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  • "I've Really Learned a Lot, But...": Cross-cultural Understanding and Teacher Education in a Racist Society
    Describes a cross-cultural course offered by the Faculty of Education at the University of Regina (Saskatchewan, Canada) to develop preservice teachers' understanding of aboriginal cultures, taking data from instructors' experiences and student narratives. The paper discusses the lack of understanding in white preservice teachers' views of self and others and the implications for teacher education in a racist society.
  • "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.
  • "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.
  • "Making Sense of Developmentally and Culturally Appropriate Practice (DCAP) in Early Childhood Education," by Eunsook Hyun. Book Review
    Discusses Hyun's examination of developmentally appropriate multicultural education in early childhood education, noting applications of the theory and techniques to the Canadian education system. Considers the book a timely, informed, and challenging contribution to the process of developing multicultural education.
  • "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).
  • "Reverse Racism": Students' Response to Equity Programs
    With reference to class discussions of racism and equity, this article explores how white college and university students conceptualize racism and perceive equity programs as affecting their career opportunities. It concludes that through class discussions, educators can help students understand equity programs as a benefit to all students.
  • "Speaking Up" and "Speaking Out": Examining "Voice" in a Reading/Writing Program with Adolescent African-Caribbean Girls
    Examines three significant moments in a weekly reading and writing workshop to reflect on the problematic notion of "coming to voice" for African Caribbean girls aged 14 to 15. Concludes by sharing how the inquiry taught the author some salient lessons in listening to research participants' voices and on the politics and ethics of participatory literacy inquiries.
  • "Water as Rough as an Elephant's Foot..." Learning Geography through Poetry Writing at KS2
    Describes how bilingual fourth and fifth graders at one London elementary school learned geography by writing poetry. This effort involved: engaging with the topic, consolidating knowledge and understanding, and extending knowledge and understanding.
  • 25 Years of Multiculturalism--Past, Present, and Future, Part 1
    Reviews the implementation and early successes and failures of multicultural education in Canada. Although multicultural education was officially adopted as an educational policy in 1971, it has been reworked and revamped as problems and challenges have arisen.
  • [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.
  • 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.
  • A Future for Multi-Ethnic Scotland: Evaluating the Parekh Report
    Analyzes propaganda methods used by radical opponents of the Parekh report, The Future of Multi-Ethnic Britain, connecting the forms of challenge developed to the Macpherson report on the findings of the Stephen Lawrence Inquiry. Results suggest that the ideological and intellectual struggle between antiracists and radical conservatives is sharpening, especially around the concept of institutional racism.
  • African Studies in Canada: Problems and Challenges
    Examines the marginalization of African studies in the Canadian public school system and how educators might promote these studies to allow blacks to have a greater knowledge of themselves and increase their self-worth. Various challenges facing curriculum reform and future directions for African studies in Canada are discussed.
  • 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.
  • 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.
  • Approaching Change: One School's Approach to Multicultural Education and Raising the Achievement of African Caribbean Students
    Describes Holy Family College's (London) relationship with Waltham Forest's African Caribbean Attainment Project designed to identify and assess the needs of Caribbean students of African heritage and to raise their academic achievement. How the secondary school maximized the benefits of this partnership are highlighted.
  • Asian Students and Humanities Subjects: Report to the Equity and Social Justice Branch, Victoria University
    Australia is a multicultural society and, in recent years, Asian immigration has increased tremendously. In terms of the educational participation of Asian-Australian students, students from non-English-speaking backgrounds are not highly represented in humanities, arts, and education courses.
  • Becoming Political: Comparative Perspectives on Citizenship Education. SUNY Series: Theory, Research, and Practice in Social Education
    This study examines diversity in citizenship education within a set of boundaries where the ideals of citizenship, democracy, and education were somewhat similar. The five nations expected to be quite similar were the United States, the United Kingdom, the Federal Republic of Germany, the Netherlands, and Denmark.
  • Bernard van Leer Foundation Newsletter, 1996.
    This document consists of the four issues of the Bernard van Leer Foundation's "Newsletter" published during 1996. The newsletter covers topics related to, or about efforts to foster, the education and welfare of children around the world, and includes descriptions of programs around the world, lists of resources and publications, and early childhood news.
  • Beyond the Rhetoric: Moving from Exclusion, Reaching for Inclusion in Canadian Schools
    A 3-year study in Toronto (Ontario) schools examined educational practices that engender exclusion or inclusion, especially of racially marginalized groups. Findings suggest that an inclusive learning environment introduces topics of race, critically examines cultural stereotypes, has high expectations for minority students, encourages cultural-identity groups, and has equitable school hiring practices.
  • 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.
  • Bilingual Education Policy and Practice in the Andes: Ideological Paradox and Intercultural Possibility
    Discusses bilingual education policy and reform in the context of indigenous languages of Peru, Ecuador, and Bolivia, exploring the ideological paradox inherent in transforming a standardizing education into a diversifying one and in constructing a multilingual, multicultural national identity. Data come from policy documents and practitioner narratives.
  • Bilingual Learners and the Code of Practice
    Questions the interpretation that the most urgent task in the context of the introduction of the Code of Practice on Identification and Assessment of Special Educational Needs in the United Kingdom is assessment that facilitates identification of bilingual learners with special educational needs, as distinct from their linguistic needs. (SLD).
  • Breaking the Cultural Cycle: Reframing Pedagogy and Literacy in a Community Context as Intervention Measures for Aboriginal Alienation
    This paper presents an alternative view to the pedagogical needs relating to literacy for Aboriginal students. The question posed is how to utilize this knowledge to lessen the impact of perceived failure in early schooling of entrenched non-attendance patterns for Aboriginal students of compulsory school attending ages.
  • 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.
  • Building a New Life: The Role of the School in Supporting Refugee Children
    Investigated refugee children's experiences adjusting to life in England. Interviews and surveys involving refugee and non-refugee children ranging from early to mid-adolescence provided data on: children, war, and persecution; flight to safety; early days in Britain; starting school; the importance of English; coping with the past; and providing support for parents.
  • Building an International Student Teaching Program: A California/Mexico Experience
    This paper describes the first year of an international student teaching project conducted in Mexicali, Mexico, which was successful in helping U.S. participants develop cultural understanding and critical teaching skills needed to work with English learners.
