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Multicultural Education

  • 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.
  • The European Dimension in Education. Corp Author(s): Council of Europe, Strasbourg (France). Directorate of Education, Culture and Sport, Documentation Section
    This paper addresses concerns about a European dimension in education that has been created by the enlargement of the European Union (EU) (the inclusion of Austria, Finland, and Sweden) and the gradual transformations of institutions into a future federal state.
  • 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.
  • Software Enhancements for a Diverse Family Unit. Curriculum Concerns
    Discusses ways in which software (available at most school computing sites) can be used to create interesting visuals for lesson plans and activities. Describes a series of computer-generated graphics (created using Microsoft PowerPoint) designed to support a unit on families and diversity.
  • Communicating Appropriately with Asian and Pacific Islander Audiences. Technical Assistance Bulletin
    Developing culturally appropriate prevention messages and materials for Asian and Pacific Islander audiences is challenging. It is important to recognize and respect their geographic, ethnic, racial, cultural, economic, social, and linguistic diversity.
  • 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).
  • 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.
  • Classroom Multiculturalism: A Closer Look
    Uses field data gathered in two school districts to explore multicultural activity in social studies classrooms. The focus is on the source, treatment, and incorporation of multiculturalism into the lessons.
  • Are the Culturally Diverse Needs of Children Being Met in Special Education?
    A mail survey was conducted of 149 students (grades 4-8) with special needs in 19 school systems in inner city, suburban, and rural settings to determine their knowledge of cultural diversity and to identify their educational needs in this area.
  • Expanding Conceptions of Community and Civic Competence for a Multicultural Society
    Connects the concept of diversity to the symbiotic relationship between individuality and community in the United States. Maintains that cultural awareness is a valid and realistic response to global interdependence and changing demographics.
  • Multicultural Education. Theory to Practice
    Teachers from two urban elementary schools completed surveys about their multicultural education practices. The surveys examined demographics, content integration, instructional and grouping practices, and parent-community involvement practices.
  • A Confrontation with Diversity: Communication and Culture in the 21st Century
    Explores the framework of "creolization" and its implications for the communication discipline. Examines social and cultural factors that could shape the nature and content of persuasion in the 21st century.
  • Teaching Asian American Students
    Uses data from interviews with parents of Asian American students, observations, and literature reviews to identify cultural and language issues that must be considered in teaching this population. The paper discusses the history of Asian immigrants, attitudes toward education among Asians, the relationship between teaching styles and Asian culture, and suggestions for teachers working with Asian American students.
  • Looking Back: Teachers' Reflections on an Innovative Teacher Preparation Program
    Discusses an evaluation of the Comprehensive Teacher Institute, an innovative, multicultural, urban teacher preparation program. Reflections by teachers who completed the program indicated that one of the most important contributions to their professional development was fostering a network of colleagues and university faculty who continued to provide support and guidance.
  • Children of Mixed Race--No Longer Invisible
    Schools often ignore the existence and special concerns of multiracial and multiethnic students, whose numbers are increasing faster than those of monoracial children. Serving these students requires changing teacher education, recording heritage sensitively, assessing formal and informal curricula, revising ethnic and racial celebrations, addressing harassment, and promoting anti-bias activities.
  • 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.
  • Didn't Someone Invite Patty? How Patty Smith Hill's Vision of International Education Has Crossed the Border in a Most Unusual Place!
    This paper distills the history of early childhood education in Russia as a backdrop to a discussion of Patty Smith Hills visit to the nursery schools and kindergartens of the Soviet Union in the 1930s. The paper begins with a discussion of the introduction of early childhood education in the late 1800s, the lack of educational advances during the hardships of the period surrounding the revolution, and Russian educator Vera Fediaevskys work and the development of an educational plan emphasizing communistic ideals.
  • Cultural Diversity: Practising What We Preach in Higher Education
    Argues for the need to put into practice policies of multicultural education using case studies of three individuals from three different cultural backgrounds. These individuals used their own cultural diversity as a model of successful intercultural teamwork in planning and implementing a multicultural education course for undergraduate teacher education students at the University of Canberra (Australia).
  • 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.
  • Saris & Skirts: Gender Equity and Multiculturalism
    Staff members working in early childhood services have enormous potential to influence young children's developing attitudes toward cultural diversity and gender equity. This issue of the Australian Early Childhood Association Research in Practice Series focuses on how early childhood staff can work productively through the challenges of achieving gender equity in a culturally and ethnically diverse country such as Australia.
