitive, affective, psychomotor and volitional development of the learneróusing the Ochoa paradigm.

ED 801 Seminar Weekly Agenda & Readings
Weekly Topic, Required Text Readings, & Reflective Writing Assignment		Course Reader Article & Assignments Due Book Critique Due
9/6	1. Introduction: Overview of Course Objectives Using the Models of Cultural Pluralism (aka Ochoa Paradigm) as a Lens of Analysis	Models of Cultural Pluralism (Ochoa, 2003)
9/13	2. Multicultural Pedagogy: Change through Action Research Rdg: Breaking Free Ch 1-3 Reflective Writing: Write a personal reaction after reading Ch. 2 or 3. Be prepared to share your reaction with others. Consider what was new? What was disturbing? What you agreed with? Disagreed with? Why?	I: Palmer II: Elliott What is Action Research? Bring in a picture or metaphor.
9/20	3. Multicultural Pedagogy, Change, Democracy and Equity SR http://www.ccce.net (California Consortium for Critical Educators) Rdg: Breaking Free Ch. 4-6 Reflective Writing: Write a personal reaction to Ch. 4, 5 or 6. Use the Ochoa Paradigm to Analyze your response.	III: McIntosh What privilege do you carry in your backpack? Book: Henderson & Kesson, Understanding Curriculum Leadership
9/27	4. Societal and Legal Context of Cultural Pluralism. SR Data source: http://www.ppic.org/content/pubs/R_201BRR.pdf Rethinking Schools: Special Issue Brown vs. Board of Education Fifty Years Later at: http://www.rethinkingschools.org Rdg: Freire, Ch. 1-2; Weiler Ch. 2 Guest Speaker: Dr. Maximiliano Fernandez, University Avila Spain Reflective Writing: What are your experiences with Instutionialized Racism? Identify oppressed and oppressor roles. Use the Ochoa Paradigm to consider your reactions.	IV: Cintron V: Hill/Web Book: Abalos, D., Strategies of Transformation Toward a Multi-cultural Society.
10/4	5. Legal and Sociological Base of Multicultural Education, Equity and Policy: Race, Gender National Origin, And Handicapped Condition & Age. Data sources: www.ca.gov PowerPoint Data source: http://www.sdcoe.k12.ca.us/sos2004/ Data sources: http://www.cde.ca.gov/ds/sd/ Data sources: www.ppic.org/main/publication.asp?I=544 Rdg: Freire Ch 3 & 4; Weiler, Ch. 3 Reflective Writing: What connections can you make from this weeks reading to your own work place? What issues emerge? What questions arise? Use these readings to consider equity issues in your work and develop questions for potential research? Make connections to the Ochoa Paradigm as a tool for analysis.	VI: Ochoa VII: Toffler Book: Reynolds, W. & Martusewicz, R. Inside-Out: Contemporary Critical Perspectives in Education RESARCH CONTRACT/ PROPOSAL DUE
10/11	6. Perspectives of Educational Equity: Four Philosophical and Theoretical Paradigms Rdg: Weiler, Ch. 1; Feinberg, Ch. 1-3 Reflective Writing: What is your understanding of the following ideas: equity and equality- assimilation, political socialization and modernization. Bring in pictures or metaphors to illustrate your understanding.	VIII: Green Book: Macedo, Literacies of Power
10/18	7. Perspectives of Multicultural Education and Equity: Feminist and Marxist Critiques. Rdg: Breaking Free, Ch. 12; Weiler, Ch. 4; Feinberg, Ch. 4 Reflective Writing: What are your thoughts and reactions to the reading by Lewis & Simon? How does critical pedagogy serve as a vehicle of analysis (Weiler)? What does Marxism add to the conversation (Feinberg)? Which reading most resonated with you? Why? Where do these readings and your ideology fit within the Ochoa Paradigm?	Book: Darder, A. Culture and Difference POSITION PAPER 1: WORK PLACE ANALYSIS
10/25	8. Operationalization of Multicultural Education Policy: Leadership Value Positions for Multicultural Education with Pluralistic Goals Rdg: Breaking Free, Ch. 8; Weiler, Ch. 6 Reflective Writing: What are your views of leadership? How do they mirror, counter, or support those of the authors, including Lambert? Using the Ochoa Paradigm what type of leadership model do you support in working with diverse peers, learners, or others in your workplace? What is your underlying ideology towards multicultural education?	IX: Lambert Book: Lambert, L. et al, The Constructivist Leader
11/8	9. Perspectives of Multicultural Education and Equity: Curriculum Values and Achievement: Implications for a Culturally Pluralistic Society Rdg: Cadiero-Kaplan, Ch. 1-3 Reflective Writing: Respond to the questions on pgs. 16 and 62. If you work in a school or K-12 district you can respond to activity on pg. 50	X: Mc Laren XI: Banks Book: Hinchey, P. Becoming a Critical Educator
11/15	10. Operationalization of Multicultural Education Policy: Diagnostic Practices, Intelligence, & Achievement Fair Test http://www.fairtest.org Rdg: Kincheloe, J., et al., Measured Lies: The Bell Curve Ch. 1-4* Feinberg, Ch. 5 *Reflective Writing Weeks 10-13: Respond to readings as they connect to your action research projects, how do the readings relate, inform or pose alternative perspectives to your ongoing research inquiry.	* assigned chapter from Measured Lies Book: Valencia, R. The Evolution of Deficit Thinking
11/22	11. Operationalization of Multicultural Education Policy: Language and Critical Literacy James B. Grissom1 California Department of Education (2004, July 30). Reclassification of English learners. Education Policy Analysis Archives, 12(36). At: http://epaa.asu.edu/epaa/v12n36/. *Rdg: Weiler, Ch. 5; Cadiero, Ch. 4-5; Breaking Free, Ch. 10 & 11	Germaine-Watts Rdg. Book: Miramontes, O., et al, Restructuring Schools for Linguistic Diversity.
11/29	12. Operationalization of Multicultural Education Policy: Program Effectiveness Staff Competence and Community Relations Gilbert Valdez (2004): Technology Leadership & Change http://www.ncrel.org/sdrs/areas/issues/educatrs/leadrshp/le700.htm *Rdg: Cadiero, Ch. 6, Ochoa & Cadiero article	XII: Appleton XIII: Ochoa Book: Hooks, b. Teaching Community: A Pedagogy of Hope Book: Pearl, et. al. The Democratic Classroom POSITON PAPER 2: CULURAL PLURARISM & THE FUTURE
12/6	13. Operationalization of Multicultural Education Policy for Democratic Schooling: Examining issues of Leadership through alternative lenses of caring, environment and technology. California Fact Book: Provides statistics and information on a variety of subjects concerning education in California http://www.cde.ca.gov/re/pn/fb/ Multicultural Counseling by F. Kenneth Freedman (1999). Online at: http://www.alaska.net/~fken/Multiculture.htm *Rdg:, Breaking Free, Ch. 9, 13 & 14	XIV: WEAC XV: CSDE/web Book: Noddings, N. The Challenge of Caring in Schools Book: Bowers, C., Educating for an Ecologically Sustainable Culture
12/13	14. Evaluation and Research in Multicultural Education and Equity: Processes of Praxis. Rdg: Cadiero-Kaplan, Afterward Reflective Writing: Where do you go from here? How can these readings inform your future research goals? Develop a schema for future research that is considered from an ideological perspective.	VI: Borda XVII: Fullan XVIII: Triandis
12/20	FINAL: Research Reports & Course Synthesis	RESEARCH PROJECT & EXECUTIVE SUMMARY DUE