  • CAIS/ACSI 2001: Beyond the Web: Technologies, Knowledge and People
    Presents abstracts of papers presented at the 29th Annual Conference of the Canadian Association for Information Science (CAIS) held in Quebec on May 27-29, 2001. Topics include: professional development; librarian/library roles; information technology uses; virtual libraries; information seeking behavior; literacy; information retrieval; multicultural education; information science; and knowledge management.
  • 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.
  • Celebrating Cultural Diversity: We Are the Children of the World
    Describes a series of activities presented at the 1996 Annual Cultural Diversity Celebration. The activities are designed to provide teachers with ideas that focus on family values, traditions, and homes.
  • Centering Culture: Teaching for Critical Sexual Literacy Using the Sexual Diversity Wheel
    Explicates the concept of sexual literacy within the context of four curricular models for multicultural sexuality education: tolerance, diversity, difference, and "differance." Presents the Sexual Diversity Wheel as a tool to facilitate inquiry into the multiple cross-cultural constructions and valuations of gender and sexuality. Illustrates with fieldwork from the Philippines.
  • Charting the Development of Multi-Ethnic Britain
    Provides a broad history of the contribution of people of Asian origin, particularly Indian origin, to the development of the United Kingdom, discussing the racial bias they have historically faced in the country's educational, social, and employment systems. A timeline of the Indian presence in Great Britain from 1688-1999 is presented.
  • Citizenship Education and Diversity
    The goals of citizenship education can conflict with values of cultural pluralism. The Canadian government's policy is one of official neutrality and tolerance with respect to cultural differences.
  • Citizenship, Democracy and Political Literacy
    Draws on the Crick Report, Education for Citizenship and the Teaching of Democracy in Schools, to examine citizenship, democracy, and political literacy, considering the report's potential as a framework for promoting racial equality in European schools. Discusses the following issues: racism and the education system; racism, democracy, and citizenship education; and human rights and political literacy.
  • Collaborative Kenyan and American Approach to Study Abroad Orientation
    To prepare 21 study-abroad students for a trip to Kenya, Iowa State University's Study Abroad Center, in conjunction with Kenyatta University, developed an orientation-program model focused on academic development, multicultural development, and cultural assimilation. Sessions covered informational resources, orientation, study-abroad courses, and program evaluation.
  • Combating Racism and Hate in Canada Today: Lessons of the Holocaust
    Maintains that the Holocaust was the catalyst for Canadian antihate legislation. Maintains that, to combat racism and bigotry, it is necessary to use three important tools: (1) the law; (2) community action; and (3) education.
  • Commission on the Future of Multi-ethnic Britain: A Personal Perspective on the Progress Report
    Comments on the progress report of the Commission on the Future of Multi-Ethnic Britain and asserts that the obsession of the British state with "multiculturalism," "ethnicity," and "ethnic minorities" has been a distraction from the core issue of "racial oppression." Reviews the work of the Commission from a perspective of color consciousness. (SLD).
  • Community College Humanities Review, 1999
    This special issue of the Community College Humanities Review contains articles generated by National Endowment for the Humanities Summer Institutes, held over several years.
  • Comparative and International Education: A Bibliography (1999)
    Bibliography of comparative and international education lists 937 journal articles published 1998-99. Categories are adult education; comparative studies; curriculum and instruction; educational planning, policy, and reform; ethnicity, race, and class; gender; higher education; indigenous and minority education; multicultural education; methodology and theory; primary education; secondary education; special education; study abroad; teacher education; technology; and various geographic regions.
  • Cooperative Learning in Israel's Jewish and Arab Schools: A Community Approach
    Describes the creation of the cooperation, investigation, literacy, and community (CILC) model within a holistic educational project in Acre, a Jewish-Arab mixed city in northern Israel, focusing on the implementation of cooperative learning at the schools and the work of the dropout investigative task force which was created to build community in the city and prevent dropout. (SM).
  • Counselling Immigrants: School Contexts and Emerging Strategies
    Investigates strategies employed by Israeli secondary school counselors working with immigrant students from the former Soviet Union. Findings highlight the importance counselors attribute to the school context and its organizational culture when working with immigrants.
  • Creating Montessori Bilingual Programs. Spotlight: Montessori--Multilingual, Multicultural
    Discusses presentation given by Rigoberta Menchu, 1992 Nobel Peace Prize Laureate, at a meeting with Hispanic child caregivers in California. Discusses family life and childrearing among Guatemala's Mayan people, traditional ceremonies and symbols, becoming a leader, and the Mayan experience of resisting oppression.
  • Critical Multiculturalism in the Mature University
    Explores how a critical multiculturalism, by encouraging greater cultural diversity in a widening participation in higher education, has the potential to change British universities. Showing how institutions discriminate against black people makes clear where power lies and how decisions are made.
  • Culturally Relevant Teacher Education: A Canadian Inner-City Case
    This case study of an inner-city teacher education program in Canada documents the tensions at work on a social reconstructionist academic staff attempting to produce a culturally relevant teacher education program. Staff members acknowledge the social and educational contexts in which they work while working for the long-term interests of their students.
  • Cyprus: A Small Suffering Island Blessed by Sun & Beauty
    Cyprus would be paradise on earth if it weren't for its history and geography. At the crossroads of Europe, Asia, and Africa, it has a history of hate and war.
  • 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.
  • Daring To Change: The Potential of Intercultural Education in Aymara Communities in Chile
    Describes and evaluates a teacher training project in Chile that was meant to change attitudes toward native culture among rural teachers in one Aymara school district serving approximately 200 children. Findings suggest that hegemonic barriers stand in the way of broadening the scope of intercultural education in plural, democratic societies.
  • Delta Pi Epsilon National Research Conference Proceedings (Indianapolis, Indiana, November 14-16, 1996)
    It is a collectio of 34 papers.The papers contains articles related to attitude and motivation;teacher student;government university collaboration relationship etc.
  • Developing Intercultural Communication and Understanding through Social Studies in Israel
    Discusses the problems related to cultural pluralism, differences among the groups living in Israel, and social studies education within Israel. Focuses on the sociology curriculum, offering a rationale, description, and information about intercultural education.
  • Developing Writing Skills To Raise Achievement in Science and English at KS2
    Studied the development of writing skills as a way to raise academic achievement for four year-6 ethnic minority students in an English classroom. Identifies strategies that increased achievement and confidence of students and parent participation in their schooling.
  • Disabled Learners in South Asia: Lessons from the Past for Educational Exporters
    This paper examines the cultural traditions of South Asia, especially India and Pakistan, regarding the education of children with special needs. This valuable cultural heritage has been largely ignored in the inflow of western educational ideas and the professionalization of special education, especially in the late 19th century.