  • Effects of Language Arts Activities on Preservice Teachers' Opinions about Multiculturalism
    Examined the effects of reading children's literature about diversity and participating in related interactive activities on student teachers' opinions about multiculturalism. Intervention and control-group students heard lectures on multiculturalism.
  • Service-Learning in Teacher Education: Enhancing the Growth of New Teachers, Their Students, and Communities
    This book provides teacher educators, administrators, practicing teachers who work with preservice teachers, policymakers, and researchers with information on the conceptual, research, and application areas of service-learning in preservice teacher education.
  • 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.
  • Teachers for Multicultural Schools: The Power of Selection
    Proposes 12 teacher attributes that are important in multicultural schools, focusing on specific teacher qualities and ideology and explaining that selecting teachers who are predisposed to perform the sophisticated expectations of multicultural teaching is a necessary precondition. Training has important value after preselection, providing it emphasizes being mentored on the job as fully accountable teachers.
  • 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.
  • Sources and Information Regarding Effective Retention Strategies for Students of Color
    Reporting literature from the ERIC system, highlights issues and concerns regarding minority student retention and learning success within community colleges. Discusses factors contributing to declining retention rates and effective programming strategies designed to address continued participation of students of color.
  • 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.
  • Mentorships: Transferable Transactions among Teachers
    As dispensers of information, mentors can support teachers through career stages from recruitment to retirement. This article explores mentorships as transferable transactions.
  • Bringing Stories into the Classroom
    This annotated bibliography was prepared to supplement a discussion of "low tech," low cost alternatives to use in teaching. It lists 63 children's books and folktales that present messages about human nature and that can be used to add a multicultural element to the classroom.
  • Guidelines for Global and International Studies Education: Challenges, Cultures, and Connections
    Argues that the high public interest in contemporary international issues has opened a window of opportunity for effecting change in the national global-studies curriculum. Develops guidelines that summarize what concerned scholars and educators recommend as the international dimension of education for K-12 students.
  • 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.
  • 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.
  • Shifting the Role of the Arts in Education
    SUAVE (Socios Unidos para Artes Via Educacion--United Community for Arts in Education) is an arts-integrated approach to teaching in multicultural and multilingual settings. A unique professional development project for San Diego-area teachers, SUAVE helps teachers develop ways to integrate the arts into mathematics, science, language arts, and social sciences.
  • 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.
  • Mentoring in the Preparation of Graduate Researchers of Color
    Makes the case that effective mentoring can improve the graduate school experience of multicultural students to position them better for postdoctoral success. Discusses the ways faculty members can enhance their multicultural competence in mentoring.
  • 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.
  • Multiculturalism vs. Globalism
    Addresses the error of treating multiculturalism and globalism as the same concept. Considers the boundaries and shared purposes of multiculturalism and globalism.
  • 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).
  • Diversity, Differences and Leisure Services. Research Update
    Summarizes recent research on diversity, examining similarities and differences between diverse groups and noting the implications for recreation professionals. Presents several common principles that recreation professionals must consider in programming for diverse populations (training and education about diversity, cooperation and advocacy, social inclusion and choices, personal and psychological safety, and involving participants in planning).
  • Preservice Teachers Integrate Understandings of Diversity Into Literacy Instruction: An Adaptation of the ABC's Model
    Investigated preservice teachers' understandings of their own and their students' cultural backgrounds, examining how they integrated those understandings into literacy instruction. The ABC model (autobiographies, biographies of students, cross-cultural analysis, analysis of cultural differences, and classroom practices) helped stimulate students to continue examining their lives, their cultural/linguistic backgrounds, and the impact of those factors on teaching diverse students.
  • 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.
  • A Call for Change in Multicultural Training at Graduate Schools of Education: Educating To End Oppression and for Social Justice
    Graduate-level multicultural training is important for preparing future teachers to work effectively with diverse students. Professionals experienced in multiculturalism must revise and refine multicultural training to better address immigrants' diversity issues and issues around sexuality, disability, and spirituality.
  • Cross-Cultural Field Placements: Student Teachers Learning from Schools and Communities
    Presents two cultural immersion projects where student teaching and community involvement interact synergistically. Also discusses learning outcomes of the projects, examines the importance of service learning, and explains how traditional student teaching assignments can incorporate many of the design principles that characterize cultural learning and preparation for diversity.
