LOCATION: Bldg. 82B, Room 116
INSTRUCTOR: Dr. Herbert L. Martin, Jr.
Office: Bldg. 82D, Rm 104 Ph: 831-582-4206
E-mail:
herbert_martin@monterey.edu
Course Description
This course presumes that students already have a working knowledge
of children's literature. Partnership Multicultural Children’s Literature
(ED 633) is a multicultural and pluralistic literature graduate seminar
which will explore importan issues across the genres from the past, the
present, and the possible "partnership" future in higher education. This
course is designed primarily for scholars from the teaching field, parents,
and anyone who values appropriate pluralistic literature. A persistent
theme throughout this seminar will be how to use this wonderful collection
of pluralistic literature as a powerful political tool for curriculum transformation
(from Euro-Centric/Patriarchal to Pluralistic/Partnership), to promote
social justice, encourage personal empowerment, and for combating ethnocentrism.
Scholars in this class will become knowledgeable about a wide range of
outstanding multicultural literature from various cultural groups, with
emphasis on groups which are under-represented. Reading, understanding,
discussing, and analyzing literature written from diverse ethnic , linguistic,
and cultural perspectives provides students the opportunity to make important
connections across and within groups that can facilitate and expand the
reading and writing skills of children as well as expand their view of
what it means to be human.
Scholars in this class will be engaged in reviewing bias-free literature, shared readings, and scholarly articles about multicultural and pluralistic literature issues. The area of storytelling and its role as a cross-cultural phenomenon will be explored in this graduate seminar. Students will have opportunities to learn and practice effective story-telling and story reading techniques . Along with the above, students will also be taught to recognize, understand and incorporate the many cultural symbols and their meaning(from the "target" culture’s perspective) into their analyses and understanding of this diverse literature.
Learning Outcomes
1.) Students will use appropriate multicultural/ pluralistic literature
to act as effective advocates for culturally and linguistically diverse
children (i.e., all children), based on analysis of political, cultural,
economic, and legal dimensions surrounding the construction and implementation
of school reforms.(LO 15)
2.) Students will design excellent multicultural/multilingual/pluralistic literature-based curriculum units based on the Partnership Curriculum model of Riane Eisler and the "New West Curriculum." Appropriate curricular materials and technology, accurate content, and authentic socio-cultural points of view will be emphasized.(LO 16)
3.) Students will analyze and describe major intellectual paradigms
that have recently emerged in the areas of Chicano, African American, Feminist
Studies, Native American, and Environmentalist
scholarship and trace their antecedents and relationships. (LO 18)
4.) Students will design multiple art forms (drama, music, art, poetry, reader's theater, literature, teledramatics, storytelling) as a basis for academic engagement and development of literacy, based on an analysis of connections between language skills and art, and identification of their own creative talents. (LO 19)
5.) Students will be familiar with a variety of high-quality authors of multicultural children’s literature, both classic and contemporary .
6. Students will be able to identify bias-free, age appropriate, relevant, and multicultural literature, and utilize it as a means of motivate children to engage in meaningful literacy activities, but, most importantly, to cause them to love reading!
7. Students will be able to assist children in finding cross-cultural links and a common core of universal human values with use of cross cultural symbol study.
8. Students will be able to identify and use various literary genres as means of enriching children’s language and learning experiences and transforming to the multicultutural/ pluralistic "Partnership" curriculum.
9. Students will demonstrate effective cross-cultural story telling
techniques, literature response workshops, creative dramatics, and read
aloud activities as a means of engaging children in both competency and
a genuine passion for reading.
Required Texts:
1.)The New Press Guide to Multicultural Resources for Young Readers Edited by Daphne Muse. New Press. New York(1997).
2.) Rethinking Columbus: The Next 500 Years Edited by Bill Bigelow and Bob Peterson. Rethinking Schools. Wisconsin. 1998.
3.)Black Elk Speaks. John Neihardt. Washington Square Press. 1959
4.)Tortuga . Rudopho Anaya. Univ. of New Mexico Press. 1979.
5.)Roll of Thunder, Hear My Cry . Mildred Taylor. Harper & Row.
1976.
Recommended Texts
1.)Circle Round: Raising Children in Goddess Traditions. Starhawk, Diane Baker, and Anne Hill. Bantam books. 1998.
2.) The Chalice and the Blade. Riane Eisler. Harper & Row. 1987.
3.) The Partnership Way. Riane Eisler and David Loye. Harper Collins. 1990.
4.)The Whale's Song. Diane Sheldon. Dial. 1991.
5.)Night Flying Woman: An Ojibway Narrative. Ignatia Broker. Minnesota Historical Society Press. 1983.