  • Discovering Diversity
    Introduces a preservice teacher field trip to the rain forests and coastal areas. This experience develops an awareness for different cultures among preservice teachers by experiencing biological and cultural diversity in Costa Rica.
  • Down with School Improvement--Some Polemical Notes
    Criticizes England's School Improvement Ideology (SCIMPI) campaign. It argues that SCIMPI underplays the basics of school improvement, ignores school practices that damage racial relations, place more emphasis on individual schools rather than the school system, and has clandestinely embedded within it destructive improvement practices that can further damage already disadvantaged students.
  • Early Years and Race Equality: Possibilities and Limits for Race Equality Work
    Notes the importance of moving to an antiracist approach in education, identifying early learning goals and exploring possible antiracist activities (taking seriously all forms of name-calling, using Persona Dolls to help children confront racism, and taking a strategic approach to addressing racism). Stresses the need for creating policies for equality that include policy statements, implementation programs, and monitoring mechanisms.
  • Education Against Racism and Xenophobia in Europe
    Describes a combined initiative between Britain and Germany on educating secondary school students against racism and xenophobia. The development and planning of the initiative is outlined, including teacher responses.
  • Ethnic Minorities and Achievement: The Fog Clears. Part I (Pre-16 Compulsory Education)
    Quantified ethnic elementary school student underachievement data in the compulsory subjects of mathematics, science, and English, with a focus on Black and African Caribbean students. Negative influences to academic achievement in the school environment, including student-teacher relationships and lack of parental involvement, are discussed.
  • Ethnicity and Comparative Youth Disaffection in Multicultural Contexts: Some Multiracial Experiences of Education in Thanet and Lille
    Explored youth disaffection, focusing on K-12 schools in England and France. Data from student interviews, staff interviews, and classroom observations indicated that educational inclusion in the two countries was not meeting the educational needs of disaffected youth.
  • Evaluation of the Information, Communication and Technology Capabilities and E-Learning
    This study from the University of North London examines diversified support and relevance to improve instruction and reduce dropout rates for multicultural students. Discusses the use of information and communication technology to provide online student support; virtual integration of the curriculum; individual learning styles; and Web sites.
  • Excellence in Schools and Racial Equality: A Collage of Responses to the White Paper by Gillian Klein Centred on the Critique by Robin Richardson
    Presents extracts from critical responses to the 1996 White Paper entitled "Excellence in Schools" which pointed out educational deficiencies, racism, and overall poorer education for minorities and ethnic groups within the U.K. educational system.
  • Expectations Great and Small: The Mental Maps of Teachers and Systems
    Discusses how high and low expectations are communicated to British students both directly by what teachers say and indirectly through the systems and processes through which teachers work. Examines racial and social biases and notes that expectations can be self-fulfilling prophesies.
  • Experience, Subjectivity and Christian Religious Education: Canadian Catholic Education in the 21st Century
    Canadian Catholic education has increasingly been defended from a theological rather than a philosophical position. This article reflects on how the contemporary stress on experience and subjectivity influences Canadian religious education and how these qualities may fashion a distinct, pluralistic Canadian Catholic education for the future.
  • Exploring Multiculturalism through Children's Literature: The Batchelder Award Winners
    Argues that international translated literature, seldom available in U.S. classrooms and libraries, fosters tolerance and cultural understanding.
  • Exploring the Landscape of Canadian Teacher Education
    Reviews the context of Canadian teacher education, highlighting changes in the educational landscape, in the population (e.g., the multicultural nature of society and shifting urban/rural trends), and in how people think about professional education and discussing the professional development of in-service teachers. An overview of formal and informal professional development in Canada is included.
  • Expressing a Global Perspective: Experiences in a Mexican Classroom
    Argues that expanding the global perspectives of students requires strategies focusing on knowledge and point of view. Provides four exercises used in a Mexican high school to allow students to identify, express, and understand their own global perspectives.
  • Finding the Literature We Need: A Look at Current Bibliographies
    Discusses six specialized bibliographies that can help teachers and librarians find literature that supports on-going inquiries or that feeds children's interest in the newest hot topic. Includes specialized bibliographies on Native American Literature; math books; children's literature in social studies (teaching to the standards); children's books from other countries; literature of diversity; and best books for children.
  • Focus on Human Rights
    Maintains that educators have been at the forefront in the quest for equal opportunity. Asserts, however, that there is resistance to recognizing and removing bias from the curriculum and instructional materials.
  • For Knowledge: Tradition, Progressivism and Progress in Education--Reconstructing the Curriculum Debate
    Draws on realist theories of knowledge and epistemologies in the philosophy of science in order to argue that databases around the English school curriculum would benefit from such approaches. Reviews ways that knowledge has been conceived as social in educational thinking.
  • From "Stranger" to "Arrived": The Citizens' Library in England
    Discusses studies of public library multicultural services in England. Describes multicultural programs in Birmingham and Brent that involve the citizens in planning and implementing these services.
  • From Moral Duty to Cultural Rights: A Case Study of Political Framing in Education
    Addresses questions about how old social causes get revived, and how small, politically insignificant interest groups mount viable campaigns against dominant political views. Examines the strategies of two multifaith religious coalitions in Ontario, Canada, that are gaining political ground by reframing traditional arguments for religious schooling as multicultural issues.
  • Futures Thinking: Consideration of the Impact of Educational Change on Black and Minority Ethnic Achievement
    Discusses the potential of information and communications technology (ICT) and the World Wide Web to offer positive alternatives in contemporary British schools that are failing their black and minority group students. Describes the advantages of ICT and looks at future changes in the teaching profession and changes in the curriculum that will require knowledge of ICT.
  • Genograms and Family Sculpting: An Aid to Cross-Cultural Understanding in the Training of Psychology Students in South Africa
    Describes a specific training method developed in a family therapy course at the University of Pretoria in South Africa, where genograms and family sculpting were used to improve cross-cultural understanding among psychology masters students. Discusses the theoretical implications of the group training process for the training of psychologists in multicultural contexts.
  • Global Winners: 74 Learning Activities for Inside and Outside the Classroom
    This book provides 74 learning activities to help K-12 students, college students, and even seniors develop the global perspective needed for the 21st century. Each learning exercise is preceded by an introduction that sets the theme of the activity and states its purpose or objective.
  • 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.