  • From Policy to Action: Parkland College's Implementation of North Central's Statement on Access, Equity, and Diversity
    Describes the measures taken by Parkland College to implement North Central's Statement on Access, Equity, and Diversity. Results include the creation of the Center for Multicultural Education, community-based diversity education, and organization of a statewide conference about gender-balanced, multicultural 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? .
  • Teachers of Gifted Students: Suggested Multicultural Characteristics and Competencies
    This article discusses desired characteristics and competencies in teachers of gifted students who are culturally, ethnically, or linguistically diverse. These include: culturally relevant pedagogy, equity pedagogy, a holistic teaching philosophy, a communal philosophy, respect for students' primary language, culturally congruent instructional practices, culturally sensitive assessment, student-family-teacher relationships, and teacher diversity.
  • Making Connections between Multicultural and Global Education: Teacher Educators and Teacher Education Programs
    This publication is the product of an ongoing study of how teacher educators in the United States and Canada are bridging the gap between multicultural and global education to prepare teachers for diversity, equity, and interconnectedness in the local community, the nation, and the world.
  • Looking Over the Edge: Preparing Teachers for Cultural and Linguistic Diversity in Middle Schools
    The principles and practices of multicultural education became the heart of one middle school teacher education program. The five principles included fostering inter/intragroup harmony through learning communities, targeting social justice and affirmation of diversity, empowering students and teachers, seeing things from multiple perspectives, and preparing teachers explicitly for cultural and linguistic diversity.
  • "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.
  • Institutional Support for Diversity in Preservice Teacher Education
    Examines how institutions can provide support for diversity in preservice teacher education, focusing on the institutional context in which teacher educators work as they craft multicultural teacher preparation programs. Support includes strong institutional leadership and a campuswide vision for change, recruitment and retention of diverse students and faculty, and curriculum transformation.
  • 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.
  • Ready-to-Use Multicultural Activities for the American History Classroom: Four Centuries of Diversity from the 1600s to the Present
    This classroom resource guide provides U.S. history teachers in grades 7-12 with 130 ready-to-use activities that build understanding and appreciation of diverse peoples and points of view regarding historical events.
  • 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).
  • Reducing Resistance to Diversity through Cognitive Dissonance Instruction: Implications for Teacher Education
    Applied the principals of cognitive dissonance theory to an instructional strategy used to reduce resistance to the idea of white privilege, comparing groups of college students in diversity education courses that did and did not receive supplemental instruction on cognitive dissonance. Incorporating cognitive dissonance theory created an awareness of dissonance and has the potential to reduce resistance to diversity issues.
  • Diversity and Multiculturalism: Institutional Leadership at the University of Michigan
    Initiatives taken at University of Michigan to address complex nature of diversity and multiculturalism in higher education are described, including a 1988 administrative strategic plan to link academic excellence and social diversity among faculty and students, a plan to improve women's representation among faculty, a longitudinal study of impact of diversity on the class of 1994, and curriculum reform. (MSE).
  • 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.
  • 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.
  • Meeting the Challenges of Multicultural Education. The Third Report from the Evaluation of Pittsburgh's Prospect Multicultural Education Center
    This is the third report from the evaluation of the Multicultural Education Program in Pittsburgh (Pennsylvania), a major effort to address racial and ethnic diversity in a middle school. Section 1 of the report provides background on the multicultural education movement and the aims of the Pittsburgh program.
  • I, Too, Am an American: Preservice Teachers Reflect upon National Identity
    Preservice teachers read poetry by Langston Hughes and an Arab American student about being American, then composed and discussed their own poems. Poems helped them reflect on their own cultures and attitudes, thus developing a caring community of learners who valued diversity and human rights.
  • Multicultural Identity Development: Preparing To Work with Diverse Populations
    Working effectively within a multicultural society requires that counselors and educators become multicultural in context. This study was designed to determine whether a three-part cultural training diversity program would enable participants to become multicultural in context through structured learning experiences.
  • 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.
  • The Rhetoric of Diversity and the Traditions of American Literary Study: Critical Multiculturalism in English. Critical Studies in Education and Culture Series
    This book considers the concept and practices of a noncritical multiculturalism as it has functioned historically and as it is widely practiced in U.S. university English programs.
  • 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.
