NCCRESt

part of the Education Reform Networks

Multicultural Educational Practices

• Inclusivity and Alignment: Principles of Pedagogy, Task and Assessment Design for Effective Cross-Cultural Online Learning
  Offers a framework for culturally inclusive pedagogy that can be applied to online environments. Proposes a theoretically grounded framework linking culturally inclusive learning with curriculum and assessment design, using the principle of constructive alignment so that instruction is flexible and relevant to students from a diverse range of cultural and language backgrounds.
• Literature-based Reading in Action: Views from the Classroom
  Discusses 7 books for educators that report successful practices in the teaching of reading within a literature-based curriculum. Notes that these professional resources show what teachers are doing in their classrooms to make literature a vital part of children's lives, based on the power of literature as an artistic form and its potential to influence perspectives, actions, and lives.
• Institutional Barriers to the Implementation of Antiracist Education: A Case Study of the Secondary System in a Large, Urban School Board
  This case study of the Toronto Board of Education's secondary system thoroughly analyzes barriers to implementing antiracist education in a large, ethnically diverse education district. Findings highlight implementation difficulties, including poor leadership, lack of minorities in key positions, informal resistance, and decentralized decision making.
• Transforming Curriculum for a Culturally Diverse Society
  This book is primarily designed for graduate courses in curriculum development and theory, and aims to assist practitioners in facilitating the shift in public school curriculum to accommodate large-scale trends toward a more culturally diverse society.
• Kenta, Kilts, and Kimonos: Exploring Cultures and Mathematics through Fabrics
  Describes uses of mathematics in fabric design to examine various cultural and mathematical concepts including patterns, geometric shapes, and spatial reasoning. (ASK).
• Who's New in Multicultural Literature, Part One (Rainbow Teachers/Rainbow Students)
  Describes how a multicultural unit was added to a high school American literature course, noting that this necessitated selecting a large number of new books for the school library. Discusses goals of the multicultural project and its main interpretive assignment.
• Are Our Preservice Teachers Ready To Teach in This Culturally Diverse Society? Examining Preservice Teachers' Self-Assessment on Their Multicultural Teaching Performance
  This study examined preservice teachers' multicultural teaching performance and noted whether preservice teachers' demographic and educational backgrounds would predict their performance.
• Arab American Students in Public Schools. ERIC Digest, Number 142
  This digest reviews ways to provide Arab Americans with a supportive school environment and all students with an accurate and unbiased education about the Middle East. The school climate will make Arab American students feel more welcome if Arab culture is included in multicultural courses and activities, and if the staff works to eliminate prejudice and discrimination.
• Networking across Boundaries
  This theme issue focuses on the challenges and opportunities of online technology as it is used by teachers and students in rural classrooms in Alaska, Arizona, Colorado, Georgia, Mississippi, New Mexico, South Carolina, and Vermont.
• Successful Strategies in Multi-Ethnic Schools: A Summary of Recent Research
  Summarizes approaches identified in recent research that were used in schools in the United Kingdom that were effective in educating minority students. These effective schools were characterized by strong leadership, shared vision and goals, school organization, and high expectations for students.
• Cross-Cultural Interaction and Periodization in World History
  Asks to what extent it is possible to identify meaningful and coherent historical periods across the boundaries of societies. Argues that cross-cultural interaction must figure prominently as a criterion in any effort to establish a periodization of world history in modern times.
• Multicultural Social Reconstructionist Education in Urban Geography: A Model Whose Time Has Come
  Briefly describes several approaches to multicultural education including highlighting minority achievements and emphasizing human relations and social reconstruction. Argues that social reconstruction is the most productive approach for teaching urban geography.
• Applying a Cognitive-Behavioral Approach to the Training of Culturally Competent Mental Health Counselors
  Claims that a cognitive-behavioral approach can help train culturally competent mental health professionals. Following the stages of intervention in cognitive therapy, culturally diverse counselors in training confront their own and others' cognitive distortions and develop a genuine sensitivity to other cultural perspectives.
• Cultural Reciprocity: Exploring the Impacts of Cross-Cultural Instruction on Professorial Self-Reflection
  Cultural reciprocity refers to the dynamic and material exchange of knowledge, values, and perspectives between two or more individuals of different cultural (e.g., racial, ethnic, socioeconomic, religious) backgrounds. In this paper, cultural reciprocity is discussed as it pertains to professors of education and their students, based on the history of their interactions and diversity of experiences in cross-cultural settings.
• The Chula/Fish Creek Connection
  Describes a social studies cultural exchange program between a public school and a Canadian native school in Calgary, Alberta, Canada. Outlines how the students became mutual inquirers into one another's cultures.
• CyberHunt 3. Holiday Trio
  Presents CyberHunt 3, an interactive, multicultural activity for the holiday season. Students visit a variety of web sites for facts and activities related to Hanukkah, Christmas, and Kwanzaa.
• Multicultural Education and Curriculum Transformation
  Describes five dimensions of multicultural education, focusing on the knowledge construction process in order to show how the cultural assumptions, frames of reference, and perspectives of mainstream scholars and researchers influence the ways in which academic knowledge is constructed to legitimize institutionalized inequity. (Author/SLD).
• Finding Ways In: Redefining Multicultural Literature
  Describes an experience during classroom discussion of Alice Walker's "Roselily" that led a teacher to revise her understanding of multiculturalism. Defines three problematic yet popular approaches to understanding the differences in culture in the United States and then presents a fourth approach that encourages students to see themselves and others as representing many cultures individually and collectively.
• Language Magazine: The Journal of Communication & Education, 2002
  These 12 issues of the journal include articles on such topics as the following: classical languages; early literacy; ancient languages; study abroad; teacher training; dialects; computer uses in education; classroom techniques; illustrated dictionaries for English-as-a-Second-Language (ESL) students and others.
• Making Multicultural Education Effective for Everyone
  Responds and elaborates on an article on preparing Anglo graduate students for the journey toward a multicultural perspective. Affirms assertions for a balanced support-challenge model in multicultural training, for the usefulness of self-disclosure in these courses, and for articulation of the rewards of becoming a multiculturalist.
• Putting Research To Work in Your School. [Revised.]
  This book contains abridged and edited versions of research reports with original commentary that were previously published elsewhere. The articles reflect J.
• Making Global Connections in a Chicago Classroom
  Discusses the development at Bowen High School (Chicago, IL) of firsthand experiences to create connections for students between their local and global worlds. Outlines the course, explains specific projects, and discusses links between the classroom and community.
• A Dialogue: Culture, Language, and Race
  A dialogue between Paulo Freire and Donaldo Macedo addresses current criticisms of Freire along gender and race lines, challenges misinterpretations of his ideas, and discusses what it means to educate for critical citizenry in a multiracial and multicultural world. (SK).
• Evaluating American Indian Textbooks & Other Materials for the Classroom
  This guide contains information and suggestions to help teachers review and evaluate textbooks and other materials for stereotypes, inaccuracies, omissions, and bias about American Indians and other Native Americans. Guidelines are presented to raise the awareness of educators and publishers about Native heritage, culture, and contemporary issues.
• Cultural Composition: Stuart Hall on Ethnicity and the Discursive Turn
  Interviews Stuart Hall, a black public intellectual and an activist of the New Left. Discusses the growing disillusionment with cultural studies now that it is no longer in its ascendancy; the proliferation of pedagogical practices given a cultural studies tag; Hall's approval of the use of popular culture in the composition classroom; and the concepts of ethnicity and multiculturalism.
• Multicultural Education: A Developmental Process. Spotlight: Montessori--Multilingual, Multicultural
  Maintains that multicultural education is a key element in the ongoing struggle to solve current educational problems. Presents Banks's (1988) phases in the evolution of multicultural education.
• "Sex", "Race" and Multiculturalism: Critical Consumption and the Politics of Course Evaluations
  Calls attention to the difficulties of broaching issues of "race" and "sex" in the classroom context of nationwide calls for multiculturalism. Discusses the current politics surrounding the importance of student course evaluations, and presents strategies for making evaluations more useful in the context of courses that include controversial material.
• Reclaiming the Borderlands: Chicana/o Identity, Difference, and Critical Pedagogy
  Argues that "Borderlands" discourse has served, and continues to serve, as a theoretical framework to advance educational theory by accounting for multiple subjectivity and difference. Provides historical background of Chicana/o Studies and its contribution to Borderlands theories.
• Issues in Mathematics Education with African American Students
  To teach mathematics successfully to African Americans, there must be modification of what math is as a knowledge. Recently, a framework was composed which delineated four disparate dimensions of math as a type of knowledge and how assessment varies as a result of the definitions.
• Effect of a Multi-Ethnic, Multicultural Program on Student Participants
  Describes the impact of a multi-ethnic, multicultural program, designed to immerse students in Mexican culture as a means of combating ignorance of and violence against members of ethnic groups at Fairfield University. Interviews, pretests and post-tests, and participant observations are used to determine whether the training program was responsible for changes in student perceptions and judgments.
• Race and Ethnicity Issues in the Sociology Curriculum
  Shows why the sociology curriculum in English education fails to acknowledge the multicultural nature of British society and ways in which sociology teachers can improve things through their own research and teaching. British teachers and students can learn about cultural differences together.
• Student Learning Resources. TEAMS Distance Learning: A Unique Design for Improving Mathematics and Science Instruction in the Elementary Grades [and] Technology and Multicultural Education
  Includes two articles: one describes the use of satellite transmissions to improve math and science instruction in elementary grades, including instructional design, transfer of learning, curriculum content, and distance learning instructors; the second one discusses new software and other technology for multicultural education. (LRW).
• Culturally Responsive Teaching for American Indian Learners
  Teachers in a multicultural society need to respect cultural differences, know the cultural resources their students bring to class, and be skilled at tapping into learners' cultural resources in the teaching-learning process. They must believe that all students are capable of learning, and they must implement an enriched curriculum for all students.
• Finding a Path to History and Culture
  Maintains that music technology growth can assist teachers in implementing interdisciplinary approaches involving history, culture, and music. Presents suggested classroom strategies utilizing CD-ROMs and other interactive media technology.
• Confronting Prejudice and Racism during Multicultural Training
  This book examines multicultural training program components to assess how trainees adopt, digest, or resist multicultural principles and practices.
• Examining Multicultural Picture Books for the Early Childhood Classroom: Possibilities and Pitfalls
  Picture books that depict the variety of ethnic, racial, and cultural groups within U.S. society (known generally as multicultural picture books) allow young children opportunities to develop their understanding of others, while affirming children of diverse backgrounds.