  • Government Policy and School Effects: Racism and Social Justice in Policy and Practice
    Criticizes social justice policies of the Labour government in the United Kingdom because they promote formal equality in the schools without working for substantive equity in outcomes of education. Naive multiculturalism is an inadequate policy response to the institutionalized racism that pervades the contemporary education system.
  • History Curriculum Face-Lift. Quebec Report
    Reports on a 1996 Ministry of Education study on the teaching of history in Quebec. Criticizes the study for perpetuating leftist biases in favor of multiculturalism and globalization while censuring the study of Western civilization as evidence of Eurocentrism.
  • Hmong Paj Ntaub: Using Textile Arts to Teach Young Children about Cultures
    Argues that textile arts offer opportunities for students to explore other cultures and to illustrate themes contained in the National Council for the Social Studies Standards. Describes the use of Hmong "paj ntaub" textiles to teach elementary students about the Hmong people of Laos and Hmong immigrants in the United States.
  • Hockey Night in Canada and Waltzing Matilda: Examining Culture in a Global Classroom
    This paper, the result of a collaboration between professors at the University of Calgary in Canada and Ararat Community College in Victoria (Australia), was presented at the 2001 Teaching the in Community Colleges Conference, "Teaching and Learning: What Have We Discovered and Where Are We Headed?".
  • Honoring Our Roots and Branches...Our History and Future. Proceedings of the Annual Midwest Research to Practice Conference in Adult, Continuing, and Community Education (19th, Madison, Wisconsin, September 27-29, 2000)
    These proceedings consist of 44 presentations in these categories: distance education and evaluation; community issues and research; multicultural issues and research; teaching and learning; research methods; and organizational development.
  • How Big is Africa?
    Presents three activities adapted from the "How Big Is Africa?" Curriculum Guide developed by the African Studies Center of Boston University. Includes activities designed to make students aware of the diversity extant in Africa and the vastness of the continent.
  • Ideals for Citizenship Education
    Discusses the importance of citizenship education in the United Kingdom and throughout Europe, explaining that citizenship education in schools provides an opportunity for young people to see justice as everyone's business and to learn how to ask questions, think critically, and see that injustice anywhere is a threat to justice everywhere. (SM).
  • Immigration and Multiculturalism: Issues in Australian Society and Schools
    Examines the relationship between immigration and multiculturalism in Australian society, beginning with a brief historical background on immigration. Discusses how teaching immigration and multiculturalism is constructed in the curriculum and probes the nature of the current debate over immigration policy and multiculturalism.
  • Improving Attainment through Action Research: An Introduction to Hillingdon's Raising Achievement Project
    Describes the Raising Achievement Project designed to address the need for more information on the performance of ethnic minorities for whom English is an additional language, and the need for support for children who have passed the initial stages of learning English. It also describes the action research model used to answer questions about bilingual children's performance.
  • Improving Pupil Attendance: Inclusive and Sensitive Approaches
    Describes a British secondary school's efforts to improve student attendance by promoting social inclusion. The project involved a first day absence monitor, school counselor, Education Welfare Officer, and specialist teacher.
  • Including Gypsy Travellers in Education
    Examined the educational exclusion and inclusion of Gypsy Traveller students, exploring how some Scottish schools responded to Traveller student culture and how this led to exclusion. Interviews with school staff, Traveller students, and parents indicated that continuing prejudice and harassment promoted inappropriate school placement and persecution.
  • Inclusive Societies, Inclusive Schools--The Terms of Debate and Action
    Discusses four concepts addressing racism and British government policy: (1) exclusion as an element in racism; (2) inclusiveness as a basis for research; (3) open and closed minds in public discourse; and (4) inclusive schools and a 10-point agenda of terms of action to be put to the New Labour party. (MAK).
  • Indigenous Peoples, Globalization, and Education: Making Connections
    Globalization pushes aside social, cultural, and ethical goals of education in favor of marketplace goals. Two stories of the indigenous Ju/'hoansi tribe in Botswana illustrate how even well-intentioned multicultural education programs can marginalize indigenous people, and how "globalization from below," fueled by communities of sentiment, can redirect globalization toward advancing social justice in a sustainable future.
  • Intercultural and Multicultural Education as Cultural Encounter and Reflection: Innovative Programs at the International Center for the Study of Education Policy and Human Values
    Describes the International Center for the Study of Educational Policy and Human Values at the University of Maryland. Asserts that it has achieved its two original goals of assisting experienced leaders to integrate an intercultural dimension into programs and develop model intercultural programs and training materials.
  • Intercultural Education and Teacher Education in Sweden
    Examines multicultural and intercultural education in Sweden's teacher education and K-12 educational systems, discussing pedagogical strategies in multicultural classrooms and highlighting: Islam in the Swedish classroom; masking differences; focusing on differences; attitudes toward diversity; teachers in multicultural classrooms; and who is included in intercultural education. The paper concludes with an intercultural perspective on teacher education.
  • International Early Childhood Resources from ERIC
    Presents annotated bibliography of recent ERIC documents/journal articles providing international early-childhood resources. Topics of documents include day care and infant attachment, multicultural child care, drug-use prevention, and early language learning.
  • International Perspectives on Early Childhood Education: Lessons from My Travels
    Working with early childhood colleagues in other countries can be enlightening and enriching. This paper offers seven insights gained from the international experience.
  • Introducing Canada: Content Backgrounders, Strategies, and Resources for Educators. NCSS Bulletin 94
    Canada's present role in the new world order and its trade and economic dimensions are clarified in this book. Furthermore, the book explains the intricacies of Canada's history and multicultural heritage.
  • Introducing the Music of East Africa
    Explains and characterizes some of the basic concepts of East African music. Fundamentally an enhanced way of storytelling, East African music techniques are rooted in the play and rhythm of spoken language.
  • Involving Parents in Children's Learning: A Strategy To Raise Standards in an Inner-City Primary School
    Describes a strategy to raise standards in a British inner-city school through parent involvement in learning and decision making and the recognition of religious and cultural diversity. Communication, particularly with language minority parents, is vital to the program's success.
  • Issues for Citizenship in the Post-14 Curriculum: What Needs To Be Done To Contribute To Raising the Achievement of Ethnic Minority Pupils
    Discusses the new National Curriculum in England in relation to the government's policies aimed at raising academic standards. The new Unified Framework does have the potential to raise the achievement of all students if it is implemented carefully.
  • Issues of Discrimination in European Education Systems
    Examines difficulties and complexities in researching issues of discrimination in education across European countries as a first step in devising intercultural curricula. Discusses cross-national differences in terminology, in the ways in which research issues related to racism and interculturalism are formulated, and in the educational experience of children of immigrant and ex-colonial groups.