  • Waging Peace in Our Schools
    The Resolving Conflicts Creatively Program (RCCP) described in this book asserts that schools must educate the child's heart as well as the mind. RCCP began in 1985 as a joint initiative of Educators for Social Responsibility Metropolitan Area and the New York City Board of Education.
  • 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.
  • 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.
  • States' Requirements for Teachers' Preparation for Diversity
    Investigated the state teacher licensure requirements regarding diversity among the 50 states and District of Columbia. Overall, 67 percent of respondents required some level of diversity preparation in their teacher preparation programs, though specific requirements varied greatly from state to state.
  • The Role of Empathy in Teaching Culturally Diverse Students: A Qualitative Study of Teachers' Beliefs
    McAllister investigated teachers' beliefs about the role of empathy in their effectiveness with culturally diverse students. All respondents had participated in a multicultural professional development course geared to fostering culturally responsive practice.
  • 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.
  • Interactive Drama: A Method for Experiential Multicultural Training
    The authors present interactive drama as a medium to create learning about multicultural and diversity issues in the basis of cognitive-experiential self-theory. Results of exploratory qualitative research suggest 2 interactive dramas had an impact on awareness, understanding, and skills.
  • Diversity and the Individual in Dewey's Philosophy of Democratic Education
    Examines two interpretations of Dewey's philosophy of education, one that requires intolerance and one that requires tolerance of individual differences, arguing that there is much truth to the multicultural interpretation, but that multiculturalism must be qualified to properly capture Dewey's position. The essay emphasizes the consequences of Dewey's social and political concerns for his theory of education.
  • 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.
  • Teaching Mathematics from a Multicultural Perspective
    Describes principles and instructional strategies for teaching mathematics to culturally diverse students, explaining: fundamental principles of multicultural mathematics; approaches to multicultural mathematics instruction (e.g., portrayal of cultural groups in instructional materials and historical roots of mathematics concepts); and instructional strategies for diverse students (e.g., high expectations, questioning, cooperative learning, and technology use). (SM).
  • An Exploration of the Uses of Children's Books as an Approach for Enhancing Cultural Diversity
    Offers strategies for using children's books as tools for teaching able-bodied children about the unique needs of children with disabilities and how disabilities are an important aspect of cultural diversity. Notes five genres for conducting bibliotherapy: fiction, nonfiction, self-help books, fairy tales, and picture books.
  • 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.
  • Developing an Electronic Infrastructure To Support Multimedia Telecomputing Resources
    The Houston Consortium of Urban Professional Development and Technology Schools project, developed to prepare teachers for urban, multicultural classrooms is continuing its development of a telecommunications infrastructure for its members--faculty, teachers, staff and students from colleges, public schools, and regional educational service agencies. Discussion includes telecomputing goals, networking hardware, software, and links to additional sources.
  • Teaching Diversity: Experiences and Recommendations of American Psychological Association Division 2 Members
    Explores how psychology instructors address diversity issues in the classroom through a survey of American Psychology Association's Division 2 members. Reveals that respondents generally acknowledged the importance of discussing diversity topics; also finds that 27% reported that diversity is not relevant and only 15% had taught any of the listed multicultural classes.
  • 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).
  • Final Report on the Multicultural/Diversity Assessment Project
    The Emporia State University Multicultural/Diversity Project developed a set of assessment instruments and a model evaluation plan to assess multicultural/diversity (MCD) outcomes in teacher education and general education programs. Assessment instruments and techniques were constructed to evaluate the impact of coursework on student attitudes, knowledge, and performance skills.
  • 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.
  • 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.
  • Increasing Multicultural Awareness through Teaching the Works of Anzia Yezierska
    Recommends incorporating the works of author Anzia Yezierska into high school and college courses in order to increase students' multicultural awareness and tolerance of diversity. Notes that in five novels and many short stories, she raises cultural, gender, and religious issues still relevant today.
  • 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.
  • Effects of Teacher Preparation Experiences and Students' Perceptions Related to Developmentally and Culturally Appropriate Practices
    Case study of preservice early childhood teachers in a course on cultural diversity inquired how the course's structure prepared them for working with and understanding diverse students and families. Pre- and post-course surveys indicated that students perceived that they had made gains in their understanding of cultural diversity issues and were positively affected through their teacher preparation experiences.
  • [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.
  • 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.
  • From Our Readers: Preparing Preservice Teacher Candidates for Leadership in Equity
    Describes the importance of moving beyond identity labels like Black, Hispanic, or female to examine how gender intersects with other social memberships like race and class. By considering more inclusive, individualized ways of viewing multiculturalism, educators can forge more meaningful conversations with students about diversity and equity.