• Current Cases on Academic Freedom
  This paper discusses current court rulings on academic freedom at the college and university level.
• The Evolving Theme of Teaching Multicultural Art Education. Monograph Series
  This publication, sponsored by the U.S. Society of Education through Art (USSEA) as a forum of past presidents involving audience participation, aims to stimulate dialogue on the evolving theme of teaching multicultural issues and what affects student learning.
• Creating a Multicultural School Climate for Deaf Children and Their Families
  Offers guidelines to help educators of children with deafness build a multicultural learning environment for students and their families. Strategies are provided for developing cultural competence and tips are given for creating inclusive curricula and instructional approaches, choosing culturally diverse materials, and recruiting diverse staff.
• Literacy & Libraries: Learning from Case Studies
  This book presents 22 personal narratives in which library directors, program administrators, teachers, tutors, librarians, and adult learners explain firsthand how literacy programs at libraries across the United States have changed people's lives.
• Rethinking the Role of Multicultural Literature in Literacy Instruction: Problems, Paradox, and Possibilities
  Uses a cultural studies framework to demonstrate how multicultural literature is often trivialized and misused in literature-based classrooms. Critiques actual literature discussions and examines the content of several Asian American children's books to move toward a more complete understanding of critical literacy pedagogy and what it means to "read" in a pluralistic society.
• Educating Somali Children in Britain
  This book, which results from a broad study and research begun in the early 1990s, focuses on the needs and concerns and highlights constraints regarding Somali refugee children in the British education system. The book is intended for use by language specialists and classroom teachers, and others responsible for the education and welfare of Somali children.
• Reducing Stereotyping among 4th through 6th Grade Students by Strengthening Self-Esteem, Interpersonal Relationships, and Multicultural Appreciation
  This practicum study devised and evaluated a program designed to reduce overt incidents of stereotyping among diverse fourth through sixth graders in a large urban K-8 school.
• The Universal Classroom
  Explores the progress of multicultural education as an aspect of educational reform and as a form of accountability to significant constituencies of the present public education system. Discusses multicultural education as the effort by the public schools to cope with patterns of social change that highlight the issue of an academic underclass.
• Controlling Curriculum Knowledge: Multicultural Politics and Policymaking
  Utilizes New York state's development and attempted implementation of multicultural education as a case study providing a concise yet thorough examination of the principles, objectives, and controversies surrounding this issue. Delineates the people and organizations involved in grass roots organizing and media representation on both sides of the issue.
• Education & Justice: A View from the Back of the Bus
  This collection of essays reflects a lifetime commitment to education and democracy, bringing together views on race, justice, and equity for all students.
• All of Us Together Have a Story to Tell
  Outlines questions for teachers to consider when selecting books which may be challenged. Looks at two different stories of challenges to multicultural education, regarding whether an "outsider" has the right to relate the stories of another culture.
• Reflections on the "White Movement" in Multicultural Education
  Responds to an essay that examined the role of whites in multicultural education and reviewed three books, critiquing five of the essay's assumptions (e.g., there is a white movement in multicultural education, attention to whites' role in multicultural education is very recent, and the focus on white identity development in multicultural education signals a shift away from equity pedagogy). (SM).
• Cultural Diversity, Families, and the Special Education System: Communication and Empowerment
  This monograph addresses the way parents of minority students perceive the special education system, with specific attention to these parents' views of the process by which their children are designated as "handicapped.".
• Sharing Our Pathways: A Newsletter of the Alaska Rural Systemic Initiative, 2001
  This document contains the five issues of "Sharing Our Pathways" published in 2001. This newsletter of the Alaska Rural Systemic Initiative (AKRSI) documents efforts to make Alaska rural education--particularly science education--more culturally relevant to Alaska Native students.
• Writing Trauma, History, Story: The Class(room) as Borderland
  Theorizes the site of teaching and learning. Suggests that the current model of the classroom as multicultural contact zone applies best in those circumstances where there is substantial critical mass, but that in locations where the hegemonic mass far outnumbers the oppositional groups, the model of borderland (broadly conceived) is more productive for critical teaching and learning.
• The Relationship between Cultural Identity and Academic Achievement of Asian American Students
  A study investigated the relationship between students' level of interest in maintaining their cultural identity and their academic achievement. Subjects were 105 United States-born Chinese-American and Korean-American high school students attending two public high schools in Southern California.
• But That's Just Good Teaching! The Case for Culturally Relevant Pedagogy
  Describes the centrality of culturally relevant pedagogy to academic success for minority students who are poorly served in public schools, discussing linkages between school and culture, examining the theoretical grounding of culturally relevant teaching in the context of a study of successful teachers of black students. Provides examples of culturally relevant teaching practices.
• Multicultural Citizenship
  Great Britain's citizenship education helps prepare students for informed and responsible citizenship in a multicultural society. Social science teachers and researchers should consider factors that epitomize multiethnic Britain today as they teach.
• Alaska Native Personal Leadership Program
  Describes the Alaska Native Leadership Program (ANLP), designed to recruit and retain Alaska Native college students. The year-long program includes an orientation, a two-semester class on self-exploration, skill-building, educational and career paths, and social activities.
• The Journal for the Professional Counselor, 1998
  An official refereed branch journal of the American Counseling Association, this journal covers current professional issues, theory, research, and innovative practices or programs in all branches of counseling.
• [Religious Art] Fulbright-Hays Project 1997. Fulbright-Hays Summer Seminar Abroad, 1997 (Mexico)
  This lesson is intended to be incorporated into an Art I unit on religious art that introduces the rise of Christianity as a guiding force in Western art. The goal of the lesson is to compare and contrast the artistic representation of the Virgin Mary most commonly seen in Soria, Spain, with that image most commonly viewed in Mexico.
• Racism, Reconstructed Multiculturalism and Antiracist Education
  Offers a reformulation of the concept of racism that incorporates both biological and cultural elements, but also includes seemingly positively evaluated characteristics in addition to more obvious negative ones. Notes problems with concepts of "reconstructed multiculturalism" and the associated liberal-pluralist conception of "the unity of the nation." (DSK).
• The Comprehensive Support Model for Culturally Diverse Exceptional Learners: Intervention in an Age of Change
  This article discusses how students, teachers, families, communities, and government can work together using the Comprehensive Support Model (CSM) as an intervention for culturally diverse learners with exceptionalities. Embedded in the discussion are cases that illustrate functions of CSM.
• Developing an Inclusive Approach to Preschool Education: A Discussion of Issues and Strategies, with Implications Focussing on Quebec
  Examines cultural conditions necessary for children's development in day care settings, using Bronfenbrenner's Ecology of Human Development. Considers the parental role in this context; also the relationship between educators and parents, with a view to creating culturally appropriate conditions for the developing child.
• Children's Literature about Disabilities Enhancing Multicultural Education in Elementary Schools
  This paper describes the use of unbiased stories featuring children with disabilities as a part of presenting a multicultural perspective in elementary schools. It emphasizes that the inclusion of a multicultural perspective will help teach social acceptance rather than separation, and laments that current children's books about disabilities tell little about true experiences of people with disabilities and have had the ultimate effect of dehumanizing the people.
• Teaching Native American Music with Story for Multicultural Ends
  States that the alliance between story and music within Native American culture can be carried over into the curriculum. Provides a rationale for utilizing story while teaching Native American music, specifically related to the multicultural curriculum.
• Teachers' Responses to Policy Implementation: Interactions of New Accountability Policies and Culturally Relevant Pedagogy in Urban School Reform
  This paper explores how new accountability policies interact with culturally relevant teaching at the classroom level. When teachers are under the constraints of accountability and student testing policies, are they able to adopt and practice culturally relevant pedagogy in their classrooms? Previous research indicates that high-stakes accountability systems connected with standardized testing are viewed as having negative effects on teachers, the teaching profession, and curriculum and instruction.
• "Redefining Multicultural Education" by Ratna Ghosh. Book Review
  Discusses multicultural education policy in Canada in terms of a proposed redefinition toward a framework involving revision of the norm to include all groups of students. Argues that although the vision of multicultural education presented in Ghosh's book provides valuable suggestions of what multicultural education in Canada should be like, the suggested policy widens multiculturalism's scope beyond useful application.(JPB).
• Preserving Home Languages and Cultures in the Classroom: Challenges and Opportunities
  Decades of research document the powerful academic and socio-affective benefits of a strong home language base and affirmation of home language and culture as a valuable resource. This article explores the implicit challenges, daily realities, opportunities, and practical implications of incorporating language and culture into classrooms as they relate to culturally and linguistically diverse language learners.
• Latino Voices in Children's Literature: Instructional Approaches for Developing Cultural Understanding in the Classroom. Chapter 15
  As Mexican Americans are the largest language-minority population in U.S. public schools, an investigation of literature that authentically reflects Mexican American students' cultural experience is necessary for any teacher.
• Addressing Cultural Context in the Development of Performance-based Assessments and Computer-adaptive Testing: Preliminary Validity Considerations
  Discusses the research and steps needed to develop performance-based and computer-adaptive assessments that are culturally responsive. Supports the development of a new conceptual framework and more explicit guidelines for designing culturally responsive assessments.
• Critical Issue Bibliography (CRIB) Sheet: Multiculturalism and Faculty Development.
  One of the key areas in the creation of a multicultural environment on college campuses is faculty development. This CRitical Issue Bibliography (CRIB) Sheet focuses on faculty development as a key component of the multicultural campus environment.
• "More than I Bargained For": Confronting Biases in Teacher Preparation
  This paper presents the cases of four preservice teachers enrolled in a critical multicultural education course during Spring 2000, showing how the readings, cross-racial dialogues, and journal reflections that were part of the course helped students, for the first time and irrespective of race and gender, discuss their experiences and question personal views on race, class, gender, and sexuality.
• A Crisis in Graduate Studies
  Argues that Aboriginal graduate students are creating a crisis for faculties of education. The knowledge needed to supervise them as they produce theses is not available.
• Teacher-Researchers Entering into the World of Limited-English-Proficiency (LEP) Students: Three Case Studies
  Examines three white teacher researchers' classroom inquiries on their limited English proficiency students. Teachers were investigating students' way of perceiving, learning, and using their native and second language in different circumstances.
• Multiple Literacies and Critical Pedagogy in a Multicultural Society
  Multiple literacies are needed to meet the challenges of today's new technologies and multicultural society. Media literacy is necessary because media culture strongly influences people's world view.