  • Japanese Enough? A Korean's Journey to Japanese Identity
    Describes one Japanese woman's reflections of the personal struggle fought by a Korean woman living in Japan. Other countries are thought of as being monocultural or monoethnic societies, in contrast to the United States' cultural melting pot.
  • Joining the Canadian Tribe: Building a Pluralistic Community in a B.C. School
    Immigrants often comprise most of the student body in urban Canadian schools. An elementary school in suburban Vancouver (British Columbia) provides sheltered classes and bilingual student partners for beginning English language learners.
  • Kindern das Wort geben: Ein interkulturell-kreativer Arbeitsansatz, aufgezeigt an der Arbeit mit tibetischen Migrantenkindern. (Tell the Children: A Beginning for Intercultural-Creative Work, Focusing on the Children of Tibetan Families.)
    Explains the pedagogical and psychological concepts behind the approach developed by UNESCO that encourages children to express themselves freely on the subject of international understanding and peace in writing and art. Describes a project in which these concepts were applied focusing on a minority dispersed over many parts of the world: children of Tibetan families.
  • Language Policy and Pedagogy: Essays in Honor of A. Ronald Walton
    This edited volume brings together 14 diverse articles dealing with various aspects of language policy and pedagogy.
  • Language Policy: Vancouver's Multicultural Mosaic
    Focuses on how recent immigration factors in the urban environment of Vancouver, British Columbia affect language education and policies at the local and provincial levels. Statistical analyses and surveys among teachers and administrators were used to get an overview of these factors to gain insight on language programs and impressions of teacher training programs.
  • Language Strategies To Raise Achievement in Business Education
    Describes the difficulties low achieving students, many of whom are from ethnic minorities, have in dealing with the language of Business Studies in the British curriculum and suggests some strategies to raise language awareness within the discipline and increase the business vocabularies of students. (SLD).
  • 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.
  • Lernen durch Kulturkontakt. Eine Prozebanalyse der Akkulturation deutscher Studienreferendare in multikulturellen Klassen (Learning through Cultural Contact. A Process Analysis of the Acculturation of German Beginning Teachers in Multicultural Classes
    Offers a qualitative, longitudinal study that focuses on individual changes in novice teachers triggered by continuous contact with students of another cultural background in multicultural schools. Reveals clear differences in the acculturation processes.
  • Library Facilities and Books for Palestinian Arab Children
    Presents an overview of libraries and related services for Palestinian Arab Children in the Haifa and Galilee regions of Israel and on the West Bank based on interviews with librarians and educators between 1993 and 1996. Covers funding, organization, collection development, censorship, staffing, and programming.
  • Lies and Truths in the Future of Britain
    Outlines three educational implications of the report, "The Future of Multi-Ethnic Britain": relevance of discussions regarding identity and belonging for citizenship education; stress on gathering and using sound data and suggestions that the education system's failure to collect such data is a prime example of institutional racism; and the argument that the OFSTED inspection system needs radical overhaul. (SM).
  • Looking at the Evidence More Carefully: Achieving the Ideal?
    Schools could make a major contribution toward a racist-free society by stressing more emphatically the need for teachers and students to critically examine all the evidence before making judgements or taking action. By instilling into children a basic set of rules enabling them to make appropriate judgements, teachers can help people rationally defend their beliefs, opinions, and behaviors.
  • Many People, Many Ways: Understanding Cultures around the World. Volume 1
    This book helps students and teachers explore the concept of culture and to appreciate the diversity of cultures of the world. The nine cultures in the book represent a variety of races and environments.
  • Meet the Culture Assistants
    Describes the Japanese Language and Culture Assistants Program, which sent over 100 Japanese volunteers to teach Japanese language and culture in U.S. schools.
  • Mentoring: Sea Change or Athene's Deceit
    Four case studies of mentor/student relationships show an organic model of mentoring among black educators in the United Kingdom that is an alternate to common conceptions of mentoring. This self-selecting and race-specific type of mentoring is not generally acknowledged or studied, but is related to classical types of mentoring in antiquity.
  • Minneapolis and Brittany: Children Bridge Geographical and Social Differences through Technology
    Presents examples of how computer-mediated communication (CMC) affects language learning, describing a successful CMC project involving a Minnesota middle school and a school in France. Students exchanged electronic mail over two years and eventually produced a student-written, bilingual, multicultural play.
  • Mixed Media: A Roundup of New Microform and Electronic Products
    Reviews some microform research collections, ranging from government records to privately published historical materials. Topics reviewed include American Indians, educational reform in Japan, African American newspapers, women's issues, and various aspects of American history.
  • Multicultural Central Asia
    This article addresses the multicultural aspect of Central Asia in response to the discussion on diversity in U.S. classrooms.
  • 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.
  • Multicultural Education: An International Guide to Research, Policies, and Programs
    This book is a reference work that examines a sample of the world's educational systems. The countries included are those that participated in an international study of multicultural education, along with other countries to provide a solid sampling of nations on all continents.
  • Multicultural Picture Books: Perspectives from Canada
    Conveys that multicultural children's literature can support and encourage tolerance and understanding among children. Presents information about multiculturalism in Canada and gives criteria to help teachers select multicultural literature.
  • Multicultural/Intercultural Teacher Education in Two Contexts: Lessons from the United States and Spain
    Describes the situation in the United States and Spain regarding multicultural/intercultural teacher education. In both countries, educational systems grapple with questions of difference and social justice.
  • 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.
  • Muslims and Sex Education
    Examines objections to sex education practices and calls by British Muslim leaders to withdraw Muslim children from sex education classes. Discusses policy makers' dilemmas as they try to reconcile the public interest with diverse beliefs.
  • 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.
  • New Dramas for New Identities
    Describes the use of a drama conducted within an educational setting to help students better understand the complexities of identity formation and prepare them to live in a multiracial society. The drama's effectiveness in fostering an understanding of cultural identities is assessed in light of changing social theories that question multicultural and antiracist education.
  • Obstaculos al aprendizaje--obstaculos a la ensenanza en contextos (Barriers to Learning--Barriers to Teaching in Multicultural Contexts). Papers on Teacher Training and Multicultural/Intercultural Education 25
    This study focused on identifying learning difficulties with a view to incorporating both understanding of those difficulties and methods for minimizing or neutralizing them in multicultural classroom settings. Discussion gives guidelines for teachers to use in analyzing student concepts and approaches to learning, particularly in the question-and-answer format.
