Teaching Diverse Populations  EDG 2701 Course Competencies

This course assesses the breadth and complexity of America's diverse student population. The course focuses on both theoretical and practical knowledge from a sociological, social psychological, anthropological, philosophical and historical perspective. As part of this course the students will complete the state-mandated fifteen-hour diverse population field experience component.

Three (3) credits.

Course Competencies:

Competency 1::The student will demonstrate knowledge of diverse populations in society by

Identifying curriculum trends and challenges in anti-bias, social justice and multicultural education.

Describing characteristics of major cultural and subcultural groups in America.

Examine the role of culture in society and the classroom.

Identifying equal opportunity laws, policies and programs.

Discussing the distribution of power in U.S. society and the effects on diverse student populations.

Competency 2: The student will examine the impact of diversity upon the educational process by

Defining the past and present roles of education in a multicultural society.

Describing the demographic trends in the American classroom.

Comparing and contrasting the essential elements of a culturally competent educator.

Analyzing the origins and evolution of anti-bias, social justice and multicultural education.

Identifying the political and legal aspects of anti-bias, social justice and multicultural education.

Describing the functions of schooling in America.

Reviewing the foundation of anti-bias, social justice and multicultural education from a historical development and the implications for teaching and learning.

Competency 3: The student will examine barriers to understanding diversity by

Examining the foundation of prejudice and discrimination

Identifying the formation and impact of prejudice and stereotypes.

Demonstrating that cultural differences among students and teachers are natural and inevitable and should be celebrated.

Reviewing one's own viewpoint and value system, and compare and contrast these with the viewpoints and values of others from diverse backgrounds.

Defining the concept of a cultural filter and explain how it affects the way a person or a group perceives reality.

Defining the concept of transformation (including paradigms and paradigm shifts) and explain how it affects the way a person or a group reduces or eliminates prejudice and discrimination.

Examining barriers to cultural understanding such as the concept and use of intelligence tests, assessment of student achievement, teacher biases, tracking of students, etc.

Competency 4: The student will examine the structure and complexity of diversity by

Describing the influences of culture and social environment on identity.

Analyzing the dynamics of bigotry based on race, culture, exceptionality, gender, age, religion, class, ability (and disability) language and sexual orientation.

Describing the influence of diversity on interpretation of course content.

Reviewing schemata for learning about any culture.

Identify the unifying beliefs, values, and attitudes shared by groups and individuals in America.

Competency 5: The student will have the opportunity to develop intercultural competence and cultural relativism by

Analyzing situations through multiple cultural perspectives.

Discussing the barriers that lead to an unwillingness and/or inability to view reality from another point of view.

Learning and practicing techniques to gain insight into other cultures and to foster personal transformation.