• First Things First: Selecting Repertoire
  Presents three principles of repertoire selection: (1) select music of good quality; (2) select music that is teachable; and (3) select music that is appropriate to the context. Discusses how repertoire selection relates to the National Standards for Music Education.
• Integrating Multicultural Activities across the Mathematics Curriculum
  Integrating multicultural activities into mathematics instruction at all grade levels helps to foster appropriate and desirable attitudes about mathematics and its role in our culture. Multicultural investigations in mathematics reveal that many practices common to today's classrooms (such as reasonable guessing) served as the basis for solving various types of problems many centuries ago.
• Dreams of Woken Souls: The Relationship between Culture and Curriculum
  This paper examines the relationship between culture and curriculum, combining academic discourse relating to the construction of identity, policy, and curriculum and conversations with 42 members of a New Zealand intermediate school community about the nature of culture. Interviewers' comments and stories illuminate their views of Maori and White culture, cultural differences and interrelationships, intergroup relations in school and community, and cross-cultural communication and learning.
• Beyond the Popular and Politically Correct: Multicultural Education and the Reform of Theatre Pedagogy
  Multicultural education is still a relatively new trend in the American system of higher education. As with any new pedagogy, there is a tendency to reduce the genuine possibility of educational reform to mere superficiality--good intentions lacking substance.
• Bilingual Education for All: A Benefits Model for Small Towns
  Suggests a curriculum for rural and small-town schools that combines bilingual education in local languages (indigenous, heritage, or immigrant languages) with global, multicultural education. Discusses benefits to students and community, and ways that the model overcomes typical rural constraints of inflexible school organization; administrative and public resistance; and lack of bilingual teachers, materials, and funding.
• Children's Literature as a Springboard for Music
  Maintains that children's literature is a treasure waiting to be discovered by music educators. Describes how children's literature can enhance student motivation, creativity, and foster multicultural education.
• Beyond Enhancement: The Kennedy Center's Commitment to Education
  Asserts that exposure to high-quality arts performances with accompanying educational experiences enlivens teaching and learning. Maintains that few schools have taken advantage of opportunities provided by arts-presenting institutions.
• Internationally-Minded Schools
  States that international education is not necessarily exclusive to international institutions. Describes a number of national and government-funded schools that offer "internationally minded" programs.
• Literacy and Effective Teaching in Diverse Classrooms
  This study explored the ways in which English educators could most effectively plan and implement their teaching to best serve the multi-literacies of the diverse student populations in today's schools.
• The Pacific Islands Project: Promoting Social Tolerance and Cohesion through Education. Report 1: Stakeholders' Assessment. Report 2: Operational Assessment. Report 3: An Educational Framework for the Promotion of Social Cohesion and Democratic Participation in Schools
  A project sought to develop a general operational framework for the design of a school-based citizenship education agenda tailored to the specific social and cultural environment of Pacific Island nations. In particular, the project addressed how educational systems in these multicultural societies can forge national identities while promoting social tolerance and understanding, supporting community participation, and strengthening democratic processes.
• Presence of Mind: Education and the Politics of Deception: A Dialogue with Pepi Leistyna
  Pepi Leistyna's book "Presence of Mind" discusses how schools of education deter teachers from understanding the world's complex political, historical, social, and economic realities. Educators must develop what C.
• Secondary Transition of Multicultural Learners: Lessons from the Navajo Native American Experience
  This discussion of the impact of culture and cultural differences on school and work and the importance of enhancing multicultural awareness also reports on a study that evaluated the experience of 22 Navajo Native Americans high school graduates in transition. Findings stress the importance of students' significant relationships, limited educational and vocational perceptions, and connection to homeland and culture.
• A Question of "Style": Black Teachers and Pupils in Multi-Ethnic Schools
  Discusses new areas of investigation for causes of underachievement in black children, drawing on pertinent work in the United States, recent British research, and several personal accounts by black teachers. The article concludes by highlighting the role of black educators in multiethnic schools and points to their dual position in relation to the black community and educational establishment.
• The Native American Learner and Bicultural Science Education
  Explanations of natural phenomena within a traditional Native American context are often at odds with Western scientific philosophy and what is taught in school science. Herein lays a very real conflict between two distinctly different worldviews: the mutualistic/holistic-oriented worldview of Native American cultures and the rationalistic/dualistic worldview of Western science that divides, analyzes, and objectifies.
• Applying Banks' Typology of Ethnic Identity Development and Curriculum Goals to Story Content, Classroom Discussion, and the Ecology of Classroom and Community: Phase One. Instructional Resource No. 24
  This instructional resource describes ways in which J. A.
• What Keeps Teachers Going?
  This book examines what can be learned from veteran teachers who not only continue to teach but also manage to remain enthusiastic about it despite deprivation and challenges.
• American Educational History Journal, 2001
  This 2001 annual publication contains 31 articles on topics germane to the history of education. Each year, this journal publishes papers presented at the annual meeting of the Midwest History of Education Society.
• Providing Preservice Teachers with Experiences in Multicultural Classrooms
  The minority population in North Dakota is very small, less than five percent. Most of the students at Valley City State University (VCSU) are white and from middle class families; only about eight percent of the student body represent diverse cultures.
• Leaders of Color as Catalysts for Community Building in a Multicultural Society
  Presents a vision of multicultural education as a validating and inclusive process for non-European ways of knowing. Classifies multicultural education as inclusionary, emancipatory, liberatory, critical, and transformative.
• Teachers' Views of the Nature of Multicultural Literacy
  A study used focus groups to determine what teachers from a variety of settings think should be the multicultural content of literacy courses for preservice teachers. The three focus groups consisted of a total of 22 preschool through high-school teachers, all of whom taught, or had taught, in culturally and/or linguistically diverse settings.
• America Reads Challenge: Tutors to Teachers
  Investigated how the America Reads Challenge might help recruit tutors to the teaching profession. Focus groups and surveys of college tutors in urban settings indicated that they enjoyed the experience and believed it increased and confirmed their desire to teach.
• An Observational Study of Multicultural Education in Urban Elementary Schools
  Presents an observational study of multicultural educational practices within 12 elementary schools in a major metropolitan area of the south central region of the United States. Reveals the use of the Multicultural Teaching Observation Instrument in measuring teacher support of students, classroom equity, and integration of students' culture within a multicultural education setting.
• A Career Odyssey. Proceedings of the Annual Meeting of the Association for Career and Technical Education/International Vocational Education and Training Association (74th, San Diego, California, December 7-10, 2000). Business Education Division
  These six papers present sound research in business education. "Status of Full- and Part-Time Business Faculty at Two-Year College and Perceived Importance of Selected Professional Services" (Marcia A.
• A Framework for Infusing Multicultural Curriculum into Gifted Education
  This article offers a framework for infusing multicultural curriculum into gifted education that integrates two, heretofore, parallel models in education, Benjamin Bloom's taxonomy of educational objectives (1956) and Banks and Banks' (1993) model of multicultural education. (Contains 15 references.) (DB).
• Aiming High 2: Straight A's
  This book explores the key themes of raising achievement and the various strategies in both teaching and learning which will lead to students achieving their potential. Experienced A-level teachers reflect on issues including: the link between cultural awareness and developing linguistic skills; teaching study skills and learning strategies as an integral part of all aspects of teaching and learning a modern foreign language.
• Towards Equal Educational Opportunities for Asylum-Seekers
  Interviewed and surveyed staff, asylum-seeking/refugee English for Speakers of Other Languages (ESOL) students, and ESOL students who came for other reasons at one British college, examining why the college's ESOL provision featured separate programs for the two groups. Discusses: the consequences of this divide; teacher discourses; alternative pedagogies; labeling of students; integrated provision; and multicultural education.
• Multicultural Education and the Standards Movement: A Report from the Field
  The current obsession with standardizing curricula and measuring output may further reduce teacher agency and marginalize segments of our society that are already cheated by the system. Enormous discrepancies exist among public-school facilities, resources, and teachers.
• Multiculturalism and Multicultural Education in an International Perspective
  The concept of multiculturalism is explored and several approaches to multicultural education are discussed, drawing examples from North America, Europe, and Australia. This conceptual framework is used to describe and analyze the current state of affairs in these fields in the Netherlands.
• Multicultural Issues and Attention Deficit Disorders
  Current inadequacies in addressing the instructional needs of multicultural students with attention deficit disorder (ADD) are discussed, along with language and learning style issues. Approaches for instruction and evaluation of students are suggested that take into account diverse learning styles.
• Enhancing the Reading Engagement of African-American and Hispanic Learners in Inner-City Schools: A Curriculum Guide for Teacher Training. Instructional Resource No. 21
  There is a mandate for teachers who are trained to meet the needs of the increasingly more culturally diverse populations, particularly in urban schools. General competencies which all teachers of urban learners should develop include respect for cultural differences and a belief in the abilities of culturally different learners.
• Researching Mathematics Education and Language in Multilingual South Africa
  Explores policy, practice, and research issues related to teaching and learning mathematics in multilingual classrooms in South Africa. Focuses on code-switching in multilingual mathematics classrooms.
• Dare We Criticize Common Educational Standards?
  Offers a critical discussion on the issue of educational standards by (1) clarifying issues surrounding educational standards, (2) critically examining the assumptions underlying popular discourse about standards, and (3) offering and arguing for an alternate perspective based on democratic ideals. Discusses the impact of this on classroom teaching.
• Beyond Bilingualism: Multilingualism and Multilingual Education. Multilingual Matters Series
  This collection of essays on multilingual education includes the following: "A Global Perspective on Multilingualism and Multilingual Education" (G. Richard Tucker); "Psycholinguistic Perspectives on Multilingualism and Multilingual Education" (Jasone Cenoz, Fred Genesee); "Curriculum.
• An Outsider's View Inside: 21st Century Directions for Multicultural Education
  Draws on the work of James A. Banks and adds the perspective of a cultural outsider to consider the future of the discipline of multicultural education, considering politics, technology, educational context, cultural capital, and the nature of culture.
• Salad Bars & Smorgasbords: The Management of Culture in Sweden & the United States
  Investigates multiculturalism and education in Sweden through historical accounts, national course plans and guidelines, current theory, discussions with scholars, classroom observations, and 23 interviews of late-secondary/early postsecondary teachers of civics and Swedish language arts. (EMS).
• Educational Change in Southeast Asia: The Challenge of Creating Learning Systems
  Examines the rapidly changing context of educational change in Southeast Asia. Explores how a changing global education ideal (multiculturalism) and technological innovation affect schooling purposes and practices.