ED 801 Research Project: Outline & Contract

Printer Friendly Version

Name: Date: Project Title & Name of Researcher/s Objectives/Purpose What are your goals? (What is your large goal, what do you hope this process will accomplish in the long run?) Educational Significance (Include here any relevant information regarding the social/political climate of the school, district or curriculum guidelines, community interests etc.) Why are you proposing this? (What is your rationale?) Why this is important and practical in education, for your community, etc.? What effect will the research have? Both short term and long? Theoretical Framework/Literature Review ~ How is your study informed? What has already been written about this problem? What is your framework/lens in analyzing this problem? (i.e., Ochoa Paradigm) What does the educational literature suggest about this problem? Methods ~ Strategies and approaches for collecting information and data What instruments will you use to gather your data? (i.e., survey, interview, focus group, observation) Identify if processes are qualitative or quantitative? Provide rationale as to why you chose a particular method? (Cite methods literature as it relates to your rationale and procedures): How did you use your instruments/processes? Under what conditions? Results and Recommendations for Social/Educational Action ~ Documenting your Findings What did your data say was important regarding the problem? Based on the data results, what are you proposing as a next step? What needs to be done to accomplish this? What are your next steps and related plan of action? How will you know it is successful? References (APA Format is Required) Adapted from: Dr. Alberto Ochoa, 2004 ED 801 Syllabus