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最終更新日:2024年3月15日

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Introduction to International and Cross-Cultural Education

An international collaboration between the University of Tokyo and Stanford University
This course is taught by Gary Mukai and Hideto Fukudome, with an engaged assistant by Kanako Kusanagi.

This course is designed to provide students with an overview of the field of international and cross-cultural education with a focus on the mission and work of the Stanford Program on International and Cross-Cultural Education (SPICE), Stanford University, and the mission and work of the Center for Advanced School Education and Evidence-Based Research (CASEER), the University of Tokyo.

• SPICE serves as a bridge between Stanford University and K–12 schools and community colleges by (1) developing multidisciplinary curricular materials on international and cross-cultural topics; (2) conducting teacher professional development seminars to encourage the internationalizing of curriculum; (3) offering distance-learning courses with a focus on international topics; and (4) conducting educational research on international topics. Like CASEER, SPICE collaborates with universities, prefectural boards of education, schools, and other organizations throughout Japan.

• CASEER seeks to collaborate with universities, educator-training institutes, prefectural boards of education, schools, and other organizations throughout Japan. Based on the principles of actual practice, comprehensiveness, and collaboration, CASEER has carried on its research traditions aimed at solving actual problems in school education, based on a cooperative relationship with the Division of Professional Development of Teachers. CASEER focuses on activities, lectures, and other events that have the aim of improving the professional quality of educators and promoting improved school-development policies.

Through a combination of lectures (including guest lectures) and theoretical and applied readings and activities, the course aims to accomplish the following: (1) introduce students to University of Tokyo and Stanford University scholars and practitioners and other educators who are engaged in work related to international and cross-cultural education; (2) compare U.S. perspectives on international and cross-cultural education with those in Japan and China; (3) engage students in various instructional strategies; (4) potentially contribute to SPICE’s website on topics related to international and cross-cultural education; and (5) encourage students to consider graduate studies, post-doctoral research, and visiting scholar opportunities at Stanford University and other universities in the United States.

Class topics and readings will include culturally relevant curriculum, teacher professional development, girls’ empowerment, multiple perspectives and curriculum, multiple intelligences, internationalizing online teaching, and ethnic studies.

Various instructional strategies will be utilized in class, including oral histories and storytelling, a gallery walk, participation in a teacher professional development session, a flipped classroom, small-group work, panel discussion, and web-based activities.