• Toward a Literature of Difference
  Contributes the first steps in the establishment of literary standards produced from readings of children's texts that are culturally different in form and context. Discusses instances in which the role of the literary critic comes into conflict with the responsibilities of the multicultural educator.
• New Approaches to Multiculturalism Reviewed
  Provides capsule reviews of a number of publications related to multicultural education and minority students in the United Kingdom. Focuses on five treatments of multicultural education and antiracist education and comments briefly on 14 other books related to issues of minority education.
• Teaching Multicultural Social Studies in an Era of Political Eclipse
  Recommends that teachers combine multicultural education with an inquiry-based approach to social studies to help students critically examine society. Addresses the different obstacles when adopting this approach and offers an example of the inquiry method at work.
• Research, Writing, and Racial Identity: Cross-Disciplinary Connections for Multicultural Education
  Examined how white students in an undergraduate multicultural education course experienced difficult, emotional content about racism. Analysis of samples of students' reflective writing indicated that the coursework influenced students' racial identities.
• Can Multicultural Education Change What Counts as Cultural Capital?
  Identifies ways in which multicultural education can transform cultural capital, examining thee dynamics that constrain the potential for cultural capital transformation through multicultural education. These constraints mean that multiculturalism may be unlikely to transform cultural capital, and may actually undermine the conditions for its formation.
• Dismantling White Privilege: Pedagogy, Politics, and Whiteness. Counterpoints: Studies in the Postmodern Theory of Education, Vol. 73
  Challenging the assumption that the study of race focuses only on "people of color," many scholars are investigating the historical and social construction of "Whiteness." This book critically interrogates whiteness across contexts; contends that "marking" Whiteness--illuminating veiled cultural assumptions of Whiteness as the norm--is an important step toward social justice; and links analyses of Whiteness to the discourse of critical pedagogy.
• Immigrant Children in Our Classrooms: Beyond ESL
  Strategies for supporting immigrant students include providing opportunities for self-expression, ensuring that all students see themselves reflected in the curriculum, providing translation for key events and documents, having teachers and staff that reflect student cultures, maintaining first-language skills, making special efforts to communicate with parents, and training students to support new peers. (TD).
• Teaching Multicultural Classes. 2nd Revised Edition
  The guide is designed to assist teachers in postsecondary education, particularly vocational education, with some students from language backgrounds other than English. It both offers suggestions for classroom organization and interaction and poses questions to stimulate teachers' examination of the processes at work in the learning situation.
• Geometry in the Middle Grades: A Multicultural Approach
  After appropriate research, 18 geometry lessons were created using a multicultural approach. The lessons were designed to replace portions of a middle grades geometry curriculum dependent upon standard textbooks, and were piloted in an independent New York City school.
• Race, Class, and Gender Considerations in Nursing Education
  The curriculum revolution in nursing education is a direct result of outdated modes of teaching and learning that fail to prepare students for nursing in a diverse society. Little dialog is occurring on the topic of the inclusion of multiculturalism into the curriculum.
• Creative Experiences for Young Children. Third Edition
  Noting that a creative approach to early childhood education allows teachers to reinforce the foundation of achievement by encouraging and expanding upon children's play activities, this book provides teacher-developed ideas and strategies for creating learning communities in the early childhood classroom.
• Focus on Elementary (Ages 7-10): A Quarterly Newsletter for the Education Community, 1999-2000
  This document consists of four issues of a newsletter for educators at the elementary level. Each issue features articles on a specific theme along with regular columns.
• Including Appalachian Stereotypes in Multicultural Education: An Analysis of Bill Bryson's "A Walk in the Woods."
  Analyzes stereotypes of the South and Appalachia in a recent nonfiction bestseller, demonstrating that prejudice against southerners and Appalachians is so entrenched that it goes unquestioned. Discusses how such stereotypical books can be used in multicultural education classes in Appalachian colleges.
• Many Voices: A Journal of New Settlers and Multicultural Education Issues. Volumes 6-12.
  The seven issues of this New Zealand journal contain brief articles on a variety of immigrant and multicultural education issues.
• White Noise: The Attack on Political Correctness and the Struggle for the Western Canon
  Reviews debates about political correctness, multiculturalism, and the Western Canon in education, analyzing why the Canon needs defending and what it says about education. The paper describes flaws in the arguments of those attacking political correctness and defending the Canon, suggesting that the case for multiculturalism and diversified curriculum needs substantial strengthening to be feasible.
• Achieving Congruence between Learning and Teaching Styles in Linguistically Diverse Environments
  While several studies focus on how students learn, very few focus on how teachers teach. It has been assumed that successful learning is judged by effective teaching.
• Redefining Multicultural Education: A Humanitarian Perspective
  Multicultural education should not be used for politically motivated purposes such as combating racism, developing cultural identity, or ending poverty and inequality. It should embody universal humanity, morality, and freedom, uniting people but maintaining their uniqueness and individuality.
• Japan and Georgia: Economic Partners. For Students in Grade Eight. Instructional Materials about Japan (IMAJ)
  This manual provides suggestions and materials for teaching about Japan. Designed as a supplement to typical textbook treatments, the lessons provide a range of readings, visuals, and activities to enrich and deepen student learning about Japan.
• The Other Canadian "Mosaic": "Race" Equity Education in Ontario and British Columbia
  Examines the implementation of Canadian federal policy on multicultural and antiracist education in Ontario and British Columbia. Focuses on the perspectives of 42 "active players" in the field of race equity education, including teachers, faculty, administrators, and activists.
• Language Barriers and Teaching Music
  Maintains that every public school student deserves an opportunity to study a musical instrument. Asserts that a limited command of English should not prevent a student from being accepted into instrumental music class or hinder that student's progress.
• An Examination of Gender Differences among Teachers in Jamaican Schools
  Examines the history of education in Jamaica, then discusses why there is an absence of male teachers in younger grades. Interviews with teachers and principals from six primary and elementary schools indicate that, similar to educational staff in North America, respondents have stereotyped attitudes regarding the teaching of young children being the realm of women.
• Integrating the Arts: Renaissance and Reformation in Arts Education
  Asserts that the general educational curriculum tends to be fragmented and compartmentalized and that this situation would be improved by curriculum integration. Argues that an interdisciplinary arts approach would require new teacher attitudes and instructional strategies.
• Discovering Indigenous Science: Implications for Science Education
  Explores aspects of multicultural science and pedagogy and describes a rich and well-documented branch of indigenous science known to biologists and ecologists as traditional ecological knowledge. (Author/SAH).
• Deep Reading: Building a Schematic Bridge across World Mythology and Multicultural Literature
  The study of mythology that passes on stories is cultural reproduction. By focusing primarily on classical Greek and Roman mythology, teachers handicap students' ability to enter into dialogue about more diverse literature, thus limiting their ability to live more fully in today's diverse, multicultural world.
• The Impact of a Standards Guided Equity and Problem Solving Institute on Participating Science Teachers and Their Students
  This study examined the effect of a teacher enhancement project combining training on the National Science Education Standards, problem solving and equity education on middle school science teachers' attitudes and practices and, in turn, the attitudes of their students.
• Early Childhood Special Education for Children with Disabilities, Ages Three through Five: An Introduction. Revised
  This introduction to a reference guide for early childhood special education personnel in North Dakota discusses the purpose of the guidelines, the North Dakota philosophy on the importance of early intervention programs, and quality indicators of early intervention programs.
• Preparing Teachers for Diverse Classrooms: A Report on an Action Research Project
  This paper reports on a collaborative effort to achieve the following objectives: (1) identify attitudes, knowledge, and skills teachers need to educate effectively all students in a culturally diverse classroom; (2) develop models of preservice and inservice education that will provide education and socialization necessary for effective education of multicultural student populations; and (3) identify the systemic issues that must be addressed to implement the models successfully.
• Action Research and Practical Inquiry: Multicultural Content Integration in Gifted Education: Lessons from the Field
  An informal survey of 71 teachers of the gifted participating in an in-service course on gifted education suggested that many teachers had goals and experiences related to multicultural curricula for gifted children. Through the survey, teachers also identified obstacles they encountered in implementing multicultural activities and benefits they perceived.
• Promoting Multicultural Education: A Holistic Approach
  Discusses the efforts by many of the major student affairs professional associations to develop training and teaching methods that will prepare practitioners for the changing student populations on university campuses. Article summarizes the critical multicultural objectives from the most recent student affairs philosophy statements and applies theory to practice from a holistic perspective.
• The Candle and the Mirror: One Author's Journey as an Outsider
  Chronicles the author's journey as an outsider who authored a book for children about the harvest traditions of the Tohono O'odham people. Describes how her concern about the lack of literature to serve as a mirror and a candle to reflect and illuminate the lives of Tohono O'odham children led her on a journey that was both painful and affirming.
• Continuing Tensions in Education
  Introduces this special theme issue discussing tensions in education stemming from public school reform. Discusses the issue's focus on (1) standardized testing; (2) developmentally appropriate practice; and (3) full inclusion.
• A Mountain Cultural Curriculum: Telling Our Story
  Studies the development and implementation of a six-week curriculum to expose denigrating Appalachian Mountain stereotypes and supplant them with images that children create after investigating their West Virginia mountain cultural history of oppression and rebellion. Bases the development of the curriculum on multiple conceptions of multicultural education.
• Teachers' Perceptions of working conditions: Impact of job design on stress, commitment, and intent to leave
  This report summarizes results of a survey of special educators regarding first, their working conditions related to central office support and, second, the impact of administrative support on their job satisfaction, commitment, and intent to leave.
• Deconstructing Whiteness as Part of a Multicultural Educational Framework: From Theory to Practice
  Based on emerging theoretical work on White racial identity, argues that a central problem of multicultural education involves challenging the universalization of Whiteness. Proposes a theoretical framework to advance a multicultural perspective in which the exploration and deconstruction of Whiteness is key.
• Bridging the Cultural Divide: Reflective Dialogue about Multicultural Children's Books
  Reflects candidly upon the author's commitment to multicultural education and the resistance she initially encountered from white, female preservice teachers. Relates how the author and her undergraduate students found ways to break the silence and bridge their cultural divide through the use of multicultural children's and adolescent literature, reader response journals, and dialogue.
• Unraveling Multicultural Education's Meanings: An Analysis of Core Assumptions Found in Academic Writings in Canada and the United States, 1981-1997
  Analyzes conceptions of multicultural education found within academic literature from 1981 to 1997. Identifies five key social and educational beliefs that generally have not been subject to academic scrutiny, and suggests that contradictions within the literature may have a potentially destructive impact on efforts to improve intercultural relations.
