Education 360: Multicultural Education: Berlin, Germany program [undergraduate]

Education 360: Multicultural Education: Berlin, Germany program [undergraduate] a. Description of the purpose or objectives of the course(s) and stude...
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Education 360: Multicultural Education: Berlin, Germany program [undergraduate] a. Description of the purpose or objectives of the course(s) and student learning outcomes (SLOs) Purpose of the Course: The purpose of this course is to introduce students to ideas around how societies conceive of themselves as multicultural or culturally diverse. We use schools and education as the lens through which to study this, a method which draws on the intellectual traditions of educational sociology and educational anthropology. Through a series of lectures, excursions to schools and NGOs1, and readings drawn from policy and media sources, students from all disciplinary backgrounds will grapple with the following: (a) Germany conceptualization of itself as a multicultural society, (b) the role of policies in multiculturalism, (c) features of the German education system and the German philosophy of education (d) examples of student inclusion/ exclusion in various school models using lenses of race, class, gender, or immigrant status; and, future possibilities for education (e) a comparison of German concepts and articulation of multiculturalism, immigration, and schooling, to U.S. concepts and articulation. SLOs: 1. Demonstrate awareness of your own cultural values and biases and how these impact your ability to work with others. 2. Demonstrate knowledge of diversity with a focus on the population or topic of interest in your Study Abroad program. 3. Communicate appropriately and effectively with diverse individuals and groups. 4. Demonstrate an increased capacity to analyze issues with appreciation for disparate viewpoints. b. Course alpha, number, title(s) and the number of credits. c. Detailed course description(s); syllabus/syllabi and student learning outcomes including reading lists. Course Description: Germany, and Europe, is currently experiencing a dramatic demographic shift with increasing numbers of immigrants. The origin of that immigration has also shifted the landscape of racial, religious, and gendered social politics. This course focuses on the ways in which schools take up or reject the cultural and linguistic diversity caused by immigration. We will focus heavily on the concerns of recently-arrived immigrants, but also discuss the legacy of immigration and the experiences of second, third and fourth-generation ethnic minorities in education. Education, in this course, is broadly conceived: naturally, we will focus on school institutions, but we also think about how public pedagogy, and how the social politic is "taught" through media, museums, and policy. Will we focus especially on the educative experiences that accompany and expand how postMs. Sophia Burton, Project Manager at the NGO Nobel Education Network located in Berlin, is a specialist in immigration policy, and international education. 1

reunification Germany sees itself as a multicultural society in the 21st century. Education, as philosopher John Dewey writes, is how we transmit who we are as a society to the next generation. Of special consideration, here, will be the role that immigration and immigrants play in Germany's cultural diversity and cultural transmission, and the politics of incorporation that accompany wide-spread migration. The course is organized around three basic ideas2. We start by trying to understand how Germany conceives of itself as a democratic and multicultural country; then examine the EU's relationship with Germany and public policies concerning intercultural education (analogous to U.S. education), and the implementation of multicultural education for immigrants to Germany both history and currently. 1. Germany envisions its education system as a site to learn how to engage in multicultural democratic citizenship. Multicultural Democratic Citizenship is the theory that a sense of solidarity that unites individuals around common goals [...] These goals are, at the very least, how to survive and live together in our contemporary, diverse society... learning how to thrive as a community of communities, as a culture of cultures drawing from our cultural diversity as a cultural strength, and promoting affirmative action, broadly understood, as a useful policy (Torres, 1998, p. 247). 2. Germany, like other countries' in Europe, follow the Intercultural Education Policy set by the EU. Intercultural education is now considered by the EU as the official approach to be used in school for the integration of immigrant students and ethnic minority groups. In 2003, 48 ministers of European countries, part of the Council of Europe, adopted a joint declaration on “Intercultural education in the new European context”. In this document, they recognized intercultural education as the most suitable approach to addressing diversity across European democratic societies. They concluded by signing a joint resolution: “to make the necessary arrangements to take intercultural education into account as an important component of our education policies; this entail appropriate measures at the level of curricula, school governance and teacher training” (p.6). 3. Germany has a strained relationship, historically, with immigration--which is made visible in how it organizes schooling programs. In the 1970s Germany introduced an approach used to deal with the education of the immigrant workers’ children: ‘instruction for foreigners’ (Ausländerpädagogik) (Portera, 2008). This discipline became part of teacher education programs across Germany. The number of pupils of immigrant origin in school progressively increased, as the main goal of this approach was to set up specific intervention strategies exclusively for foreign students. This approach required the establishment of ‘separate’ paths only for them, different from those of native German youth. The reason behind this was that foreigner workers were supposed to be temporarily in Germany, and that their perspective would be to return in their native countries as soon as possible. So maintaining their native languages in German schools was considered their preparation to return to schools in their countries of origins. Requiring immigrant students to work hard to be part of the normal school pathway was considered useless, and imposing on schools the adaptation of curricula students with scarce or no literacy in the German language was considered a waste of time and money. Separate schools or separate classes provided classes to for immigrant students to learn basic notions required for their temporary life in Germany. Consequently, the core curriculum focused on improving German as a second language. Soon, however, the model garnered heavy criticism showing its practical and political limits. Those who were supposed to be temporary migrants did in fact settle in Topics are drawn from the book Multiculturalism is Dead (In Press). Authored by Carlos Torres and Massimiliano Tarozzi, edited by Christine Brigid Malsbary. 2

