Cultural Studies, International Education, and Multicultural Education (CSIEME)

Welcome to CSIEME!

CSIEME banner

The emphasis in Cultural Studies, International Education, and Multicultural Education (CSIEME) presented a unique challenge: How do we refer to it in a shorthand way? Looking at the acronym, CSIEME, and reading the letters phonetically, "See Me" emerged from CSIE and ME. In addition to being easy to say and, hopefully, to remember, "See Me" also references the Zulu notion of "Sawubona," which literally translates to, "We see you," but more conceptually conveys intentional collective acknowledgement of each other's human presence, particularly the value and importance of that presence: "Good to see you," and "Good to be seen." Here's a link to a short video that describes this concept much more beautifully and complexly: Sawubona. Clearly, the concept of Sawubona, of seeing and being seen, is foundational to the work done in the Cultural Studies, International Education, and Multicultural Education emphasis area.

Welcome: We See You! We hope you decide to join our academic community!

Sincerely,
Christine Clark, Ed.D. and Norma A. Marrun, Ph.D.
Professor & Senior Scholar in Multicultural Education/Assistant Professor of CSIEME
Co-Coordinators of Undergraduate and Master's Level Courses/Programs in Multicultural Education
Co-Coordinators of Doctoral Level Courses/Programs in Cultural Studies, International Education, and Multicultural Education (CSIEME)
Co-Academic Partners for the Graduate Certificate in Chief Diversity Officer in Higher Education (CDOHE)
Co-Lead Academic Partners for the Graduate Certificate in Social Justice Studies (SJS)

Welcome to CSIEME!

CSIEME banner

The emphasis in Cultural Studies, International Education, and Multicultural Education (CSIEME) presented a unique challenge: How do we refer to it in a shorthand way? Looking at the acronym, CSIEME, and reading the letters phonetically, "See Me" emerged from CSIE and ME. In addition to being easy to say and, hopefully, to remember, "See Me" also references the Zulu notion of "Sawubona," which literally translates to, "We see you," but more conceptually conveys intentional collective acknowledgement of each other's human presence, particularly the value and importance of that presence: "Good to see you," and "Good to be seen." Here's a link to a short video that describes this concept much more beautifully and complexly: Sawubona. Clearly, the concept of Sawubona, of seeing and being seen, is foundational to the work done in the Cultural Studies, International Education, and Multicultural Education emphasis area.

Welcome: We See You! We hope you decide to join our academic community!

Sincerely,
Christine Clark, Ed.D. and Norma A. Marrun, Ph.D.
Professor & Senior Scholar in Multicultural Education/Assistant Professor of CSIEME
Co-Coordinators of Undergraduate and Master's Level Courses/Programs in Multicultural Education
Co-Coordinators of Doctoral Level Courses/Programs in Cultural Studies, International Education, and Multicultural Education (CSIEME)
Co-Academic Partners for the Graduate Certificate in Chief Diversity Officer in Higher Education (CDOHE)
Co-Lead Academic Partners for the Graduate Certificate in Social Justice Studies (SJS)


Program

Cultural Studies, International Education, and Multicultural Education (CSIEME)

Inquire≈Educate≈Innovate

Improving education opportunities and outcomes for all students in Southern Nevada, especially students from underserved communities.

≈Recognize the full educational potential of each student and provide the scaffolded supports and challenges necessary for them to achieve that potential≈

≈Work closely with families to achieve a high level of complementary educational expectations between home and school≈

Cultivating critically conscious communities of educator-scholars by advancing inquiry and praxis that fosters equitable, just, and pluralistic solutions to societal problems for current and future generations.

≈Use the local environment and community resources on a regular basis to link research and practice to the everyday lives of the students and families≈

≈Engage evidence-based approaches that incorporate and build upon long-standing and contemporary local ways of being, knowing, and doing, especially in teaching≈