• Already Reading Texts and Contexts: Multicultural Literature in a Predominantly White Rural Community
  Examines how the inclusion of multicultural texts played out in one predominantly white rural community, focusing on repercussions of a key event that set off conflict in the community and describing how various interpretations of this event haped teachers' and community members' beliefs about the selection, interpretation, and teaching of multicultural literature. (SM).
• Globalizing Instructional Materials: Guidelines for Higher Education
  Discusses issues in training students to be culturally literate and the process for creating, designing, and developing cross-cultural (globalized) instructional materials. Defines terms associated with globalizing instructional materials and the process of adapting these materials to other cultures.
• The Invisible Made Visible: Documentaries about Living with Psychological Disabilities
  Reviews a decade of films and videos about depression, schizophrenia, and other emotional and psychological conditions as they affect women and men of different cultures. The article begins with a revelation by a recognized leader in multicultural education about his own struggle with depression and about how psychological disabilities are often omitted from the larger discussion of social justice and equity.
• Resources for Multicultural Awareness and Social Action
  Contends that many teachers do not educate elementary age students about prejudice because they lack access to appropriate resources. Provides teachers with an annotated list of curriculum, journals, and organizations they may use to help young students make connections between institutionalized prejudice, intercultural competency, and their own power to produce change.
• Increasing Multicultural Awareness through Correspondence: A University-School Partnership Project
  This paper describes an e-mail-based correspondence project between 56 pairs of university-school partners: pre-service teachers enrolled in a multicultural education course, and middle school students enrolled in language arts classes in a culturally diverse, economically depressed community.
• Cultural Awareness through Biographies
  One teacher educator's approach to developing cultural awareness among future teachers was to have them read biographies and autobiographies about teachers in a variety of situations. Student responses to the personal stories are discussed.
• Mask-making and the Art in Multicultural Art Education
  Profiles the use of mask-making in an art education program at San Pedro Academy in Los Angeles. San Pedro is an all-male private school for elementary, middle and high school students with emotional and behavioral problems.
• Rejoinder: Infusing Indigenous Science into Western Modern Science for a Sustainable Future
  Comments on the responses to the original article in this journal issue concerning universalism and multiculturalism. Indigenous science offers important scientific knowledge that western modern science has not yet learned to produce.
• Multiliteracies and Life Transitions: Language, Literacy and Numeracy Issues in Aboriginal Health Worker Training--An Investigation
  The issues of language, literacy, and numeracy (LL&N) in Aboriginal health worker (AHW) training in Australia were explored to determine how these issues interrelate, overlap, and influence the types of literacy practices required in indigenous contexts. Data were collected through two workshops and formal and informal discussions with a sample of nine AHW trainers from four organizations.
• Bibliographie annotee de ressources complementaires. Etudes sociales: Secondaire, 7e a 12e (Annotated Bibliography of Further Resources. Social Studies: Secondary School, Grades 7-12)
  This annotated bibliography offers resources for teaching the social studies for grades 7 through 12.
• Historical Perspectives on Biographies for Children as Content for Multicultural Education
  Booker T. Washington and W.
• Strategies of Transformation toward a Multicultural Society: Fulfilling the Story of Democracy. Praeger Series in Transformational Politics and Political Science
  Multicultural education helps fulfill the story of democracy by encouraging each person and each community to become present and heard in individual identity. Strategies of transformation are necessary to enable people from all backgrounds to ask questions about current society and to participate in the creation of the nation's history.
• Critical Multiculturalism and Racism in Children's Literature
  Multicultural literature can help elementary students learn about cultural differences and racial bias and examine their prejudices and stereotypes. Critiques five children's books that emphasize the African American experience.
• Calligrapher or Keyboard Operator? Multilingual Word-Processing in the Primary School
  Explores the educational applications and potential of using multilingual word-processing in primary schools and offers solutions to technical difficulties. It provides tips on software selection, training, and introducing the program to parents and pupils.
• "Challenge Us; I Think We're Ready": Establishing a Multicultural Course of Study
  Discusses how students can relate to Mark Mathabane's autobiographical novel "Kaffir Boy"--his questioning why he must attend school, his open defiance of his father, and his struggle to resist peer pressure. Examines where an all-white high-school faculty started in terms of developing a multicultural literature program, where they have been, and where they see the program in the near future.
• Excelencia Para Todos--Excellence for All: The Progress of Hispanic Education and the Challenges of the New Century. Remarks as Prepared for Delivery by U.S. Secretary of Education, Richard W. Riley (Bell Multicultural High School, Washington, DC, March 15, 2000)
  The main theme of Richard W. Riley's speech is the importance of quality education to America's Latino community.
• Teachers as Cultural Workers. Letters to Those Who Dare Teach. The Edge: Critical Studies in Educational Theory
  The essays in this collection, presented as letters to teachers, reaffirm Paulo Freire's place as the most significant educator in the world during the last half of the 20th century. As North America experiences a rapid change to conditions approximating those of the Third World, Freire's pedagogy becomes more important, not only for his methods of reading instruction but for the ways in which they can develop students' ability to be aware of themselves in the world and in their cultures.
• The Educational Systems of Schools in Bulgaria, Romania, and Delgado Community College. Fulbright-Hays Summer Seminar Abroad 1996 (Bulgaria and Romania)
  This paper examines the educational systems of Bulgaria and Romania, as compared to the educational environment in an English as a Second Language (ESL) department at Delgado Community College (Louisiana). The document interweaves vignettes of personal experiences gained while in those two countries with those as an instructor in the United States.
• TexTile Math: Multicultural Explorations through Patterns. Grades 3-6
  This book features 34 reproducible student activities exploring textile design through a combination of mathematics, art, and multicultural education. Using colorful squares and triangles, students explore geometry, numbers, area, fractions, logic, and discrete mathematics, while incorporating multicultural themes in the study.
• Understanding Language, Community, and Culture in the Teaching-learning Process
  Reviews four books by respected scholars in the field of multicultural education. These works present conceptual resources and pedagogical strategies to help explain the importance of understanding the language, community, and culture of students.
• Embracing a Democratic Vision of the Community College: A Critical Multicultural Response to Recent Debates
  Discusses "Strengthening Collegiate Education in Community Colleges" (J. S.
• What Helps Students of Color Succeed? Resiliency Factors for Students Enrolled in Multicultural Educators Programs
  This study investigated factors that helped students of color enrolled in multicultural educator programs succeed academically, focusing on resiliency factors that supported their academic success (defined as college graduation or current enrollment at the sophomore level or higher). First an initial focus group with several minority students verified whether resilience factors from prior research were sufficient.
• Seeking Our Students in Literature: Teachers' Perspectives (The Research Connection)
  Presents results of a survey of Florida teachers of English/language arts regarding the teaching of literature, the literary canon, and multicultural literature. Suggests that teachers must accept and embrace the fact that they are multicultural educators--not because of the literature they teach, but because of the students they teach.
• A National Survey of the Use of Multicultural Young Adult Literature in University Courses
  Surveys professors regarding their attitudes about the use of multicultural literature in their adolescent literature classes, and examines syllabi to determine which adolescent literature authors are being taught. Finds these professors value multicultural literature both in theory and in practice.
• American Art Appreciation Activities Kit: Ready-To-Use Lessons, Slides, and Projects for Grades 7-12
  This resource kit, for secondary teachers of art, social studies, and the humanities, presents an art appreciation activities program that spans the visual art history of the United States.
• Who Belongs Here? Portraying American Identity in Children's Picture Books
  Provides examples of children's literature that can be used to begin dialogs on issues of similarities, differences, prejudice, exclusion and inclusion, violence, and social justice. Picture books chosen for broad appeal and multiple uses, even with older students, are described.
• Developing Cultural Proficiency in Clinical Practice
  This paper suggests that in an increasingly multicultural world, cultural competence requires that racism, power, oppression, and privilege be fully acknowledged and addressed to maximize the effectiveness of clinical interventions. Psychotherapists must learn to appropriately address racial or cultural differences in the therapy room.
• Teaching Every Child Every Day: Learning in Diverse Schools and Classrooms. Advances in Teaching and Learning Series
  Chapters in this book address the problems faced in today's diverse neighborhoods, schools, and classrooms, as well as the opportunities diversity provides. The schools, teachers, administrators, families, and communities drawn on in these selections provide examples of the effective integration of what is known about achieving success for all students as they illustrate what can be and is being done.
• Bridges on the I-Way: Multicultural Resources Online. HAPI Online: Hispanic American Periodicals Index
  Reviews the Hispanic American Periodicals Index (HAPI Online), which covers information about Central and South America, Mexico, the Caribbean Basin, the U.S. Mexican border, and Hispanics in the United States.
• Educazione bilingue e multiculturale, istruzione bilingue, immersione totale: quattro nozione da definire (Bilingual and Multicultural Education, Bilingual Instruction, Total Immersion: Four Notions Needing To Be Defined)
  This article suggests that the terms "bilingual education, multicultural education, bilingual instruction, and total immersion" refer to four distinct processes, each needing to be defined more clearly. To define them, a theoretical framework is proposed based on two sets of variables.
• Kaleidoscope: A Multicultural Booklist for Grades K-8. Fourth Edition. NCTE Bibliography Series
  The fourth edition of this annotated bibliography collection offers students, teachers, and librarians a helpful guide to the best multicultural literature (published from 1999 to 2001) for elementary and middle school readers. The book continues a tradition of promoting unity through diversity by highlighting fiction and nonfiction published by and about people of color.
• "The Politics of Location": Text As Opposition
  Foregrounds issues of race, ethnicity, and education, and ties together two important issues in teaching basic writing: how social and pedagogical issues in higher education shape possibilities for bicultural students' writings, and how these students can use their developing sense of literacy and their texts to explore identity. Discusses ethnographic research conducted in a writing course, focusing on texts a student wrote.
• GlobaLinks: Resources for World Studies, Grades K-8
  For years, criticism of education in the United States has focused on the nation as ethnocentric. Schools can maximize their students' multicultural experiences by developing curricula that heighten global consciousness and responsibility.
• Opening the Dialogue: Using Culture as a Tool in Teaching Young African American Children
  Relates how the author, a White teacher, discovered how to teach her African American students by learning to understand their culture. Discusses how she became aware of the cultural discontinuity in her classroom, and began a dialog with African-American friends, fellow teachers, children, parents, and multicultural literature to change her style of teaching to meet her students' needs.