  • Beyond the Learning Tool Paradigm: The Computer as a Medium in a Technology Enhanced Multicultural Education Course
    This paper describes the use of technology by students and their instructor in a course on multicultural education at Gallaudet University (District of Columbia). In the course, Multicultural Foundations of Education, each technology-based course component is designed to satisfy a specific constructivist learning objective.
  • 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 Diversity Curriculum: Integrating Attitudes, Issues, and Applications
    Describes a graduate-level public administration course on valuing diversity, which provided opportunities to examine in detail the ethical dilemmas, public attitudes and values, and social consequences of compelling diversity issues. Reports on a content analysis of students' final papers, identifying common themes in students' development of competencies related to valuing diversity.
  • 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.
  • 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.
  • Assembling Pieces in the Diversity Puzzle: A Field Model
    Offers a model of social-work education that infuses multicultural content into the field curriculum and enhances faculty diversity. One school's field-practice seminars integrate diversity training by pairing community facilitators with faculty facilitators to increase instructors' awareness of diversity; offering ongoing workshops to train facilitators to address diversity issues; and conscious inclusion of diversity content into seminar curriculum.
  • 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.
  • 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.
  • 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.
  • 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.
  • Identifying the Prospective Multicultural Educator: Three Signposts, Three Portraits
    Investigates how prospective teachers respond to social differences they encounter in educational discourse and public schools, identifying three signposts indicative of prospective multicultural educators (desiring change because of identifying with educational inequality, valuing critical pedagogy and multicultural social reconstructivist education, and wanting to understand educational inequality and its causes). Presents data from observations and interviews with three teacher candidates.
  • 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.
  • 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.
  • Strategies for Counterresistance: Toward Sociotransformative Constructivism and Learning To Teach Science for Diversity and for Understanding
    Reports on two types of resistance by preservice science teachers--resistance to ideological change and resistance to pedagogical change. Suggests a sociotransformative constructivist orientation as a vehicle to link multicultural and socioconstructivist theoretical frameworks.
  • 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.
  • Surveying the Landscape: Perceptions of Multicultural Support Services and Racial Climate at a Predominantly White University
    Examined how white and minority students at a predominantly white college perceived racial climate, student support services, multicultural courses, and attitudes toward cultural diversity on campus. Surveys indicated that white and minority students' perceptions varied, and campus support services were inadequate for creating an environment where minority students could have as positive an experience as white students.
  • 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.
  • 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.
  • 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.
  • Faculty and Multicultural Education: An Analysis of the Levels of Curricular Integration within a Community College System
    The United States population is projected to increase from 249 million in 1990 to 355 million by 2040, with minorities constituting more than half of the total population and a disproportionately large segment of the workforce. With changing demographics and increasing economic globalization, educational institutions will be confronted with reforming their curricula to meet new societal needs by promoting knowledge and understanding of different cultures.
  • 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.
  • 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.
  • Diversity Initiatives in Higher Education: A Case Study of Multicultural Organizational Development through the Lens of Religion, Spirituality, Faith, and Secular Inclusion
    Presents a case study of the University of Maryland Office of Human Relations Programs' (OHRP) efforts to confront Christian privilege and build a religiously, spiritually, faith-based, and secularly inclusive community campus-wide. Highlights four stages: rifts and tensions, reconnecting, reconceptualization, and realization.
  • 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.
  • Assessing the Attitudes of Student Teachers toward Issues of Diversity: A Dilemma for Teacher Educators
    Explores attitudes and perceptions of 120 student teachers with regard to their ability to implement multicultural education in the student teaching classroom. Results suggest that confusion and ambiguity are present throughout the student teacher education experience.
  • First Nations Studies: The Malaspina Success
    The articles in this issue of Learning Quarterly, published by the Centre for Curriculum, Transfer and Technology (British Columbia), discuss First Nations Studies (indigenous populations), a partnership between Malaspina University-College and First Nations of Vancouver Island and coastal British Columbia.
  • The Violence That Creates School Dropouts
    Examines the impact of violence on high school dropouts in their relationships with peers, family, teachers, and school structure. The resistance to school and violence in schools are seen as the result of schools' and society's resistance to dealing with diversity and the impact of various types of violence inherent in this resistance.