CSIEME logo

The CSIEME program evolved from the interests and commitments of departmental faculty beginning in 1997. Four faculty (Harper, Bean, Wang, and Lin), with expertise in Cultural Studies and International Education, joined together to form a doctoral program emphasis area within the Ph.D./Ed.D. in Curriculum and Instruction degree programs called Cultural and International Studies in Education (CISE). In 2004, three other departmental faculty (Troutman, Ramírez, and Levitt), with aptitude in Language, Literacy, Culture, and Social Studies, collaborated to establish a Master's concentration within the M.S./M.Ed. Curriculum and Instruction degree programs called Multicultural Education. Between 2009-2012, the seven originating faculty had either passed away, retired, took on other departmental responsibilities/roles, or left UNLV. Concomitantly, a new departmental faculty (Clark), with varied knowledge in Multicultural Education, Cultural Studies, and International Education, assumed oversight for both the doctoral program emphasis area and the Master's program concentration. Shortly thereafter, Multicultural Education was integrated into the doctoral program emphasis area to form what, in 2015, became formally known as the CSIEME ("See Me") program. Bridging the Master's and doctoral degree programs (symbolized through the bolding of the ME portion of the CSIEME acronym), the Multicultural Education component of the CSIEME program serves as the theoretical and practical foundation of the program, on which the Cultural Studies and International Education components are built, enabling the program's epistemological and axiomatic scope to extend from the local to the global and back again. In 2016, another new departmental faculty (Marrun), also with varied knowledge in in Multicultural Education, Cultural Studies, and International Education, joined the CSIEME program. Also in 2016, seven additional faculty-from within the department (Lin, Beck, Liu, and Dávila) the College of Education (Watson and Smith), and the College of Liberal Arts (Revilla) - with broad and deep capacity in myriad content areas that include, inform, and support Multicultural Education, Cultural Studies, and International Education, joined the CSIEME program as Affiliate Faculty.

Multicultural Education theory and practice traverse a more than forty-year history in the United States and, more recently, around the world. In 1990, members of the Association of Teacher Educators' (ATE) Multicultural Special Interest Group founded the National Association for Multicultural Education (NAME) to address, at the national policy level, the lack of meaningful attention being given to issues of diversity in teacher training.

Multicultural Education is an instructional and pedagogical paradigm that integrates the history, cultural traditions, social norms, life experiences, and learned contributions that members of non-dominant groups have made to all aspects of local and global society, especially those aspects that are typically codified in PK-12 and higher education courses of study in the United States. Multicultural education scholar, Sonia Nieto, defines multicultural education as: a process of comprehensive school reform and basic education for all students that challenges and rejects racism and other forms of discrimination in schools and society, and accepts and affirms the pluralism (ethnic, linguistic, religious, economic, and gender, among many others) that students, their communities, and teachers represent; it permeates the curriculum and instructional strategies used in schools, it pervades the interactions among teachers, students, and parents, and the very way that schools conceptualize the nature of teaching and learning; it uses critical pedagogy as its underlying philosophy and focuses on knowledge, reflection, and action (praxis) as the basis for social change in order to promote the democratic principles of social justice.

Cultural Studies is a relatively recent phenomenon in intellectual and academic circles. Established in Britain during the 1960s, Cultural Studies has been incorporated into the study of American education only since the 1980s, but has developed a broad following, and continues to gain significance as an area of specialization. Cultural Studies departments, programs, courses, as well as academic journals and conferences have been established in Europe, Australia, Canada, Africa, and Latin America, as well as the United States. It is an area referenced in the popular media and in the established press, as well as in public and academic bookstores and libraries.

Cultural Studies is a highly interdisciplinary field, drawing on philosophy, literature, the arts, sociology, psychology, political science, technology, and media. According to critical cultural studies scholar, Henry Giroux, Cultural Studies connects those scholars interested in examining and challenging relationships of power, culture, and knowledge. In education, Cultural Studies focuses on these relationships with a particular reference to issues of individual and collective identity formation in pedagogical contexts.

International Education as a field of study in education has a one hundred-year history. Accordingly, International Education has played a central role in shaping American educational policy, both at the federal and state level. As a result, mathematics curriculum reform scholar, Thomas Romberg, notes that International Education had a powerful influence over educational practice, especially with respect to standards-based curricula, as well as teaching and teacher education reforms. International and/or Comparative Education departments, programs, and/or courses have been developed at most major research universities in the United States, and have been promoted through related academic organizations, journals, and conferences across the United States and abroad.

International Education is an umbrella term encompassing comparative education, transnational education, and pan-global indigenous studies. Included in these studies are a series of large-scale, cross-nation comparisons in student achievement, teaching practice, curriculum, and educational policy. Of note in this field is the largest on-going educational research project, The Third International Mathematics and Science Study.