• The Acceptance of a Multicultural Education among Appalachian College Students
  Explored the multicultural predispositions of 437 students in a Central Appalachian university, discovering which sort of multicultural programs garner weaker and stronger support. Tested explanatory models incorporating a mix of 21 independent variables, some drawn from sociological, psychological, and political science studies of reactions to other multicultural programs.
• Science Teaching, Culture and Religious Values
  Examines approaches to science teaching in a multiethnic context as well as contradictions to present models. Seeks to define the parameters of an antiracist approach to science teaching and provides ideas and a list of useful resources for classroom teachers.
• Cultivating Hybrid Texts in Multicultural Classrooms: Promise and Challenge
  Explores the potential of hybridity for supporting critical pedagogies that seek to transform the knowledge, texts, and identities of the school curriculum. Draws on microanalyses of oral and written texts constructed by a Latina student perceived to be struggling academically.
• Partnership for Change: The NALSAS Strategy. Interim Progress Report of the First Quadrennium of the NALSAS Strategy, 1995-1998. Corp Author(s): Ministerial Council on Education, Employment, Training and Youth Affairs, Carlton South (Australia)
  The basic tasks of the National Asian Languages and Studies in Australian Schools (NALSAS) strategy has been to resource and promote the teaching and learning of Asian languages and studies of Asia in Australian schools. NALSAS focuses on four Asian languages: Chinese (Mandarin), Indonesian, Japanese, and Korean.
• Multiethnic Children's Literature: Its Need for a Permanent Place in the Children's Literary Canon
  This literature review emphasizes teaching from a multicultural perspective with a focus on integrating multiethnic literature into the core curriculum. Multiethnic literature has been defined as literature dealing with peoples of diverse backgrounds within the United States, including African Americans, Asian Americans, Hispanic Americans, and Native Americans.
• Asking the Right Questions: Helping Mainstream Students Understand Other Cultures
  Two common tendencies that lead many mainstream students to misinterpret other cultures are the combative response and the exoticizing response. These misinterpretations, however, can be excellent learning moments for helping students understand the constructed nature of culture and the contextual nature of learning.
• Taming Multiculturalism: The Will to Literacy in Composition Studies
  Presents a review of composition textbooks and professional discourse. Claims the transformative potential of multiculturalism is often subordinated to the task of reducing "cultural distance," and that acquiring multicultural literacy may demand a long, deep and compliant congruity with dominant-culture literacy education.
• Multicultural Self-Development in the Preservice Classroom: Equity Education for the Dominant Culture
  European American educators can no longer ignore or presume to "serve" other sociocultural groups simply by changing those groups. Within a democratic and pluralistic society, individuals must be equally willing to modify their own beliefs and actions in light of the experiences and concerns of others.
• Multiethnic Children's Literature. Book Review
  Reviews a guide to children's literature for and about Latinos, African Americans, Asian Americans, and Native Americans. Suggests ways to improve the book's usefulness, including a more global perspective, more rigorous research about specific cultural references, and better student activities.
• The Problems with Native American Mascots
  Lays out the main arguments against the use of Native American mascots, including that mascots represent racist stereotypes of Native Americans; the stereotypes focus on the past and obscure the lives of contemporary Native Americans; mascots misrepresent, distort, and trivialize many aspects of Native American culture; and mascot stereotypes have a negative impact on Native American lives. (SM).
• Gender and Attainment: A Review
  This report covers studies and statistics that provide information about the attainment of Scottish boys and girls by the time they leave school. The report considers their performance in public examinations, differences in attainment between boys and girls in primary and earlier secondary school, and differential staying on rates and uptake of opportunities in further and higher education with particular reference to Scotland from 1985-95.
• "Mama," Affection, and Migration: Recommended Books about Latinos for Children and Adolescents
  Presents an annotated bibliography of books to teach children and adolescents about Latinos and the Latino culture. Topics of the books range from the spirit of the Latino folk arts to poetic expressions, migration stories, and insightful essays about Cuba under Castro.
• This Issue: Rethinking Social Studies
  Introduces a theme issue on rethinking social studies education, discussing: pluralist visions of human possibility; citizenship education and participation; classrooms as laboratories of culture; and educating the educators. The paper suggests that these articles might provoke further discussion about how social studies could influence and shape future generations.
• Learning Me Your...Science Language
  Demonstrates how science instruction can only be effective when teachers are aware of differences in children's language and their culture. The author argues that it is important to recognize when linguistic or cultural understandings lead children to wrong answers that to them seem totally logical.
• Bicultural Team Teaching: Experiences from an Emerging Business School
  A new graduate business course in Vietnam team taught by American and Vietnamese instructors illustrates issues in bicultural team teaching, including team formation, sharing workloads in and out of class, and evaluation/grading. The process made the class more relevant, exposed students to multiple perspectives, and helped participants appreciate their own and other cultures.
• Shifting the Ground of the Familiar: Using Autobiography and Intercultural Learning in a Time of Transition
  Explores the challenges of living in an unfamiliar physical and cultural environment through the concepts of complexity, self-organization, and chaos. Discusses creative resilience, composed of risk taking, reflection, and relationships, and its role in adult learning for sustainability.
• Developing Strategies and Practices for Culturally Diverse Classrooms. The Bill Harp Professional Teachers Library Series
  Designed to teach educators how to consciously develop strategies and practices for cultural groups that are at risk for education failure, this book defines and describes diversity; offers a unique process for developing strategies to serve diverse populations; and provides opportunities to practice the approach through questions, exercises, and scenarios.
• Teaching World War I from Multiple Perspectives
  Outlines a multicultural approach to World War I that emphasizes the truly international character of the war, in which many soldiers and support workers from European colonies were compelled to participate. Discusses the fighting in East Africa and Asia, as well as, the contributions of the Indian Expeditionary Forces.
• Tackling Racism in Our Schools: A Perspective from Telford and Wrekin and Shropshire
  Describes the approach taken to address racial discrimination in schools in an area of England that has relatively few minority students. Also describes a brochure that was prepared to alert parents about the existence of racism in the schools, and what they can do about it.
• Implications and Strategies in Collection Development for Multicultural Education at Tennessee State University
  This document profiles the role of Tennessee State University's Brown-Daniel Library in its collection development activities for a culturally diverse student body. It recommends that a series of goals and objectives be maintained in the selection criteria of library materials for students having diverse backgrounds.
• Making the Most of the Classroom Mosaic: A Constructivist Perspective
  Teachers today are required to be sensitive to a wider range of multicultural differences than ever before. Explores whether they can combine teaching content into a single package for all children, or whether they must continuously repackage the content for each of the diverse groups they teach.
• Picture Story Books that Teach Children about Appalachia: Problems, Perplexities, and Proposals (Part 3)
  Synthesizes research presented in two previous "Southern Social Studies Journal"articles that reviewed picture books about the topic of Appalachia. Discusses the problems that were encountered and offers nine proposals as solutions to these problems.
• Assessment in the Context of Culture and Pedagogy: A Collaborative Effort, a Meaningful Goal. Introduction and Overview
  The articles in this special theme issue discuss the relevance and effectiveness of strategies for developing assessments with students and teachers of color as the focal point. They contribute to a critical discourse on the potential of culturally responsive performance-based assessments.
• The Role of a European American Scholar in Multicultural Education
  Attempts to broaden the theoretical base and practical applications of multicultural education by examining the contributions of European American educators to the process. Advocates members of the dominant culture using their own lives as starting points for studying how that culture is maintained.
• Everyday Heroes
  Designed for low-level adult learners, this book contains true stories of 20 men and women who have faced and overcome serious challenges in their lives. The book is intended to inspire and motivate developmental students in basic reading and writing classes.
• Merits and Perils of Teaching about Other Cultures
  Suggest that it is important for students to be taught about multi-cultural history, but in order to ensure that multi-cultural education is a glue, rather than a solvent, of U.S. community, there must be dedicated, knowledgeable, and honest teaching that reveals to students the ways in which all human beings are alike.
• From Section 11 to Ethnic Minority Achievement--Reports from around the Country
  Participants in the Association of LEA (Local Education Agency) Advisory Officers in Multicultural Education in the United Kingdom present their views about the difficulties in moving from the previous funding provision for ethnic minority students, (Section 11), to the Ethnic Minority Achievement Grant funding provisions. (SLD).
• Country Roads, Hollers, Coal Towns, and Much More: A Teacher's Guide To Teaching about Appalachia
  Describes the geographic and economic aspects of Appalachia. Asserts that Appalachia is an appropriate topic within multicultural education.
• Imaging Difference: The Politics of Representation in Multicultural Art Education
  Examines the notion of "accurate" and "authentic" representations of culture in multicultural art education discourses focusing on two specific areas, museums and aesthetics. Questions the view that by replacing stereotypic representations with purported accurate and authentic representations will fix misunderstandings regarding non-white people and their cultures.
• Americanization and the Schools
  Argues that a common mainstream American culture (a system of common knowledge and root attitudes as well as the English language) should take precedence in the schools over attempts to enforce multiculturalism and bilingualism, which only deepen the disadvantage of the children of the unassimilated. (SR).
• Dramatized Experience, Civil Discourse, Sensitive Issues
  Describes the author's experience when the director and teacher-trainers of a writing program persuaded him that the oral interpretation he wished them to perform was too troubling and explosive to use. Outlines his questions and anguish about the incident, and the urgency of dealing with the dilemmas of multiculturalism, racial intolerance, and the teaching of writing.
• Standards and Practices: Children's Literature and Curricula Reform for the Twenty-First Century
  Maintains that implementing the new social studies curriculum standards has been a challenge for many elementary teachers. Asserts that high-quality children's literature is essential for an integrated, multicultural curriculum.
• Arteacher, 1995-96
  The official publication of the Michigan Art Education Association (MAEA), this journal serves as a forum for its members to express and share ideas, for the promotion of art education at all levels and for all ages. Issues focus on specific themes, have reprints of conference keynote speeches, and feature regular departments, including: elementary, middle school, and high school divisions news; and the "MAEA Directory" of officers.
• Making the Paths: Constructing Multicultural Texts and Critical-Narrative Discourse in Literature-History Classes. Report Series 7.8
  Developing students' ability to use multicultural perspectives and knowledge to think about literature, history, and society is emerging as an important part of a pluralistic approach to education.
• Multicultural Education and School Leadership
  Report of a study of principals' and teachers' perceptions of implementing multicultural education.
