Multiculturalism

Here at De Anza, our General Education courses should include multicultural perspectives to the extent possible.

Considering Multicultural Content in your Course Outlines

To be able to adequately address our diverse student populations in curriculum development, it is important to include multiple perspectives in course outlines. Consider the following questions when developing your course curriculum:

  1. What contributions have people from different groups made to this area of study? Explanation: Are there major contributors to this area of study from people of marginalized groups who have typically been left out?
  2. Does this course help students understand the multicultural context of society? Explanation: Traditional curriculum often avoids addressing controversial issues and does not help students to better understand the social processes that have made the world what it is.
  3. How does this area of study impact different groups of people differently? Explanation: People from different groups may have different experiences with the topic studied, so the perspective taught in the course should be sensitive to and address some of these differences.
  4. Are questions being posed in ways that exclude? Explanation: Many academic disciplines are structured around the experience of dominant groups as the center of study and push the experiences of others to the margins. How can the curriculum be more inclusive?
  5. What have scholars who are interested in challenging marginalization in this area of study said about how it should be studied? Explanation: For the past twenty years people from many marginalized groups have made many contributions to most fields of study and have suggested ways in which these fields can be transformed. The work of these scholars should be incorporated into curriculum proposals.


Suggestions for how to approach answering these questions:

  • Consider where in the course outline it would be most appropriate to address multiple perspectives: the course objectives and content, the assignments and/or the methods of evaluation.
  • There are many people who can serve as resources on campus: the Curriculum Facilitator, your division Multicultural Resource Representative, people in Intercultural Studies or Women's Studies, and/or the Multicultural Resource Librarian.
  • Find a multicultural bibliography for the area/course you are working on.
  • Consult your disciplinary associations for multicultural resources related to your field.

Examples of Existing Curricula That Incorporate Multicultural Content

WITHIN OBJECTIVES:

  • Ex: Examine the perspective of Yoga in a historical context from the 4,000 year-old human tradition.
  • Ex: Examine historical and cultural traditions of public speaking in both domestic and global contexts and their impact on our views, beliefs, and practices related to speaking in public.
  • Ex: Investigate, as applicable throughout the course, how mathematics has developed as a human activity around the world.
  • Ex: Identify socio-cultural dimensions of literature, including social, political, and economic influences on the "production" (writing), distribution, and "reception" (reading) of literature and apply these to the analysis of selected literary works.
  • Ex: Discuss and analyze experimental film productions in the representation of race, ethnicity, gender and sexuality.

WITHIN EXPANDED CONTENT:

  • Ex: Compare cultural differences in Yoga
    1. Understand how Hatha Yoga has evolved.
    2. Examine the 6 schools of Indian Philosophy.
    3. Examine and compare Yoga paths such as Karma, Bhakti, Jnana, Mantra, Kundalini and Tantra
  • Ex: Examine historical and cultural traditions of public speaking in both domestic and global contexts and their impact on our views, beliefs, and practices related to speaking in public.
    1. Examine how contributions of women and minorities have broadened and deepened traditional views of public speaking.
    2. Compare diverse western and non-western philosophies and approaches to public speaking such as traditional informative and persuasive speaking compared with story-telling and narrative approaches. (Note how the use of "such as" in the above description helps to clarify the multicultural content).
  • Ex: Investigate, as applicable throughout the course, how mathematics has developed as a human activity around the world. Among the activities that may be used are:
    1. Investigate the use and development of numbers and algebraic concepts throughout history. Some possibilities are:
      1. Explore the use and development of 11: by various cultures.
      2. Investigate the development and use of rational and irrational numbers by various cultures.
      3. Investigate the development of algebra in ancient times.
  • Ex: Analyze the way constructs of "difference" impact educational equality and success.
    1. Discuss favoritism and negative judgments on the part of teachers (Weisglass).
    2. Discuss student preparation and differences in cultural contexts that influence preparation.
    3. Discuss the implicit and explicit rules of power in the classroom (Del pit and Fanow).
  • Ex: Examine the scientific method and the features of science as a process, while evaluating the role of science in society and the contributions made by women and men of diverse cultures and times.
    1. Discuss the use of scientific method and the development of testable hypotheses, as applied to investigations in biology:
      1. the scientific method as a tool of inquiry
      2. historical development of scientific knowledge; effects of religious doctrines and cultural beliefs.
      3. Cultural, race, and gender factors affecting the choice, development and funding of research
    2. Exploration of biology in the context of cultures and society
      1. Biological processes and their role in shaping culture and behavior
      2. Relevance and application of biological knowledge to issues of social interest or impact, such as cloning or conservation and biodiversity. (Note how the use of "such as" in the above description helps to clarify the multicultural content).

WITHIN ASSIGNMENTS:

  • Ex: Writing--Student will compose written critiques of videos relating to different styles of Yoga.
  • Ex: Class participation which includes collaborative activities and mathematical problem-solving exercises incorporating "real-life" diverse examples, such as loans made to small businesses by ethnicity or problems dealing with AIDS cases in Santa Clara County.
  • Ex: Readings from a variety of culturally diverse texts (see reference list) and two analytic papers critiquing the literary works according to the socio-cultural dimensions discussed in class.
  • Ex: Critical analysis and discussion of scientific papers including papers of current and cross-cultural interest.
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