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Multicultural Education 2014

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jccohen's picture

Welcome to the spring 2014 semester of Multicultural Education! 

The course is structured to recognize and explore a set of key tensions within and surrounding the contested areas of multicultural and peace and conflict education:


     o        identity/sameness and diversity/difference

o        dialogue and silence

o        peace and conflict

o        culture and the individual psyche

The impact of multicultural education on students' perceptions of power and inequality

Password-protected file of readings

jccohen's picture

Posting Instructions

Once you are registered for the class, you will be given an on-line account,
and received an e-mail from the site administrator, with an assigned username and password.
Use those to log in to the course website.

Give some careful consideration to the matters of the username and avatar which will appear w/ each of your postings:
After logging in, you may click on "my account" and change your username to something of your choice.
Think about whether you want your words associated w/ your (full/partial/symbolic/pseudo-) name, 
and whether you will want it so associated in 1, 2, 5 years....the content will remain on-line long after you've left the College.

To upload your avatar--a picture of yourself/symbol of your way of thinking/habit of being--
go to "My account" --> "Edit" --> "Upload picture," and follow the instructions there.

ALWAYS LOG IN BEFORE you post, so that what you have written will appear automatically and immediately
(otherwise, due to the need for spam control, it will need to be individually vetted, and so delayed).

jccohen's picture

Our online forum

This is a space for sharing your thoughts, questions, observations in your life and specifically in your field placements.  At times you'll be responding to specific prompts, while at other times you'll be invited to use this as a kind of intellectual playspace to try out ideas, respond to others' postings, offer resources related to our work together...

jccohen's picture

Multicultural Education syllabus

Education 260

Multicultural Education: Local and Global Perspectives

Spring 2014


Hummingbird's picture

Additional Reading and Resources

I have put together this section because so much external reading informed what I ultimately wrote, and I wanted to share those resources with others. The following resources are broken up into three categories: News Articles, Activist Blogs and Archives, and Books by Academics. All of the quotations from the narratives are included in the relevant resource category.  


News Articles

In 2007, following an incident of racial insensitivity and ignorance at Bryn Mawr College and a postering campaign on race at Haverford College, several articles in the Bi-College News discussed the way race is experienced within the Bi-Co:

Heller, J. (2007, May 1). Profs Organize Race Discussion at HC – The Bi-College News. Retrieved May 15, 2014, from

Milne, A. (2007, April 17). Students Call for SGA Treasurer’s Resignation – The Bi-College News. Retrieved May 15, 2014, from

Vasko, L. (2007, May 11). Social Justice in the Bi-Co – The Bi-College News. Retrieved May 15, 2014, from

Then last year (2012-13) protests and discussion occurred surrounding the closing of Perry House at Bryn Mawr. A letter from several students on the closure was featured in the Bi-College News:

peacock's picture

final paper

Hummingbird's picture



            Writing about anti-racist activism felt relevant and pressing at a time when my own college, along with many other colleges, is in the midst of discussions about increasingly visible diversity on campus. Mount Holyoke has recently dealt with a publicized instance of racism by their campus police against a student of color,[1] and in response students of color have launched a campaign called “#mohonest” [2]. Wesleyan is now in the midst of protests regarding the gradual loss of faculty from their African American Studies department[3]. Students at countless schools are launching “#I too Am…” campaigns, inspired by Harvard students, to highlight the membership of students of color in their college communities[4]. I wanted to write this piece to explore the ways institutional racism impacts people on traditionally white college campuses in different ways. I also wanted to look at the way anti-racist activism can become the center of one’s experience in a space, or can be a marginal or even completely absent part of one’s experience.

stonewall's picture

Understanding Identity and the Latino Diaspora in Middle School

Emily Crispell

Multicultural Education

Final Field Paper

May 8, 2014


Understanding Identity and the Latino Diaspora in Middle School


ayoung06's picture

SGA Inclusivity Final Paper by Alyssa, Jayah and Natalie

Please see attached. 

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Focusing in on Identity: A Lesson Plan

HannahB's picture

Interesting Article Re: Race @ Bryn Mawr

paperairplane's picture

Inquiry Project: Teaching English Abroad as a Person of Color

            One of my post-undergrad dreams is to find a way back to France, a country in which I had the opportunity to study abroad junior year. I figured that teaching English would be a way to gain experience in a classroom, keep myself immersed in French culture, and have the chance to explore other parts of Europe as well. Gaining an understanding about the White-Savior Industrial Complex, though, had me questioning my initial desires of wanting to teach English abroad. Did I want to teach abroad with the mentality of “helping” and “making a difference”? Did I subconsciously crave this opportunity as a way to please my ego? How might my own privileges as an American impact my pedagogy in the classroom, and relationship with the community? How would they differ if I were not a woman of color? These kinds of questions inspired my inquiry project into the implications and experiences of Americans teaching abroad.