• Using Effective Teaching Strategies To Improve the Academic Performance of Culturally Diverse Students in a Public Elementary School
  This report describes a practicum project designed to help first- through fourth-grade teachers acquire the knowledge, skills, attitudes, and strategies necessary to work effectively with a diverse student population; improve the social and academic performance of culturally diverse students; and increase parent involvement at school.
• Multicultural Training for Undergraduates: Developing Knowledge and Awareness
  Determined whether training undergraduates (N=58) in multicultural issues improves awareness of their own cultural assumptions, values, and biases, along with their knowledge of other world views and cultural assumptions. Results indicate that undergraduates who completed a multicultural course reported increased multicultural awareness.
• Defining "Science" in a Multicultural World: Implications for Science Education
  Examines the definition of science put forward from multicultural perspectives in contrast to the universalist perspective of science. Argues that good science explanations will always be universal, even if indigenous knowledge is incorporated as scientific knowledge.
• Those People: You Know Who They Are
  Describes the ways in which a group of graduate students in a theory of multilingual education class learned to identify groups they had been taught to regard as "those people," others to be distrusted or disliked. Dialogue about who represented "those people" for each student led to considerations of race, class, gender, and religion.
• A Somatic Epistemology for Education
  Philosophers of education need a methodology for ensuring that what they teach does not contain cultural evils. What is needed is a criterion by which cultural practices can be evaluated so that educators know what to teach.
• Rainbows: Stories and Customs from Around the World. Grades 3-6
  This book, appropriate for use in grades 3-6, presents information about nine regions of the world: Malaysia; Costa Rica; Taiwan; New Mexico, United States; Japan; India; Nigeria; Thailand; and China.
• Constructing an Image of a White Teacher
  To confront racial issues in their classrooms, white student teachers reflected on their identities as white teachers and their understandings of multiculturalism. By confronting their identities and challenging the meaning of being white teachers, they could better pursue teaching practices to alter the way white students are educated about themselves and about multicultural education.
• Depoliticizing Multicultural Education: The Return to Normalcy in a Predominantly White High School
  Examines how teachers at a predominantly white, middle-class high school enacted multicultural education into the course, "Cultural Issues." Explores course examples which suggest that micro-political contexts of school and community-shaped curriculum and instruction are important, but in unacknowledged ways. Argues that attention must be paid to the influence of contextual norms.
• Why Language Learning Matters
  Most education systems prepare their students to function in the national language and at least one additional language. However, only one-third of U.S.
• Carnegie Corporation's Youth Intergroup Relations Initiative. Report of a Meeting Convened by Carnegie Corporation of New York (New York, NY, October 15-17, 1997)
  The Carnegie Corporation's initiative, established in 1996 to create a "new generation of tolerance," included grants to 16 institutions for cutting-edge research in various social science disciplines. Some themes are presented from the second meeting of project leaders for these research efforts.
• Multicultural Content in Social Work Graduate Programs: A National Survey
  A national survey of 45 faculty and 75 deans and directors of graduate-level multicultural social work programs found that there was heavy reliance on traditional teaching methods; an increasing number of groups and topics were being covered; coursework was poorly linked to field practicum experience; and teacher attitudes were associated with ethnic and racial background. Contains 80 references.
• Significance of Ethnomathematical Research: Towards International Cooperation with the Developing Countries
  Development assistance was started for the sake of reconstruction of Europe shattered by World War II, and turned its attention to north- south problems starting at the Development Decade by the United Nations in 1960. In spite of all the efforts the international community has made, the situation for poor countries seems to have worsened and many insurmountable problems still lie ahead.
• A Teacher-Researcher Perspective on Designing Multicultural Mathematics Experiences for Preservice Teachers
  Discusses the appropriateness and impact of some multicultural mathematics-education assignments for future elementary-school teachers, assignments designed to combat the myth that mathematics is pure abstraction. Discusses a teacher-researcher's effort to use the stage theory of J.
• A Therapeutic Moment? Identity, Self, and Culture in the Anthropology of Education
  Considers the need for critical inquiry into the notion of identity, suggesting that the field might reconsider an approach that moves beyond identity toward consideration of cultural models of self. Cultural theory, multiculturalism, and transcultural comparisons of teacher and learning are suggested as areas where self appears to be a useful construct.
• Improving the retention of special education teachers. Final report. RTI project 5168
  A 3-year research and development project examined ways to improve the retention of special education teachers in the Memphis (Tennessee) City Schools. Several individual studies identified sources of dissatisfaction with teaching and the conditions that would encourage career longevity among teachers.
• Shattering the Denial: Protocols for the Classroom and Beyond
  This book examines how to address and reduce racist practices in the schools, featuring an antiracist education teacher study that provided baseline figures on teacher perceptions of racism and demonstrated how teachers can successfully implement antiracist concepts in their classrooms.
• The Hakayak's Last Odyssey: A Computer Game with a Difference
  A computer game was created to increase student awareness of major philosophical and ethical questions, and to teach them to analyze the history of humanity from a multicultural perspective. Discussion includes objectives, strategy, design, how pedagogical requirements are met, and initiating changes in attitudes.
• Critical Citizens for an Intercultural World: Foreign Language Education as Cultural Politics. Languages for Intercultural Communication and Education
  This book explores the development of critical cultural awareness through the process of teaching and learning about foreign cultures. It draws upon theoretical foundations relating to inter- and intra-cultural communication from contemporary philosophical movements, namely critical theory and postmodernism.
• "Making Connections:" An International Literary Project. Fulbright-Hays Summer Seminar Abroad 1996 (Bulgaria and Romania)
  This paper describes a project designed to create a student literary magazine that would explore and compare the childhoods and the cultural rites of passage of Romanian, Bulgarian, and U.S. students.
• East Meets West: Using Multi-Cultural Groupwork to Develop the Cross-Cultural Capability of Tomorrow's International Managers
  Increasing globalization of business means that those educating tomorrow's managers must prioritize the development of cross-cultural capability. Presents a case study of a British international business program at one university that successfully used multicultural groupwork for this purpose.
• A Convergence of Transformative Multicultural and Mathematics Instruction? Dilemmas of Group Deliberations for Curriculum Change
  Reports on efforts to produce a multicultural mathematics curriculum for grades K-6 that was socially transformative. Describes the perplexity of issues related to the definition of multicultural and mathematics curricula for social transformation, the complexities of group deliberation, and the demands involved in the teacher-research process.
• Preparation of Nurses to Meet the Needs of an Ethnically Diverse Society: Educational Implications
  Culturally appropriate health care has yet to emerge in Britain. To prepare nurses to meet the health needs of ethnic minorities requires awareness of their own cultural identity, cross-cultural understanding, and recruitment of students from ethnic groups.
• Facilitating Culturally Integrated Behaviors among Allied Health Students
  Cultural integration, an ongoing process of cultural awareness, competence, and action, is essential for allied health professionals. It may be fostered through a curriculum emphasizing critical reflection and active and experiential learning, including immersion in other cultures.
• Learning Together
  Describes a teaching assignment at a Department of Defense (DoD) high school in Puerto Rico with bilingual Latin students influenced by island cultures. Discusses classroom cultural awareness and the importance of understanding and appreciating students' backgrounds when cultural or ethnic differences exist in the science classroom.
• Multicultural Education in the Zionist State--The Mizrahi Challenge
  Reports that the educational experience of Israeli Jews from Islamic countries (Mizrahi Jews) demonstrates the struggle between egalitarian rhetoric (a critical multiculturalism with a social-democratic character) on one hand and a practice of segregation (an autonomist multiculturalism with fundamentalist features) on the other. (Contains 78 end notes.) (PGS).
• Keepers of the Word
  Describes the work of three bilingual story tellers, one Navajo and two Hispanic Americans, who communicate about their own language and culture while increasing the respect for other cultures of those who hear them. Storytelling is an excellent way to introduce children to other languages and cultures.
• Genres of Research in Multicultural Education
  Develops a conceptual framework of research genres that illustrates the complex multidisciplinary roots of multicultural education. Includes examples of research to clarify the nature of the genres and the interactive connections across genres within the framework as a whole.
• Democratic Understanding: Cross-National Perspectives
  Compares goals, policies, and practices related to citizenship education in the United States and other countries, illustrating how social studies in the United States can give greater attention to democratic discourse, decision making, and civic education. To adequately prepare citizens for the future, social studies educators must pay greater attention to multicultural and global content and pedagogy.
• Stereotyping Chinese in Multicultural Art Education
  This paper examines the ways in which multicultural art education, the curriculum of "Multiculturalism Canada" and a renowned instructional text lack indigenous consideration and ignore alternative concepts of scholarship of art history. Although multicultural education is considered important in Canada, the paper contends that there are significant problems in its implementation.
• Student Self-Empowerment: A Dimension of Multicultural Education
  Examined ways in which 27 urban ninth graders from diverse backgrounds displayed empowering behaviors and attitudes. Students clearly voiced that they were in control of their actions.
• The Geography of Germany: Lessons for Teaching the Five Themes of Geography. Social Studies, Grades 9-12. Update 1997/1998
  This packet contains five lessons related to the five themes of geography: location; place; human-environment interaction; movement; and region. The lessons are designed to support the teaching of courses in world geography, U.S.
• To Teach Me Is To Know Me
  Proposes three solutions to the continuing problem of disproportionate representation of multicultural students in special education programs: (1) training of culturally and linguistically diverse teachers in teacher preparation programs; (2) inclusion of multicultural education perspectives in special education; and (3) the implementation of culturally responsive instruction in classroom settings. (Author/DB).
• Children's Literature for Pre-K. Theme: Hooray for Pre-K (September)
  This annotated bibliography provides a list of books appropriate for preschoolers that help teachers develop class routines and expectations. Two topics have emerged from this review: classroom and school activities and first school experiences, including feelings.
• A Rationale for Multicultural Art Education Focused on the Florida Model
  Why focus on art instead of on some other discipline to approach intercultural understanding? This paper argues that because art is about the spirit, the self, the soul, the things that people think are important, it should be the key choice. To lay the foundation for this argument, the paper addresses art as communication of core values and ideas.
• The Multicultural Science Framework: Research on Innovative Two-Way Immersion Science Classrooms
  Reviews the different approaches to multicultural science teaching that have emerged in the past decade, focusing on the Spanish-English two-way immersion classroom, which meets the needs of Spanish speakers learning English and introduces students to the idea of collaboration across languages and cultures. Two urban two-way immersion classrooms in Texas and New York are described.