Germany, as usually happens in the migratory process, and therefore their educational needs radically changed. Moreover, and most importantly, the ethnocentric and discriminatory assumptions supporting this educational model were denounced (Luchtenberg, 2009). Recently, however, as in many other European countries, more restrictive immigration laws and a new concept of citizenship as a way of inclusion have drawn attention once again to a renewed focus on the learning of German language; this focus represents the desire to have immigrants to integrate into mainstream German society and culture. Readings3: Course readings draw on the work of journalists and educational sociologists and anthropologists. By reading across narratives, media and theory, we attempt to understand the politicization of immigration and cultural diversity, and the everyday lives of immigrant children and youth within that context. We will complement our focus on students with readings in sociology, economics, and critical race theory in order to understand how schools absorb and reflect ideologies of the wider society in their response to students. A major aspect of our work together will be to understand the role of the media in portraying students' lives. We will analyze the power of "framing" cultural diversity through certain perspectives, and deconstruct those perspectives in order to understand the reality of children and youths' lives. Special attention will be paid to controversies around Muslim immigrants, language and schooling debate, and institutional racism. We will look what happens past the 1st generation, and at how immigrants become ethnic minorities in schools. We will also look at issues facing teachers of immigrant students, immigrant parents, and special populations like unaccompanied minors and refugees. READING LIST Multiculturalism is Dead, by Carlos A. Torres and Massimiliano Tarozzi SEQUENCE OF TOPICS, Activities and Evaluations Week 1

Topic What is multicultural democratic citizenship? How has Germany conceived of itself as a democratic society post-reunification and the formation of the EU?

Activities/ Work Products Visit to the Deutsches Historisches museum: how does Germany present itself? What material objects are presented in order to convey the history of Germany? How is multicultural Germany included in this history?

What is the history of immigration to Germany? How does post-reunification Germany

I will create a course reader, which will be available to students to purchase before they leave for Germany, in addition to the basic text for the class, Multiculturalism is Dead by Torres & Tarozzi. 3

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respond to cultural diversity? What is intercultural education policy and how has it impacted schools?

Visit to Humboldt University

What are the distinguishing features of the German school system? What was Johann Pestalozzi's enduring philosophy and method of education, and how is it realized today?

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What diverse languages and literacies are in the environment in Berlin? What should the role of "language" in a diverse society? Should all immigrants learn German?

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How does class, race, gender, and national origin relate to educational opportunities? What are the benefits of the German system for immigrants? How does Germany take part in the EU and the world? What kind of image of cultural diversity is portrayed outside the country? International and Comparative Education Comparison Project

d. Number of contact hours.

e. Pre-requisites, if any. N/A

Language and Literacy Walk: Photography project in the three economically diverse neighborhoods in Berlin; photographs of how language is used on walls, in murals, signs, on the street, etc. Particular attention to multilingual signs or wall murals, use of English, and use of German. Visit to a school [either a trade school or large scale industrial apprenticeship program, the Schulsenat, or a bilingual school].

Guest lecture by Ms. Sophia Burton: Germany and the role of NGOs at home and abroad. Student presentations

f. Appropriateness of the course(s) in relation to the overseas setting. For example, please describe how the environment, people, university or college resources may be utilized to maximize the potential outcome of the course(s). 1. Museum visit. Museums educate visitors about who we are as a nation and a people. This visit to the Deutsches Historisches museum will provide the history of Germany's multicultural citizenship. Students will analyze how the premier German museum frames multiculturalism. 2. Visit to Humboldt University. This visit will provide context about intercultural education policy.4 3. Language and Literacy Walk. In this activities we will analyze the environment of Berlin across three economically diverse neighborhoods. We will read the language presented in the urban environment and analyze the difference in narrative to other educational sites like, for example, the museum. 4. Visit to a school. This visit will help us understand different kinds of school programs for immigrants, and what the goals of the programs are towards educating youth for multicultural citizenship. We will compare the reality of life in a school on the ground with the envisionings of policy. 5. Visiting Lecture. This guest lecture by Ms. Sophia Burton, a specialist on Germany and international education, and a former policy analyst with the Washington D.C. based Migration Policy Institute, will explain how Germany envisions itself as part of an international community through the work done by an education NGO based in Berlin. g. The criteria by which the students will be evaluated (e.g., exams, term papers, attendance, etc.). Indicate percentage for each criteria (totaling 100 per cent) In-class discussion contributions, 20% Current Events share, 10% Synthesis Papers, 15% Dialogue Journal, 20% Final Project, 35% IN-CLASS DISCUSSION CONTRIBUTIONS 20% The success of the class depends on our discussions of the readings and the learning that occurs through co-constructing knowledge together. Therefore, one-fifth of your grade is based on your oral contributions on the content of the class. Your grade will come from contributing to group reflections on our readings and lectures. If you are absent, you cannot contribute, and that will effect your grade. During class discussions, you are expected to be engaged and attentive to your classmates' contributions. I take disrespectful behavior very seriously; any disrespect during class discussions-- whether it's by looking at your laptop or cell phone, giggling, or poking fun-- will not be tolerated. We are all responsible to create a safe space that empowers all of our voices to be heard.