  • On Knowing the Place: Reflections on Understanding Quality Child Care
    Reflects upon experiences with the First Nations' Partnerships and the European Commission Child Care Network to argue that efforts to understand quality care have been insufficiently sensitive to socioecological and cultural factors related to defining and assessing quality. Argues for a reconceptualization of early childhood care, and presents reactions of professionals, academics, First Nations communities, and Africa Institute participants.
  • Pluralism and Science Education
    Examined how British preservice science teachers responded to an independent study pack designed to stimulate their understanding of race and culture. The pack provided information on cultural diversity and pluralism in Britain and educational responses to cultural pluralism.
  • Practice into Theory into Practice: Culturally Relevant Pedagogy for Students We Have Marginalized and Normalized
    A synthesis of ethnographic studies of multicultural education in North American and Australian multiethnic classrooms is presented. Nine assertions about culturally relevant instruction and two outcomes useful for teachers working in cross-cultural and multiethnic classrooms are provided.
  • Processes and Outcomes in the European Schools Model of Multilingual Education
    In the European Schools model, linguistically and culturally diverse students receive most of their education in their first language but must learn at least two other languages. Content teaching of other subjects in the target languages and the regular mixing of different language groups promote multilingual proficiency and cultural pluralism at no cost to academic development.
  • Puja: Expressions of Hindu Devotion. Guide for Educators
    This teaching packet serves as a unit by itself or as part of preparation unit for a visit to the Arthur M. Sackler Gallery to see the exhibition "Puja: Expressions of Hindu Devotion." Focusing on Hindu religious objects found in an art museum, the packet suggests connections between art and world studies themes.
  • QCA and the Politics of Multicultural Education
    Suggests that Britain's QCA (Qualifications and Curriculum Authority) has not taken responsibility for an anti-racist approach to curriculum or pedagogy. Instead, this has been left to individuals and local authorities.
  • Quinta da Princesa: A School "Reaching Out."
    Describes how positive interventionist strategies improved the experiences and educational opportunities of the African-Portuguese and Romany children in Portuguese schools. The background of linguistic diversity in Portugal and the ethnic diversity in Portuguese schools are discussed.
  • Race Equality and School Improvement: Some Aspects of the Birmingham Experience
    Describes two initiatives--Education for Our Multicultural Society/Success for Everyone and KWESI--illustrating Birmingham Local Education Authority's (LEA's) efforts to enhance racial equity and improve schools. These initiatives demonstrate the LEA as policymaker, providing a clear sense of vision and purpose, and as an enabler and facilitator for change.
  • Race Equality Policies and Practice: Resources on the Internet, Summer 2002
    Presents resources available on the Internet that deal with racial equality policies and practice. Topics include legal requirements in education; institutional racism; community cohesion; diversity; curriculum; national identity; citizenship education; race and identity; suppliers, booksellers, and publishers; links with schools in other countries; refugee education; dealing with bullying and conflict; and language and bilingualism.
  • 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.
  • Raising Achievement for Asian Pupils
    Analyzes why ethnic minority groups, such as Asians, are achieving marginal academic success. Analysis of the management, pedagogic, curriculum, resource, and community issues indicates what political guidance might be effective to help improve academic achievement.
  • 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.
  • 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).
  • Reading Engaged Readers: A Cross-Cultural Perspective
    Describes the importance of understanding that engaged readers can make commitments or promises to understand other readers' perspectives of a text and their interests in using it. Describes how the author's demonstration lesson to a group of Kazakstan educators was transformed into a site for exploring the educators' practices for using a folktale.
  • Reconsidering Rigoberta
    Examines the appropriateness of Rigoberta Menchu's book, "I, Rigoberta: An Indian Woman in Guatemala," which examines the Mayan civil rights struggle, for high school and college classes studying multicultural experiences, explaining that teachers who understand the various challenges to the book will be prepared to lead thoughtful examinations of the story and its subtext. An annotated recommended bibliography is included.
  • Reconstructing Multicultural Education: A Response to Mike Cole
    Refutes Mike Cole's article "Racism, Reconstructed Multiculturalism and Antiracist Education" by addressing five main topics: (1) the new racism as a means to changing multicultural education; (2) representation of antiracist educators; (3) advice to teachers of controversial aspects of other cultures; (4) identifying students' misconceptions before imparting new knowledge; and (5) nationalism. (CMK).
  • Refugee Children in the Early Years
    Describes the findings of a research study by the Refugee Council (United Kingdom) on the experiences of refugee children in "early years provision" (early childhood education). The major finding is that refugee children, of whom there are an estimated 65,000 in the United Kingdom, do not have equal access to early-years education.
  • Report on the Binational Conference: In Search of a Border Pedagogy (4th, El Paso, Texas and Ciudad Juarez, Mexico, January 1999).
    This report contains a synopsis of the binational conference and features brief summaries of all the papers presented at the conference.The following questions helped to shape the scope and content of the conference: What is the current condition of bilingualism, particularly in the United States? .
  • 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.
  • 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).
  • Saris & Skirts: Gender Equity and Multiculturalism
    The booklet discusses about enormous potential the staff members working in early childhood services have to influence young children's developing attitudes toward cultural diversity and gender equity.
  • School Inspection and Racial Justice: Challenges Facing OFSTED and Schools
    Describes research that examined how Great Britain's Office for Standards in Education (OFSTED) was fulfilling its responsibilities to raise standards by preventing and addressing racism in schools and how inspection framework requirements were reflected in inspection reports. Results confirmed that racial equality was not a key concern within OFSTED.
  • Science Education in a Multiscience Perspective
    Argues that a multiscience perspective on science education affords richer implications for reflection and practice than does multiculturalism. Recognizes the existence of various types of science at play in all science classrooms, especially personal science, indigenous science, and Western modern science.
  • 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.
  • Seeing a World in a Grain of Sand: Science Teaching in Multicultural Context
    Describes the Imagining Nature Project at Deakin University in Australia, and the Native Eyes Project at the Institute of American Indian Art in New Mexico. Both projects entail the teaching of science and technology to non-science majors of highly diverse cultural origin.
  • Seeking Ethnocultural Equity through Teacher Education: Reforming University Preservice Programs
    Argues that Canadian schools of education must address social justice issues of ethnicity, culture, and racism; model equitable practices in teacher education programs; and promote equity for all students in public schools. Reviews current debate on multicultural and antiracist education, challenges in pursuing equity in education, and promising preservice programs providing specific direction for reform.
