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APA CommitteesHonouring human diversity in adult education contextsADULT EDUCATION 405 Honouring
human diversity in adult education contexts Instructor:
Wendy Burton, Ed.D. , University College Professor, B.A. Adult Education COURSE OVERVIEW This course explores both the theory and practice of honouring human diversity in adult education contexts. The various dimensions include age, ethnicity, sexual orientation, body and intellect ability, gender, race, and class in the Canadian context. You will have opportunities to examine both inclusive and exclusive educational practices. ASSUMPTIONS This course proceeds from the assumption that inclusive education is valued, is required by the academy, is socially acceptable, and is transformative -- that is, changes something. We may disagree on our understanding of what inclusive education is, but this course proceeds from the understanding that inclusive education is necessary. This course also proceeds from the assumption that diversity exists, and that power affects the relationship of diverse groups within educational systems, and that not all differences that exist in the classroom are examples of diversity. TEXTS Required: Adult Education 405 course pack
Using a seminar setting, lectures, case studies, and experiential activities, participants will engage in a discovery of the personal and professional implications of honouring diversity. OBJECTIVES to develop
skills to accommodate difference, however it is defined METHOD OF EVALUATION Participation is an important aspect of this course. If you are required to miss more than two sessions in this semester, you may be asked to withdraw from the course. Assignments 1. With a partner, choose an article from the Course Pack, provide a summary and lead a discussion of the article as it relates to the course. The course outline indicates when articles are to be discussed. You are asked to prepare a brief (15 minutes) summary of the article, including the main points and aspects of the article that are relevant for the discussion you will then facilitate. You can choose a seminar discussion style, a practical exercise, a talking circle, a paper and pencil activity, or any other method of engaging the article. If you require any special materials or equipment, I'll provide it (unless it's large or small reptiles or creatures with claws). 15% 2. With a partner, design an experiential activity that you will then test in the classroom, around the subject of the course. Be prepared not only to lead this activity but also to debrief it. An outline of the exercise will be prepared for distribution. Book your time to do this activity as soon as possible (which is to say, you can do it on the second last session, but let me know as soon as possible when you want to do it and how much time you need). 10 - 30 minutes. I will provide feedback on your instruction and your response to feedback. 20% 3. Moderation of small group activity. You will perform all of the tasks required to moderate an experiential activity (#2): arrangement of room, if necessary, facilitation of questions/answers, time management, and so on. You will also facilitate a feedback session for the exercise leader/facilitator/designer/. 10% 4. Reflection paper within two weeks - maybe after "Who am I" exercise. 10% 5. Discuss a case from your own professional practice that represents an example or issue of honouring (or not) human diversity in an adult education setting. These cases will be discussed in small groups during class time. After you have had the opportunity to discuss this case, submit a brief description of the case and your reflection on it. 15% 6. *Major project 30% Grade Grid: 60 - 64% = Pass; 65 - 69% = C; 70 - 74% = C+; 75 - 79% = B-; 80 - 84% = B; 85 - 89% = B+; 90 - 94% = A-; 95 - 99% = A; 100 = A+ You may select ONE of the following suggestions for your major project: A. A visual representation of diversity, which provides insight of some aspect of the course subject. This could be a video, a wall hanging, a weaving or tapestry, a collage, etc. B. Design a workshop (one or two days in length) for adult educators on the subject of diversity. C. Examine an existing workshop, program, or course for its inclusive and exclusive practices. Provide a written critique of the practices. 2500 word D. Write a research paper on one aspect of diversity. This essay will include a review of the relevant, current literature, and present a well-developed thesis. 2500 words E. Write an editorial on diversity for a scholarly journal of your choice. Describe the journal, describe the audience, and submit your editorial. 1500 words F. Select
a film, a novel, a collection of poetry, a series of short stories,
or a children's story that requires you to read against yourself. Examples:
"Double Happiness"; Affliction by Russell Banks , "Mississippi
Marsala," "Powwow Highway," "Loyalties," "Desert
Hearts," "Slingblade," Jade Peony, When Fox is a Thousand,
Jane Eyre, Disappearing Moon Cafe, The School Marm Tree, Broken Ground;
poetry by Robert L. Stevenson (A Child's Garden of Verse), Al Purdy,
Leonard Cohen, Dorothy Livesay, Daphne Marlatt; art by Mary Pratt, Christopher
Pratt, Emily Carr, Norval Morrisseau, Persimmon Blackridge, and so on.
In approximately 1500 - 2000 words, answer the question for whose eyes
is this movie; for whose eyes/ears is this book; whose gaze is assumed. I. None of the above. Develop your own major project.
If you
do not speak with me about your final project, and it does not meet
the criteria for the final project, you will receive 0% for the assignment. January
10 January
17 January
24 January
31 February
7 February
14 February
28
March 20
March 27
April 8
1. Boler, M. 1997. Taming the labile other: Disciplined emotions in popular and academic discourses. Philosophy of Education available at http://www.ed.uiuc.edu/EPS/pes-yearbook/97_docs/boler.html 2. Boyd, D. 1996. Dominance concealed through diversity: Implications of inadequate perspectives on cultural pluralism. Harvard Educational Review 66 (3), 609-630. 3. Calliou, S. 1996. Peacekeeping actions at home: A medicine wheel model for a peacekeeping pedagogy. In Battiste, M., & Jean Barman (Eds). First Nations education in Canada: The circle unfolds (47-72). Vancouver, BC: UBC Press. 4. Capponi,
P. 1997. Dispatches from the poverty line. Toronto, ON: Penguin Books,
pages 3-16. 6. Heald, S. 1997. Events without witness: living/teaching difference within the paternalist university. Curriculum Studies, 5(1), 39-49. 7. Keating, A. 1995. Interrogating whiteness (de)constructing race. College English, 57(8), 901-918. 8. Narayan, U. 1988, Summer. Working together across difference: Some considerations on emotions and political practice. Hypatia, 3(2), 31-47. 9. Rocco, T. and West, W. 1998, Spring. Deconstructing privilege: An examination of privilege in adult education. Adult Education Quarterly 48(3), 1-12. 10. Thomas, L. 1993. Moral flourishing in an unjust world. Journal of Moral Education 22(2), 83-94. 11. Zingaro, Linde. 2002. Marginalization: Seeing is subverting: The Chame workshop. Pakistan Journal of Women's Studies: Alam-e-Niswan 9(1), 79-96 Also of interest: Harris, A. 2003. From suffragist to apologist: The loss of feminist politics in a politically correct patriarchy. Journal of International Women's Studies 4(2) Available at http://www.bridgew.edu/depts/artscnce/jiws/April03/HarrisFINAL.pdf Lee, R.
1985, May. Keegstra's Children. Saturday Night 38-46.
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