Disciplinary Intersections
There are significant intersections between and across the fields of Multicultural Education, Cultural Studies, and International Education. They share interest in issues of power, culture, epistemology, axiomatics, rhetoric, comparative analysis, sociopolitical analysis, educational reform, identity, diversity, and agency, among others. Accordingly, they have been aligned with each other in number of ways in an array of higher education institutions, including the University of California, Los Angeles, the University of Wisconsin, Madison, and the University of Maryland, College Park. Such an alignment in UNLV's Department of Teaching and Learning plays an important role in moving all three fields in productive, interdisciplinary directions.

Graduate students in the CSIEME program are engaged in developing academic knowledge and practical expertise in the cultural, international, and multicultural dimensions of educational praxis including, but not limited to, inquiry into student learning; pedagogy; curriculum development, design, and implementation; teaching and learning reciprocity; educational assessment and evaluation; media and visual arts; popular culture; literacy, new literacies (technology), and textuality; locality, transnationalism, and globalization; and, equity and social justice in relationship to both individual/self and collective/social formation. This specialization requires student engagement with issues of race; color; ethnicity; geographic origin; immigration status; language; caste; socioeconomic class background; employment status; sex; gender; gender identity and expression; family configuration; sexual orientation; physical, developmental, or psychological ability; age or generation; religious, spiritual, faith-based, or secular belief; among other dimensions of difference as these manifest in educational contexts. Research in this emphasis area requires students to develop comprehensive understanding of-among other interpretive stances, frameworks, and communities-critical theory, critical race theory, post-positivist paradigms, constructivist and constructionist theory, postmodern theory (e.g., post-structuralism and deconstructionism), post-colonial theory, advocacy and participatory paradigms, feminist theory, Queer theory, and disability theory in education.

Objectives
Upon completion of the CSIEME program, graduates will:

  • Demonstrate a comprehensive and complex understanding of sociohistorical, sociopolitical, and sociocultural concerns at focus in cultural studies, international education, and multicultural education theory and practice;
  • Be able to conduct research and apply findings to advance knowledge and action within the education, broadly conceptualized, in service to historically marginalized students/communities in manners that support their agency and justice;
  • Be prepared to assume positions/roles/postures with teaching, research, service, administrative and other restorative/transformative responsibilities in the areas of cultural studies, international education, and/or multicultural education.

Faculty & Student Videos


Admissions

Thank you for your interest in the CSIEME program's Master's degrees (M.Ed. and M.S.) in Curriculum and Instruction with a concentration Multicultural Education (ME), and our Doctoral degrees (Ed.D. and Ph.D.) in Curriculum and Instruction with an emphasis in Cultural Studies, International Education, and Multicultural Education (CSIEME). We would love to have you join our very caring, passionate, collaborative, talented, and committed, highly diverse, academic community!

Application Timeline

  1. Master's degree program applications are accepted three times a year as follows: for a Fall admission by June 1, for a Spring admission by November 1, and for a Summer admission by March 15.
  2. Doctoral degree program applications are accepted once a year by December 1, for admission the following fall semester. Doctoral program interviews are typically scheduled before the end of March, and doctoral program acceptances are usually announced before the end of April.

How to Apply

Please note, these degree programs are housed in the Department of Teaching and Learning within the College of Education. Masters and Doctoral applicants, domestic and international, apply for admission through UNLV's Graduate College Admissions "Gateway." To gain login access to the Gateway, applicants must create an account.

In completing your application, be sure to select the appropriate option from the dropdown menus within the Gateway interface:

  1. M.S. (thesis-option) in Curriculum and Instruction, Multicultural Education concentration
  2. M.Ed. (culminating experience-option) in Curriculum and Instruction, Multicultural Education concentration
  3. Ph.D. (research focus) in Curriculum and Instruction, Cultural Studies, International Education, Multicultural Education emphasis
  4. Ed.D. (engagement focus) in Curriculum and Instruction, Cultural Studies, International Education, Multicultural Education emphasis

Application Checklists

Master's Degree

  1. $60 Application Fee
  2. Personal Statement (250-750 words)
  3. Writing Sample (750-1500 words)
  4. Three Letters of Recommendation
  5. Official Transcripts
  6. Résumé

Doctoral Degree

  1. $60 Application Fee
  2. Personal Statement (250-750 words)
  3. Writing Sample (750-1500 words)
  4. Three Letters of Recommendation
  5. GRE (no specific minimum GRE score required for admissions to CSIEME)
  6. Official Transcripts
  7. Résumé/Curriculum Vitae

Additional Information for International Applicants can be found on the Office of International Students and Scholars site.