  • 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.
  • Social Inclusion: Would Dickens Approve?
    Discusses exclusion of ethnic minority students from school in Britain as it reflects the operation of complex differential expectations and assumptions. Data from several studies show that exclusions have been racialized and that black boys are often excluded or disciplined for showing culturally specific behaviors.
  • South Africa: A Place for English Teaching Pioneers
    Discusses the importance of English-as-a-Second-Language (ESL) education in the multicultural country of South Africa, where for the majority of residents, English is the second language. Examines the variety of languages of South Africa, the language-education crisis in South Africa, and the country's need for language teachers.
  • Steps in the Plantain Project: The Ideas, Activities, and Experiences of the Plantain Project, a Scheme To Safeguard Children and their Environment
    The Plantain Project focuses on the vulnerable aspects of children's local environments. The project is designed to safeguard children in their own communities in Kristiansand, Norway through the participation of local elementary schools.
  • Students' Perceptions of Racial and Ethnic Tensions in Pacific Region Schools
    High school students from several Pacific region countries (including Canada and the Pacific United States) were asked to comment on racial and ethnic tensions in their schools. Student responses to the open-ended prompts give insights into the effects of racial tensions on their lives.
  • 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.
  • Target Practice: Some Equality Implications of Current Educational Reforms
    Discusses the social and political contexts of proposed British educational reforms designed to address social justice and summarizes the discussion at the Association of Local Education Advisory Officers in Multicultual Education (ALAOME) March 1998 meeting. The ALAOME has drawn up a list of characteristics of effective schools in a multicultural context.
  • Teachers and Pluralistic Education
    Defines the concept of pluralistic education and discusses its goals. Interviews a number of teachers to investigate their conceptions of education and their response to the idea of pluralistic education.
  • Teachers' Attitudes toward Multiculturalism and Their Perceptions of the School Organizational Culture
    Examined Israeli teachers' attitudes toward multiculturalism and the relationship of attitudes to perceptions of school organizational culture. Overall, pluralistic attitudes were higher with regard to integrating immigrants into the general society, while assimilationist attitudes predominated when referring to integrating immigrants into education.
  • Teaching Post-Colonial Studies to Gifted High School Students
    Describes a multicultural English course for gifted high school students in Canada. A tone of understanding and acceptance is set through appealing to students' own experiences in an interdisciplinary approach to world literature.
  • Thai Exchange Students' Encounters with Ethnocentrism: Developing a Response for the Secondary Global Education Curriculum
    Reports that previous research showed that many individuals are ethnocentric and lack global awareness. Provides an overview of theories related to ethnocentrism; presents data illustrating attitudes experienced by Thai exchange students in the United States; and introduces a pedagogical approach to global education that minimizes ethnocentrism and enhances global awareness.
  • Thailand: Land of Contrasts. A Workbook for High School Classes
    This book introduces students to the people and country of Thailand. This ancient and historic land is filled with beauty, diversity, and wonder.
  • The Asset of Cultural Pluralism: An Account of Cross-Cultural Learning in Pre-Service Teacher Education
    Highlights a Canadian preservice educator in a cross- cultural course who worked with student teachers to understand how they encountered one another's diverse attitudes and values, promoting a theory of cross-cultural education that validated experiential interactions as moments of learning. This led to a vision of pluralism where diversity helped create interpretive competence through encounters of difference and self-study.
  • The Attitudes of Bilingual Children to Their Languages
    Examined bilingual Australian elementary students' attitudes toward their first and second languages, noting attitudes they attributed to significant others in various contexts and investigating the impact of demographic and educational factors. Interviews indicated that children held significantly different attitudes toward first and second languages which differed across contexts.
  • 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.
  • The Commission on the Future of Multi-Ethnic Britain: A Summary of Some of the Main Principles and Recommendations
    Discusses the main principles and recommendations of the Commission on the Future of Multi-Ethnic Britain, an independent think-tank devoted to promoting racial justice in Britain. Some of the tasks identified for Great Britain are: rethinking the national story and national identity; addressing and removing all forms of racism; reducing economic inequalities; and building a pluralistic human rights culture.
  • The Development of a New Zealand Tertiary Qualification in Adventure Based Social Work
    This paper describes the development of an adventure therapy qualification, the Certificate in Social Work (Activity Based), at Waiariki Polytechnic, New Zealand. New Zealand has an extensive range of outdoor opportunities, and a large percentage of the population is involved in outdoor activities.
  • The Effect of Modified Input on the Acquisition of Vocabulary in Science by a Newly Arrived Bilingual Student in a Secondary School
    Studies the effect of specific teacher input, modified for comprehension, on the acquisition of science vocabulary by a recent immigrant, a 12-year old newly arrived at an English secondary school. Comprehensible input played an important part in the acquisition of this student's science vocabulary.
  • The Enhanced Citizenship Curriculum for Schools in the Bradford District
    Describes efforts to improve Britain's QCA (Qualifications and Curriculum Authority) citizenship curriculum to reflect anti-racism issues, highlighting the Enhanced Citizenship Curriculum for schools in the Bradford District. Presents principles underpinning this effort and looks at six major changes to make the National Curriculum for Citizenship more relevant to Bradford schools.
  • The Exclusion of Black Children: Implications for a Racialised Perspective
    The British educational system continues to exclude black male students in disproportionate numbers. Concerted and sustained policies are needed to achieve social justice, including a curriculum relevant to all students, ethnic monitoring, development of a new system to meet students' needs, and development of short-term and long-term strategies.
  • The Impact of an International Cultural Experience on Previously Held Stereotypes by American Student Nurses
    Examined stereotypes held by U.S. student nurses before and after participating in an educational experience in Russia.
  • The International Baccalaureate: International Education and Cultural Preservation
    Examines how well the International Baccalaureate (IB) achieves its aims of inculcating international attitudes while maintaining students' cultural identities. Finds that international attitudes may be more affected by the social environment of IB programs than by the curriculum; success at cultural maintenance varies by culture, with Western cultures being better supported.
  • The Language and Literacy Spectrum, 1996. A Journal of the New York State Reading Association
    Sharing concerns and interests of New York State educators in the improvement of literacy, this annual journal raises educational issues such as current thoughts about literacy instruction, educators' roles, literacy in its many forms, college-community literacy partnerships, and recommended reading materials.