BlackinAsia and English as a Tool of Imposition

stonewall's picture

Increasing Latino Parental Involvement through Parental Partnerships with Schools

Emily Crispell

Multicultural Education

Inquiry Project

April 17, 2014


Increasing Latino Parental Involvement through Parental Partnerships with Schools



Hummingbird's picture

Exploring Multiple and Intersecting Identities: Themes and Suggestions for Action

Exploring Multiple and Intersecting Identities:

Themes and Suggestions for Action

Hummingbird, Kma, and Cece Lee



            In Spring 2013, students working with Professors Jody Cohen and Alison Cook-Sather began facilitating focus groups to explore the way Bryn Mawr was supporting and could better support its increasingly diverse student population. This semester the three co-writers of this paper joined those facilitating focus groups as fellow student facilitators. While the groups were originally focused on the experiences of international students, we’ve broadened them this semester to look at all students on campus and their varied identities – acknowledging that even domestically we have a very diverse student population and that all members of our community face different challenges because of the way they identify themselves and feel perceived by others.

Salopez's picture

Project Based Learning and its Implications in a Multicultural Mathematics Classroom

Project Based Learning and its Implications in a Multicultural Mathematics Classroom


When I was a junior in high school, I was placed into AP Calculus. On the first day of classes, I came to that particular class to find that my favorite math teacher, Mr. Best[i], was the instructor for this years AP class. He began the class explaining that we will be preparing for the AP examination in June, as well as preparing a final exit project. He went on to explain that we would be having two assessments: a midterm and a final, as well as this project. Our grade would consist of the two exam grades as well as the project grade, attendance, participation and homework completeness. He began to give us examples of projects that students completed in the past, and told us that literally anything is “fair game” as long as you’re able to describe it using mathematics.

FrigginSushi's picture

First Generation College Students Who are Second Generation Immigrants

            Racism is defined by Tara Yosso in her study, “Whose Culture Has Capital? A Critical Race Theory Discussion of Community Cultural Wealth”, as “a system of ignorance, exploitation and power used to oppress African Americans, Latinos, Asians, Pacific Americas, American Indians, and other people on the basis of ethnicity, culture, mannerisms, and color” (72). In history, we tend to see racism within the “black/white dichotomy”, but this two-way understanding of racism does not allow for the multiplicity of oppression that is experienced by many others. I believe this is a fitting place to start as I hope to analyze just some of the research surrounding how students of color, particularly 2nd generation immigrants of various countries fair in the education system as well as how they might experience college as a 1st generation college student.

qjules's picture

White Youth and Hip-Hop

            In David Nurenberg’s article “What Does Injustice Have to do With Me? A Pedagogy of the Privileged” the educator discusses his experience being raised in the upper middle class, while being knowledgeable about the hardships his Jewish family members encountered. He discusses his own accounts of harassment growing up, and brings readers into his struggle of teaching suburban white privileged students multicultural education and social justice education. “I specifically wanted to work with a suburban population, with the young people who would grow up into the college roommates and friends I had known and who had frustrated me… I felt I could act as some sort of bridge between the worlds to which my parents had exposed me to, and the one that produced the CEO’s and policy makers who I believed unwittingly perpetuated this unfair system.” (Nurenberg 53) This paper will act as spokes around this quote and highlight other figures who share this ideology and act as ‘bridges’ in the context of white consumers of Hip Hop industry, and what multicultural education can do for the white, privileged, and impressionable.

cnewville's picture

"but math is just fancy common sense" - my math professor

Christine Newville

Inquiry Project

Multicultural Education


                                                I’m Not a Math Person


peacock's picture

inquiry project

Teaching in Prison: Challenging Preconceived Notions

jayah's picture

Inquiry Project- Creating a Curriculum


This curriculum is designed for a pre-kindergarten classroom (ages 3-5 years old) with a student population of 23 students. A bilingual literacy curriculum will be designed for immigrants or children of immigrants from Mexico. The students speak predominately Spanish. The parents of these students speak very little English, so the students cannot use their parents as a resource to learn English. The class meets five times per week for five hours. This is the second semester of the school year. By the time the students’ progress to kindergarten, the students will be expected to understand English because in kindergarten, only English will be spoken. In this curriculum, in addition to learning the basics of reading and math, there will be activities that will incorporate two main goals: To have the students understand English without losing their identity and to incorporate culture into the student’s learning.

            In semester one, the teacher spoke both English and Spanish. However, in this semester, there will be a bigger focus on English, since this is the only language that will be spoken in kindergarten.  The average length of a school year is 180 days, so these three units will take place for 30 days during the semester two.



- Learn the letters of the alphabet

- Begin to recognize their sounds