For Questions

Please feel free to contact us anytime for further assistance:

Christine Clark, Ed.D.
Email: chris.clark.unlv@me.com
Phone: 702-895-3888 (office)
Phone: 702-985-6979 (cell)

Norma A. Marrun, Ph.D.
Email: norma.marrun@unlv.edu
Phone: 702-895-1176 (office)


Degrees


Certificate Programs


Faculty, Affiliates, & CRiTS Cluster

Core Faculty

Christine Clark, Ed.D.
Professor & Senior Scholar in Multicultural Education
Department of Teaching & Learning

Norma A. Marrun, Ph.D.
Assistant Professor of Cultural Studies, International Education, and Multicultural Education
Department of Teaching & Learning

 

Affiliated Faculty

Jori Beck, Ph.D.
Assistant Professor of Secondary Education
Department of Teaching & Learning
Old Dominion University

Denise Dávila, Ph.D.
Assistant Professor
Department of Teaching & Learning

Emily Lin, Ph.D.
Department Chair and Professor
Department of Teaching & Learning

Katrina Yan Liu, Ph.D.
Assistant Professor
Department of Teaching & Learning

Allison Smith, Ph.D.
Director of Assessment and Teacher Education
Dean's Office, College of Education

Anita Tijerina Revilla, Ph.D.
Associate Professor and Director, Interdisciplinary Degree Programs
College of Liberal Arts

Doris Watson, Ph.D.
Associate Dean and Professor
Department of Educational Psychology & Higher Education

 

CRiTS Cluster


Courses

Course textbooks

Core Courses Schedule

(also see Course Prefix and Number Changes Information further below)

Fall EVEN (2018, 2020)

  • CME 600 Multicultural Education (taught every semester)
  • CME 660 Multicultural Organizational Development NEW! (taught every OTHER even Fall)
  • CME 720 Comparative Studies in Learning, Teaching, and Curriculum (last taught Fall 2016)
  • CME 750 Critical Multicultural Education NEW! (taught every OTHER even Fall)
  • CME 760 Critical Race Theory in Education NEW! (taught every Fall)

Spring EVEN (2018, 2020)

  • CME 600 Multicultural Education (taught every semester)
  • CME 610 Multicultural Education for Teacher License Recertification NEW!
  • CME 710 Cultural Studies in Education (last taught Spring 2016)
  • CME 730 Intersectional Analysis in Multicultural Education NEW! (taught every OTHER even Spring)
  • CME 740 Intergroup Dialogue Facilitation NEW! (taught every OTHER even Spring)

Fall ODD (2019, 2021)

  • CME 600 Multicultural Education (taught every semester)
  • CME 620 Special Topics in Multicultural Education (School-to-Prison Pipeline) (last taught Fall 2017)
  • CME 760 Critical Race Theory in Education NEW! (taught every Fall)
  • CME 770 Critical Inquiry and Praxis (Indigenous Methodologies)

Spring ODD (2019, 2021)

  • CME 600 Multicultural Education (taught every semester)
  • CME 630 Multicultural Curriculum Transformation NEW! (taught every OTHER odd Spring)
  • CME 640 Theory and Research in Multicultural Education (last taught Spring 2017)
  • CME 650 Teaching about Latina/Latino Experiences in Education NEW!
  • CME 700 Social Justice Education (last taught Spring 2017) (taught every OTHER odd Spring)

Course Prefix and Number Changes Information (Fall 2017)