Note: This course was conceptualized with the University of Tokyo President Teruo Fujii’s vision, UTokyo Compass, a statement of the guiding principles of the University of Tokyo that is titled “Into a Sea of Diversity: Creating the Future through Dialogue” in mind. President Fujii’s vision emphasizes the importance of diversity and inclusiveness and focuses on the need to build a democratic society in which each individual can live with respect. It is the firm belief of the instructors of this course that the cultivation of these qualities in youth is essential for realizing such a vision.
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時間割/共通科目コード
コース名
教員
学期
時限
23-214-20
GED-ZZ6101L2
Introduction to International and Cross-Cultural Education
福留 東土
A1
火曜1限、火曜2限
マイリストに追加
マイリストから削除
講義使用言語
英語
単位
2
実務経験のある教員による授業科目
NO
他学部履修
開講所属
教育学研究科
授業計画
***Students have two pre-assignments for the first class, October 4th*** You can get paper PDF with registering Google Classroom. https://classroom.google.com/***** Week 1 (October 4) topic: Culturally Relevant Curriculum Speakers: Gary Mukai, “Early Japanese American Experience”; guest, Kathryn Tolbert (former Education editor, The Washington Post). • Reading: Ladson-Billings, Gloria (Autumn, 1995), Toward a theory of culturally relevant pedagogy, American Educational Research Journal, Vol. 32, No. 3., pp. 465-491. • Video: Lucy Craft, Karen Kasmauski, and Kathryn Tolbert, Co-Directors, “Fall Seven Times, Get Up Eight.” Week 2 (October 11) topic: Teacher Professional Development Speakers: Gary Mukai, “National Consortium for Teaching About Asia: Examining ‘Ripples Across the Pacific’”; guests, Jonas Edman (Curriculum Designer, SPICE), and Edward Tepporn (Executive Director, Angel Island Immigration Station Foundation) • Reading: Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, Vol 38, No. 3, pp. 181-199. Week 3 (October 18) topic: Girls’ empowerment Speakers: Gary Mukai, Mariko Yang Yoshihara (co-founder, Sky Labo; Instructor and Educational Researcher, SPICE), and Maiko Tamagawa Bacha (Instructor, SPICE) • Reading: Kijima, Rie, Mariko Yang-Yoshihara, and Marcos Sadao Maekawa (2021). Using design thinking to cultivate the next generation of female STEAM thinkers, International Journal of STEM Education, Vol. 8, no. 14. Week 4 (October 25) topic: Multiple Intelligences and Curriculum Speakers: Gary Mukai, “Multiple Intelligences and Curriculum: Along the Silk Road”; with guest, Makiko Hirata or Jake Shimabukuro (professional musicians) • Reading: Gardner, Howard and Thomas Hatch (1989), Multiple intelligences go to school: Educational implications of the theory of multiple intelligences, Educational Researcher, Vol. 18, No. 8, pp. 4-10. Week 5 (November 1) topic: Internationalizing Online Teaching Speakers: Gary Mukai, “Stanford e-Japan”; guests Tanya Lee (Instructor, SPICE) and Carey Moncaster (Instructor, SPICE), “Engaging high school students in the United States and China” • Reading: Lewis, Cassandra C, and Husein Abdul-Hamid, Implementing effective online teaching practices: Voices of exemplary faculty, Innovation in Higher Education, Vol. 31, pp. 83-98. Week 6 (November 8) topic: Ethnic Studies Speaker and Moderator, Gary Mukai; with panelists: Ignacio Ornelas Rodriguez (Historian and Educator), Harold Begay (Superintendent, Navajo Nation), Elizabeth Baham (Dean, Reach Academy), and Takumi Nieda (Translator and Educator) • Reading: Christine Sleeter (2011), The Academic and Social Value of Ethnic Studies A Research Review (Washington, D.C.: National Education Association). Reading:
授業の方法
Participation Your participation in the course is essential for the success of the course and for maximizing the learning of the class as a whole. Full participation means having completed the readings and assignments, participating in class discussions and presentations, and listening carefully to your classmates. The importance of multiple perspectives and empathy will be emphasized throughout the course. Attendance will be monitored. Small-Group Reading Presentation One team of students will be in charge of presenting a summary and reflections on one of the readings in the course each week. This involves preparing a short (one-paragraph) overview of the reading and 2–3 questions and/or comments to encourage discussion. Short Reflective Essays Each essay will be no more than two pages in length using a 12-point font. The essays will focus on one’s personal reflections to the topic of discussion and may reference the readings, lectures, and presentations. Short Essay Grading Rubric (forthcoming) Final Research Project The final research project will be between four and five pages in length using a 12-point font. A proposal for the project will be due before class on October 25, 2022.
成績評価方法
Class Preparation/Participation30%Throughout Small-Group Reading Presentation10% Throughout; each student will participate in one small-group presentation Short reflective essays (2 total)10% x 2 = 20%Before classes on October 11 and 18 Final Research Project proposal5%Before class on October 25 Final Research Project 35%Before class on November 8 Late policy: Assignments will lose one grade level for being less than 24 hours late and a full letter grade for anything more than 24 hours late. No outstanding assignments will be accepted after the November 8.
教科書
・Ladson-Billings, Gloria (Autumn, 1995), Toward a theory of culturally relevant pedagogy, American Educational Research Journal, Vol. 32, No. 3., pp. 465-491. ・Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, Vol 38, No. 3, pp. 181-199. ・Kijima, Rie, Mariko Yang-Yoshihara, and Marcos Sadao Maekawa (2021). Using design thinking to cultivate the next generation of female STEAM thinkers, International Journal of STEM Education, Vol. 8, no. 14. ・Gardner, Howard and Thomas Hatch (1989), Multiple intelligences go to school: Educational implications of the theory of multiple intelligences, Educational Researcher, Vol. 18, No. 8, pp. 4-10. ・Lewis, Cassandra C, and Husein Abdul-Hamid, Implementing effective online teaching practices: Voices of exemplary faculty, Innovation in Higher Education, Vol. 31, pp. 83-98. ・Christine Sleeter (2011), The Academic and Social Value of Ethnic Studies A Research Review (Washington, D.C.: National Education Association). Reading:
参考書
forthcoming
履修上の注意
Students can participate online but are strongly encouraged to participate in person. Students should pre-register to Google Classroom. All assigned readings will be posted as PDFs in Google Classroom.