  • The Limits of Cross-Cultural Dialogue: Pedagogy, Desire, and Absolution in the Classroom
    Discusses the limits of cross-cultural dialog in the classroom, asking what happens if this togetherness and dialog-across-difference fails to hold a compellingly positive meaning for subordinate ethnic groups. Presents a true story about a classroom in a New Zealand university and a controversial pedagogical strategy employed there.
  • The Limits of Educational Policy and Practice? The Case of Ethnic Minorities in The Netherlands
    Describes four types of immigrants to The Netherlands since World War II and three phases of educational policies aimed at compensating for their educational disadvantages. Discusses the disappointing outcomes of compensatory education, bilingual education, intercultural education, and preschool and early school programs, and describes the government's radical new approach involving decentralization, deregulation, and local autonomy.
  • The Necessity of the Literary Tradition: Gabriel Garcia Marquez's "One-Hundred Years of Solitude."
    Argues that literature from other countries, taught as multicultural literature, must be taught in the context of its own literary tradition in order to provide high-quality academic instruction. Offers an example with Gabriel Garcia Marquez's "One-Hundred Years of Solitude" to show how teaching multicultural literature can live up to its ambitious goal of illuminating different cultures.
  • 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.
  • The Politics of Multicultural Education in South Africa: Vogue, Oxymoron or Political Paralysis
    Argues against using American-style multicultural education in South African higher education and suggests that transitory nation-states would first need to adopt Africentric reformism in order to recapture their value system before incorporating multiculturalism into the curriculum. The relevance of the multicultural model to South Africa and why its implementation should be deferred is discussed.
  • The Politics of Multiculturalism and Bilingual Education: Students and Teachers Caught in the Crossfire
    This article contains essays on political issues in multicultural and bilingual education.
  • The Role of Mentorship in a Saskatchewan Cross-Cultural Teacher Education Project
    Describes a cross-cultural teacher-education project in Saskatchewan, Canada, in which a teacher team mentors a group of upper-level education students working in multicultural classrooms. Observes that the evolving participant structures of the research move beyond those in the initially proposed mentorship model.
  • Theorizing Interracial Families and Hybrid Identity: An Australian Perspective
    Uses narratives from research on interethnic Australian families to explore how interracial families are sites for development and articulation of hybrid identity, examining the significance of place, locality, and situated racial practice in constructing identity and arguing (using Hall's concepts of New Times and hybridity) that interracial subjects are of concern in postcolonial and postindustrial nation states and economics. (SM).
  • Through the Eyes of Preservice Teachers: Implications for the Multicultural Journey from Teacher Education
    Investigated definitions and perceptions of multicultural education among 103 preservice early childhood education students. Found that students' definitions illustrated minimal understanding of multicultural education, limited to race and ethnicity.
  • To Russia with Music
    Describes the experience of participating in the first United States/Russia Joint Conference on Education, part of the Citizen Ambassador Program. Recounts visits to two Russian music schools where the author was able to observe classes.
  • Towards a Comprehensive Language Policy: The Language of the School As a Second Language. An Ontario Perspective
    Suggests that Native students entering school in Ontario (Canada) are not treated equally with regard to support for or valuing of their Native language. Overviews research related to second-language instruction and provides policy recommendations for Native-language students, second-language instruction, deaf education, and developing a comprehensive second-language education policy.
  • 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.
  • Two Important New Documents Reviewed: OFSTED and TTA
    Reviews the OFSTED document, "Educational Inequality: Mapping Race, Class and Gender. A Synthesis of Research Evidence," (which examines the persistent inequality between the main ethnic populations within English schools) and the Teacher Training Agency document, "Raising the Attainment of Minority Ethnic Pupils: Guidance and Resource Materials for Providers of Initial Teacher Training" (which focuses on racial equality and teacher training).
  • Unequal Resources: A Group Simulation
    Presents a lesson plan designed to create an understanding of the concepts of interdependence and cross-cultural communication. Students are divided into groups.
  • Unity in Diversity: The Enigma of the European Dimension in Education
    Maintains that efforts aimed at the development of a European dimension to the general education curriculum offered in individual nations' schooling have increased in recent years. Asserts that the immediate goal is to provide young people with opportunities beyond their national borders.
  • Unscrambling the Semantics of Canadian Multiculturalism
    This paper explores the evolution of multiculturalism in the Canadian context. Some opponents of multiculturalism in Canada detect in the ideology an undermining of a unique Canadian identity in favor of hyphenated Canadians, while proponents see the hyphenation as adding richness and color to the Canadian character.
  • Using One of the "Standards for the English Language Arts" To Foster a Positive Relationship between Culture and Literacy
    Argues that integrating the arts in culture and literacy can help children become proficient users of language and be accepting and empathetic toward others, as advocated in standard nine of the "Standards for the English Language Arts." Describes two ways the author integrated the arts into a language arts unit on Japan, dealing with storytelling/mask making and poetry/illustration. (SR).
  • Video-conferencing for Collaborative Educational Inquiry
    Profiles a series of video conferences that examined the effects of European settlement on the art of Aboriginal peoples in Australia and the cultural conflicts facing contemporary Aboriginal artists. The video conferences brought together Aboriginal artists and Canadian educators.
  • Virtual Teaching on the Tundra
    Describes how a teacher and a distance-learning consultant collaborate in using the Internet and Computer Supported Intentional Learning Environment (CISILE) to connect multicultural students on the harsh Baffin Island (Canada). Discusses the creation of the class's database and future implications.
  • Visiting South Africa through Children's Literature: Is it Worth the Trip? South African Educators Provide the Answer
    Shares South African educators' perspectives on 17 selected picture books about South Africa. Finds that they highly recommend these books.
  • W(R)i(t/d)ing on the Border: Reading our Borderscape
    Provides a counter story focusing on the U.S./Mexico border that is a borderscape requiring active and tacit engagements and uses the genre of Critical Race Theory in which the experiential and intrinsic complexity of story knowledge depends on the Other's lived experiences. Attempts to unmask the hegemony of social injustices.
  • What the Russian School Ought to Be Like
    Asserts that Russian society and Russian schools are going through a profound crisis. Maintains that the best approach to solving social and educational problems is to restore and develop national principles and group cohesion.
  • Working with Aboriginal Women: Applying Feminist Therapy in a Multicultural Counselling Context
    Argues that counselor education for working with Aboriginal women must address both culture and gender issues, and that this may be done by applying feminist theory within a multicultural counseling perspective. Explores these perspectives, their application to these women, and specific counselor education considerations.