  • CIG 660 to CME 600 Multicultural Education
  • CIG 665 to CME 610 Multicultural Education for Teacher License Recertification
  • CIG 661 to CME 620 Special Topics in Multicultural Education (School-to-Prison Pipeline)
  • CIG 663 to CME 630 Multicultural Curriculum Transformation
  • CIG 662 to CME 640 Theory and Research in Multicultural Education
  • CIG 667 to CME 650 Teaching about Latina/Latino Experiences in Education
  • CIG 664 to CME 660 Multicultural Organizational Development
  • CIG 774 to CME 700 Social Justice Education
  • CIG 772 to CME 710 Cultural Studies in Education
  • CIG 771 to CME 720 Comparative Studies in Education
  • CIG 745 to CME 730 Intersectional Analysis in Multicultural Education
  • CIG 778 to CME 740 Intergroup Dialogue Facilitation
  • CIG 740 to CME 750 Critical Multicultural Education
  • CIG 793 to CME 770 Critical Inquiry and Praxis (Indigenous Methodologies)

Unchanged Course Prefixes and Numbers

  • CIG 697: Curriculum and Instruction Culminating Experience
  • CIG 699: Thesis
  • CIG 689: Curriculum and Instruction Seminar
  • CIG 786: Individual Instruction in Education
  • CIG 791: Internship in Curriculum and Instruction
  • CIG 799: Dissertation

Suggested Course Sequencing

Students in the CSIEME program should consider the follow course sequencing suggestions:

At the Master's Level (M.Ed.):

  1. Complete at least nine (of ten) required research, foundation, curriculum and instruction, and core/elective courses;
  2. Complete at least one (of two) cognate elective courses;
  3. Complete the culminating experience course in tandem with at least one course from #1 or #2 above.

At the Master's Level (M.S.):

  1. Complete at least nine (of ten) required research, foundation, curriculum and instruction, and core/elective courses;
  2. Complete at least one (of two) cognate elective courses;
  3. Complete the thesis proposal and IRB in tandem with at least one course from #1 or #2 above;
  4. Defend the thesis proposal, implement thesis research, complete three thesis credits;
  5. Write up thesis research, complete three thesis credits (six total), defend thesis.

At the Doctoral Level:

  1. Complete at least seven (of nine) required teaching and learning, research, specialization, and internship courses;
  2. Complete at least five (of seven) research and specialization elective courses;
  3. Complete qualifying or comprehensive examinations in tandem with at least one course from #1 or #2, above;
  4. Complete the dissertation proposal and IRB in tandem with at least one course from #1 or #2 above;
  5. Defend the dissertation proposal, implement dissertation research, complete three-to-six dissertation credits;
  6. Write up dissertation research, complete six-to-nine dissertation credits (twelve total), defend dissertation.

Internship Credits (CIG 791)

The CSIEME program teaching internship requirement (3 credits) can be met in a variety of ways through dialogue and negotiation between the student and her/his advisor. For example, through shadowing a professor teaching a graduate level course in a CSIEME-relevant content area in tandem with post-class debriefing sessions to discuss curricular and instructional decision making; or through conducting classroom-based inquiry (e.g., participant observation, ethnography, case study) of a professor teaching a graduate level course in a CSIEME-relevant content area and formally reporting inquiry findings and related critical analysis.

Likewise, the CSIEME program research internship requirement (3 credits) can be completed in myriad manners through dialogic exchange and interchange between the student and her/his advisor. For instance, students may prepare and submit: a manuscript to a CSIEME-relevant refereed journal (e.g., Equity & Excellence in Education, Cultural Studies, Journal of Studies in International Education (JSIE), Multicultural Perspectives, Multicultural Education Review (MER), Lateral, International Journal of Multicultural Education (IJIE), Journal of Research in International Education (JRIE), etc.), or a conference proposal to a CSIEME-related national organization with a juried annual conference proposal review process (e.g., the Association for Cultural Studies Conference (ACS), the Comparative and International Education Conference (CIES), the National Association for Multicultural Education Conference (NAME) annual international conference, the National Conference on Race and Ethnicity (NCORE), the Annual Conference of the National Association for Diversity Officers in Higher Education (NADOHE, affiliated with the American Council on Education (ACE)), a cultural studies-, international education-, or multicultural education-related division/section or committee/special interest group of the American Education Research Association (AERA), etc.).


For Current Students

Master's Degree Programs

Doctoral Degree Programs: General Information and Forms

Doctoral Programs: Qualifying-Comprehensive Examination and Dissertation Resources

Certificate Programs: General Information (see also Certificate Programs section)

Advanced Academic Writing, Research, and Presentation Resources

Key Conferences and Journals