Previous students took excursions to visit higher education faculty (Humboldt University) and a school visit (Schulsenat in Berlin, to discuss the inclusion of immigrant students). I will work with previous Resident Directors to continue our relationship with these partners, and reframe visits in the topics of the class. In the Spring of 2014, I will communicate via email and skype to set up site visits. 4

CURRENT EVENTS SHARE 10% Students locate current news articles on immigration and schooling, especially as it pertains to Germany, and share the contents of the article for the class. (A "current" news story is any story published in the two weeks leading up to your presentation). It would be best if the story related to the theme we are currently discussing (but it doesn't have to). Articles must come from the following news sources, all of which are also online: New York Times, Wall Street Journal, Los Angeles Times, Washington Post, The Economist, Time, The Huffington Post (online only). *If you find an article from a different news source that is particularly compelling and want to share it, please email me the link five days prior to the date you are supposed to share and ask for permission. Student shares must contain the following information, in order: 1. What is the article about? Provide a factual summary. How long is the article? Is there an accompanying picture? 2. How is the article framed? What word choices does the article make? How does the picture (if applicable) complement the framing? Are they sympathetic or do they take a deficit stance? How do you know? 3. What context did you, as a reader, need to have in order to understand the article? In other words, does the article provide multiple points of view for the issue at hand, or does it merely report on a slice of the issue? How does this affect the way the general public might react to immigrants? 4. What questions do you have after reading the article?

SYNTHESIS Papers 15% You will answer 3 questions about the readings during the first 15 minutes of each class. Questions will ask you to synthesize themes across the readings and relate them to the major topics of the class. This will be an opportunity to gather your thoughts about the readings, help me to see how you are making sense of the readings, and prepare you for your final paper/ presentation. The total reflection is worth 9 points, with a scale of 0-3 points per question. Reading Reflection Rubric 3 points. Informative and original responses which demonstrate a high level of understanding of what was read. Skillfully uses specific examples and quotations from assigned texts. Responses are well written and show evidence of critical thinking and deep analysis by demonstrating insight into issues raised by texts or makes connections to other readings, lectures, or media. 2 points. Demonstrates significant understanding of what is read by summarizing the gist supported with specific examples from the texts. Responses are well written and show evidence of critical thinking, but may not accurately connect the issues to the larger themes of the class. 1 point. Response shows evidence of thought and effort to communicate is largely successful. Response may suffer from minor omission or error. There is a tendency to summarize rather than summarize AND analyze. Examples and quotes are roughly attempted.

0 points. Either no response because of absence or lateness, or responses are brief or carelessly completed. Tendency to write unclear summaries with little attempt to use examples or quotes to support your ideas. Work is characterized by difficulty communicating information and analysis. DIALOGUE JOURNAL, 20% A major part of the class will be your own reflections on your changing perception of culture and language in your own life and the world around you. Each week you will write a 1-3 page journal entry examining (1) your own beliefs about culture and language, (2) your experiences with culture and language as both learners in class and as participants in this program, and (3) draw connections between theory and practice. Sometimes I will provide you with prompts, other times you will simply write in response to the events in your life. In your journal you can also draw, doodle, explore vocabulary words we cover in class, paste flyers or handouts, or otherwise engage creatively. You will turn in your journal twice times over the course of the semester and I will write back to you with prompts, questions, and suggestions for further engagement. In this way, we will create a dialogue journal together. FINAL PROJECT: COMPARATIVE AND INTERNATIONAL EDUCATION PRESENTATION, 35% Students will prepare a 5-7 minute powerpoint presentation for their peers, comparing specific topics you have chosen and vetted with me that related to a comparison between the U.S. model of multicultural education and the German model of intercultural education, especially as they regard immigration, language and cultural diversity.

SLO Demonstrate awareness of your own cultural values and biases and how these impact your ability to work with others. Demonstrate knowledge of diversity with a focus on the population or topic of interest in your Study Abroad program

LEARNING ACTIVITY Language and Literacy Walk

Communicate appropriately and effectively with diverse individuals and groups.

Visit to a school Visit to Humboldt University Visit to the Deutsches Historisches museum Guest lecture by Ms. Sophia Burton: Germany and the role of NGOs at home and abroad.

Demonstrate an increased capacity to analyze issues with appreciation for disparate viewpoints.

Visit to a school Visit to Humboldt University Visit to the Deutsches Historisches museum

Visit to the Deutsches Historisches museum Language and Literacy Walk

EVALUATION International and Comparative Education Comparison Project In-class discussion Dialogue Journal International and Comparative Education Comparison Project In-class discussion Current events share Dialogue Journal International and Comparative Education Comparison Project

International and Comparative Education Comparison Project In-class discussion Current events share

Guest lecture by Ms. Sophia Burton: Germany and the role of NGOs at home and abroad.

Dialogue Journal

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