6.)Mother Scorpion Country. Harriet Rohmer. Children's Book Press.1987
7.)Ceremony in the Circle of Life. White Deer of Autumn. Beyond words Publishing. 1983.
8.)Anansi Does the Impossible . Atheneum. 1997.
Evaluation of Student Performance
Attendance and Participation and Promptness in class are prime
requirements to pass this Learning Experience. If you miss a class, this
will not be viewed as a reason not to know what happened in that session.
Since each class session carries with it a specific percentage of your
grade(30 %), that amount is lost for each absence. This will be explained
in detail on the first day of class. Nor can the absence be made up. Although
professional courtesy suggests that the instructor be informed in advance,
since the absence will not be excused, this instructor will expect no such
courtesy. Additionally, each tardy will be treated as one half of an absence.
ASSIGNMENT SECTION:
1.) Attendance and Participation 30%
2.) Storytelling Presentation 20%
3.) Content exam 25%
4.) Final group project: Partnership Curriculum/Presentation 25%.
Can include multimedia, creative dramatics, Powerpoint, reader’s theater,
storytelling, art, poetry, dancing, and music. This assignment will be
explained later.
Schedule
Week 1
6/7(Mon.) Introduction to Course, instructor, classmates, syllabus, etc. WARNING! WARNING! Begin reading the longer required books--Tortuga, Black Elk Speaks, Roll of Thunder, Hear My Cry--NOW in order to give yourself plenty of time to finish the books by the time we discuss them in class. Consult with the schedule for the times when these "conceptual organizers" will be discussed in class. Introduce 'Rethinking terms, p112. FOR NEXT CLASS: In Muse book, read pp. 1-25, 62-67, and 106-113. In 'Rethinking', read pp.9-14 and 47-55. And, be ready to give a title to summarize those readings.
6/8 (Tue.) Lecture/Discussion of introductory articles assigned in previous class. Introduce class "partnership" curriculum project. FOR NEXT CLASS: Read storytelling articles (Muse pp.405-410 and 'Rethinking' 72-74 and p.124. and any handouts for that day.
6/9 (Wed.) Storytelling: Lecture/Discussion on all assigned materials for this day. Storytelling tape. Assign storytelling presentation. FOR NEXT CLASS: Read Jung article(on reserve under my name in the library as "Analytical Psychology").
6/10(Thur) Lecture/Discussion:"Heroines and Heroes":Carl Jung, Joseph
Campbell, and the role of myth cross-culturally in societies.For this WEEKEND:
Read, Read, Read!!!
Week 2
6/14 (Mon.) Lecture/Discussion: "The Great Goddess and the Cosmic Serpent and the Partnership Way". For NEXT Class: Finish 'Roll of Thunder'. Read pp. 125-127 and pp.22-27('Rethinking').
6/15 (Tue.) Lecture/Discussion: 'Roll of Thunder'and assigned articles. Project work time. FOR NEXT CLASS: read Muse p. 285, pp. 318-326, pp. 516-517, pp. 106-113, pp. 181-183.
6/16 (Wed.) Discussion: previously assigned articles and movie. FOR NEXT CLASS: continue Tortuga. FOR NEXT CLASS: Have all storytelling assignments ready for presentation.
6/17 (Thur)Storytelling assignment/presentation due from ALL. Project
work time. FOR NEXT CLASS: Finish 'Tortuga' and Muse p.44.
Week 3
6/21 (Mon.) Lecture/Discussion: 'Tortuga' and Muse p.44. Project Work time. FOR NEXT CLASS: Read Muse pp. 53-61 and 'Rethinking' pp.62-68, 85-112, and 129-130.
6/22 (Tue) Lecture/Discussion assigned articles and Shamanism movie. Project Work time.FOR NEXT CLASS: Read Muse pp.446-452 and 'Rethinking' pp. 146-147 and 160-161.
6/23 (Wed) Movie and Article discussion. Project work time. Next:Continue reading'Black Elk'.
6/24 (Thur)Content Exam. Project work time. FOR NEXT CLASS: Finish 'Black
Elk', read Muse pp. 464-465 and 'Rethinking' pp. 76-82, pp. 115-122, and
pp. 148-155.
Week 4
6/28 (Mon) Lecture/Discussion: 'Black Elk', tape and assigned articles Project work time. FOR NEXT CLASS: pp. 349-353 and pp. 142-143, pp. 44-46, pp. 162-172.
6/29 (Tue) Environmental movie and assigned articles. Project Work time. FOR NEXT CLASS: 'Rethinking' pp. 131-133, pp. 32-33, pp. 175-178, pp. 35-43, pp. 56-60.
6/30 (Wed) Movie (SS) and Project work time.NEXT CLASS: Partnership Curriculum Group Projects in Advanced Children's Literature.
7/1 (Thur) Presentations and "Closing the Circle."