• Helping Gifted Minority Students Reach Their Potential: Recommendations for Change
  Describes factors that hold promise for recruiting and retaining minority students in gifted education programs, including having equitable, culturally sensitive screening and identification instruments and procedures; providing minority students with a quality education; addressing problems that interfere with minority students' achievement; and better preparing educators in gifted and urban/multicultural education. (SM).
• Teens Working: Turning Earning into Learning. Facilitator Guide [and] Critical Workplace Issues [and] Student Guide.
  These guides are part of a toolkit designed to help young people make connections between the jobs they now hold, the classes they are taking, and the goals they may have for the near and distant future. The guides contain a variety of materials and activities appropriate for all skill levels.
• "Our Own Voice": The Necessity of Chicano Literature in Mainstream Curriculum
  Discusses the importance of Chicano literature in mainstream curriculum for higher educational attainment and personal fulfillment, providing historical background on the education of Chicanos, describing Chicano literature, and making recommendations for implementing Chicano literature at the elementary, middle, and high school levels. Notes the importance of teaching Chicano students how their culture differs from other Hispanic cultures.
• Towards a Multicultural Society: Bringing Postmodernism into the Classroom
  Asserts that western civilization's belief in the differentiation between object and subject impedes a true multicultural discourse. Praises the postmodernist approach, that self-evident reality is actually a politically constructed text, as being useful in identifying subjectivity.
• Ways that Work: Putting Social Studies Standards into Practice
  This book presents a collection of ideas about how social studies and language arts can be combined to promote learning and to create an active, informed citizenship for the 21st century.
• American Indians in Children's Literature
  Critical discussion of American Indians in children's books, the school curriculum, popular culture, and society-at-large.
• Enhancing Multicultural Sensitivity through Teaching Multiculturally in Recreation. Research Update
  This paper addresses the utilization of teaching from a multicultural perspective to enhance multicultural sensitivity and awareness, discussing the inclusion of multicultural teaching in the university recreation curriculum and the delivery of leisure services. The concepts of multiculturalism are presented, explaining how to incorporate them into recreation and leisure curricula.
• Challenges for Multicultural Education: Sociolinguistic Parallels Between African American English and Haitian Creole
  Focuses on the issue of Black native languages in the educational system in the context of curricular reforms emanating from the multicultural education movement. Examines how multicultural education has dealt with the needs and concerns of African Americans and Haitians.
• Raising Ethnic Minority Attainment: The Role of Curriculum 2000
  Describes the revision of the National Curriculum in England and discusses the potential of the revised curriculum for raising the achievement of ethnic minority students. The curriculum demonstrates a clear commitment to the education of minorities and includes provisions for citizenship and health education.
• Other people's children: Cultural conflict in the classroom.
  This collection of nine essays suggests that many academic problems attributed to children of color actually stem from a power structure in which the worldviews of those with privilege are taken as the only reality, while the worldviews and culture of those less powerful are dismissed as inconsequential or deficient.
• Teaching and Testimony: Rigoberta Menchu and the North American Classroom
  The articles collected in this book use the testimonial narrative of Rigoberta Menchu, a Mayan-Quiche of Guatemala and winner of the 1992 Nobel Peace Prize, to engage students in vital and relevant cross-cultural learning in a variety of disciplines, locations, and levels. The book tells teachers' stories of using Menchu's testimonial in their classrooms, and invites reflection on the transformative possibility of integrating previously marginalized voices.
• Multicultural Theorists and the Social Studies
  Questions the multiculturalists' vision that an ethnic group's self-esteem and subsequent academic achievement can improve through the study of its culture. Cites the paucity of studies supporting the effectiveness of interventions to improve inter-ethnic group attitudes.
• De Que Colores: A Critical Examination of Multicultural Children's Books
  Examines children's books which highlighted multicultural issues, with the understanding that what is said about multiculturalism is as important, if not more so, than the simple fact that multiculuralism is discussed. Uses an adaptation of Mulvey's (1975) "gaze," to examine whiteness in seven multicultural children's books.
• Learning To Live Together
  This quarterly journal offers information about diverse aspects of education in countries throughout the world.
• Reducing Racism in Schools: Moving beyond Rhetoric
  Addresses the problems of racism in schools and reviews the historical and contemporary context of the policies and programs to reduce it. Discusses obstacles and challenges to implementing effective antiracist policies and programs.
• Pinunuuchi Po'og'ani: Southern Ute Indian Academy
  Describes the Pinunuuchi Po'og'ani, the Southern Ute Indian Academy, providing Montessori education for Southern Ute tribal members ages 6 weeks through 10 years and reviving the use of the Southern Ute language and culture among young students and their families. Describes how the program supports families, students, and staff, and incorporates Montessori-style materials covering Ute language, history, culture, arts, timelines, and traditional games.
• Multicultural Literature, Equity Education, and the Social Studies
  Considers the value of multicultural literature as a means of promoting social development for the greater good of society. Multicultural literature can be used across grade levels and subject areas to promote substantive social development, and it can improve the social studies curriculum by supplementing traditional materials.
• Teaching Multiculturalism: Focus on People
  This article details a project for teaching elementary school students to understand and accept multicultural differences. This task is made easier by involving actual international visitors.
• Developmentally Responsive Multicultural Education for Young Adolescents
  Discusses ways middle school educators can promote harmony among young adolescents and within the community by providing multicultural educational experiences that address three developmental characteristics: forming cultural identities; establishing close friendships with and positive opinions of others; and developing a sense of justice and fairness. (JPB).
• Inclusive Schooling in a Plural Society: Removing the Margins
  A multi-centric model of education is proposed that actively works to de-center dominant Eurocentric knowledge and incorporate other worldviews throughout all aspects of teaching and learning. The model has four primary learning objectives: integrating multiple centers of knowledge, affecting social and educational change, recognizing and respecting difference, and teaching youth and community empowerment.
• The Academic Language Gap
  Discusses reasons for the deep resistance students feel about assuming the role of self-conscious intellectualizer and contentious argument-maker that is demanded by academic courses. Argues that educators will miss the point if, in their dwelling on texts, canons, and political philosophies, they ignore or romanticize this resistance.
• Mapping Multiculturalism
  Multiculturalism has become a major framework for analyzing intergroup relations in the United States, but the meanings of the term have become less and less clear. The 26 essays in this collection map the terrain of multiculturalism in its varied dimensions and discuss its future.
• Re-establishing Antiracist Education: A Response to Short and Carrington
  Responds to the article "Reconstructing Multicultural Education: a Response to Mike Cole" in which Cole defends his views of antiracist education and the role of cultural racism, the teaching of controversial aspects of other cultures, reconstructed multiculturalism as opposed to student misconceptions, and nationalism within the context of Britishness. (CMK).
• Should We Become More International or More Regional? Aspects of Minority Higher Education in Europe
  Addresses the problem of educating minorities when the political borders of European nation-states fail to coincide with ethno-linguistic realities. Suggests two solutions to problems of higher education for ethno-linguistic minorities: (1) multilingual universities, and (2) regional cooperation in higher education in border areas.
• "Life Took Me Elsewhere." The Roma Tutoring Project in Romania
  Describes the plight of the Roma (the preferred word for "Gypsy") in Romania, and the Roma Tutoring Project, intended to help Roma children succeed in school. Discusses the project's activities to sponsor the writing of children's books in Romania based on Roma children and culture, and with a tutor training project based on the language experience approach.
• Teaching Sciences: The Multicultural Question Revisited
  Summarizes the case for a universalist approach to science education. Examines the weaknesses of universalism within the limits of human cognitive capabilities in constraining what we understand about nature, a description of reality as a flux, and the disunity of science and the role of culturally different forms and social organization of research shaping the cognitive content of the sciences.
• Opening the Closet: Multiculturalism that Is Fully Inclusive
  A rationale for fully inclusive multiculturalism is proposed by reviewing the experiences of gay and lesbian youth that place them at risk in society and school, how homophobia and heterosexism hurt gay and nongay individuals, and the goals and role of multicultural education in creating a more just and equitable society. (Author/SLD).
• Interrupting "Truths," Engaging Perspectives, and Enlarging the Concept of "Human" in Classroom Drama
  Summarizes the author's doctoral dissertation research--a longitudinal, multi-case study of drama practices at the tenth-grade level in a Catholic secondary school for girls. Examines the ways drama education engages girls' experiences and personal/cultural knowledge and expands the perspectives and discourses available to them.
• From Metaphoric Landscapes to Social Reform: A Case for Holistic Curricula
  Discusses two related dilemmas: (1) the tension between the Western view of historical progress and the realities of modern society; and (2) the tension between old and new approaches to teaching and learning about the arts. Argues that the end result of implementing the Goals 2000 program might diminish the teaching of the arts as discrete subjects.
• Shifting Identities in Private Education: Reconstructing Race at/in the Cultural Center
  Examines social constructs of white racial identity among adolescent girls attending a largely white, elite, private, single-sex high school. Students' voices illustrate how liberal discourses position youth and how white youth actively remake themselves in relation to prevailing meanings and practices institutionalized in private schools.
• The Necessity of a Multicultural Teaching Canon and the Mexican-American Novel
  Asserts that when taught in isolation from its literary tradition, the multicultural work becomes a stepchild to the Anglo-European tradition. After reviewing the criticism of multicultural literature, argues in favor of a multicultural canon that informs teaching, and provides some background information and a tentative reading list to aid in teaching the Mexican-American novel.
• Infusing Multiculturalism into Educational Psychology: Influence on Preservice Teachers' Attitudes toward Teaching African American Students
  The purpose of this pilot study was to investigate the influence that multicultural infusion would have on preservice teachers in an educational psychology course. Eight educational psychology classes at the same university participated in research to assess preservice teachers' attitudes toward teaching African American students.
• Multicultural Education Program Evaluation, 1995-96. Assessment/Accountability Report
  In 1993-94, the Board of Education of the City of New York distributed more than $1 million to augment existing multicultural initiatives in professional or curriculum development. Districts and superintendencies in the city also designed a 3-year program to facilitate the planning and scope of these initiatives.
• Mixing It Up: Multicultural Support and the Learning Center
  Reports on Macalester College's (Minnesota) Learning Center peer-mentoring, speaker, and workshop programs, which were designed to focus on anti-racism activism and reorganization of multicultural affairs. Analyzes ambiguity of terms "racism" and "multiculturalism" and argues that a systematic approach is necessary to move toward realizing the vision of a vibrant multicultural and multiracial learning community.
• Target Practice: Some Equality Implications of Current Educational Reforms