  • Effective Teacher Training for Multicultural Teaching
    Effective teachers must be able to competently address issues related to student diversity. However, many teachers are not prepared for multicultural teaching.
  • Multicultural Concerns: A Foundations Perspective and Discussion for Teacher Educators
    Old educational paradigms may not be the best approach to reconfiguring educational programs for the 21st century. Demographic projections for school-age children for the 21st century reveal an ethnically and linguistically rich population of students.
  • The African Mosaic: New Lessons from Humanity's Homeland
    Explores the wealth of learning opportunities arising from the study of Africa and its peoples. Students must learn about the history, traditions, and diversity of Africa, rather than focusing narrowly on the problems of recent years.
  • 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).
  • Teaching about Diversity Issues
    Describes a course designed to help preservice teachers get in touch with their own attitudes and beliefs during an assignment that involves individuals from different backgrounds. Students' and teachers' perspectives on this learning experience are presented, focusing on such issues as religion, culture, social class, race, and teenage mothers.
  • 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.
  • Teaching and Learning in Multicultural Schools: An Integrated Approach. Bilingual Education and Bilingualism 13
    The book outlines approaches and strategies that schools and teachers can adopt to provide educational experiences meeting the needs of all learners in culturally diverse schools and classrooms, especially those in areas in which new immigrants settle. Chapter one provides an overview of the sources of cultural diversity and describes some public policies that directly affect many classrooms' cultural composition.
  • Small-Town College to Big-City School: Preparing Urban Teachers from Liberal Arts Colleges
    Describes a model program to prepare teachers from midwestern liberal arts colleges for urban teaching careers. Student teachers come to Chicago and live together, student teaching in local urban schools and completing regular professional development and cultural diversity activities.
  • Cultural Diversity and the NCATE Standards: A Case Study
    Examines the ethnic distribution between college of education faculty and public school teachers. Describes one comprehensive program designed to help reduce this type of ethnic discrepancy.
  • Objectives Related to Multicultural Education: Bias Awareness, Cultural Fluency, Diversity Appreciation, Empathy, Equality Attitudes, Intercultural Communicative Competence, Tolerance, and Transcultural Identities. Examples of Publications. Peace Education Miniprints No. 98
    This bibliography lists examples of books, dissertations, reports, and articles dealing with the broad field of multicultural education. The bibliography's major focus is on materials in English from recent years, especially materials that deal with educational objectives implicitly related to peace education, such as bias awareness, empathy, and tolerance.
  • 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.
  • Promising Practices
    Examines selected programs and methodologies in multicultural education designed to foster greater understanding of diverse cultures and lessen racial, class, and gender biases. Highlighted programs include a doctoral program in multicultural education and a staff development program for dealing with workplace diversity.
  • Everybody's Story
    Describes Happy Medium School, Seattle (Washington), a school in which diversity is respected and exploring diversity is an essential part of the curriculum. Teachers at this school regard school as a part of each student's extended family and consider things that happen at home to be a legitimate topic for classroom discussion.
  • Adult Role Models: Needed Voices for Adolescents, Multiculturalism, Diversity, and Race Relations
    Examines parents', teachers', and administrators' beliefs about positive race relations and multiculturalism. Interview data indicate that parents and school role models are working to model acceptance of all cultures, and they understand that contacts and interactions with people of all races are necessary to make children better persons, lessening prejudice and biases not suitable in a diversified society.
  • Meeting the Needs of All Children
    Encourages Head Start programs to use parental involvement and communication to support multiracial and multiethnic children by listening to parents, providing information, and welcoming the family. Lists specific areas to address in supporting diversity and dealing with common problems.
  • Diversity Consciousness: Opening Our Minds to People, Cultures, and Opportunities
    This book examines the relationship between a person's success and his or her ability to understand, respect, and value diversity. It also explores how people can develop diversity consciousness.
  • 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.
  • Decentering Whiteness: In Search of a Revolutionary Multiculturalism
    The present focus on diversity in multicultural education is often misguided because the struggle for ethnic diversity makes progressive political sense only if it can be accompanied by a sustained analysis of the cultural logics of white supremacy. A real revolutionary multiculturalism must consider the construction of subjectivities within relations of power and privilege linked to capitalism.
  • Multicultural Education. Responding to a Mandate for Equitable Educational Outcomes
    Recent statistics suggest that equal educational opportunities for many students (e.g., students who are poor, disabled, or minorities) remain elusive. To handle the growing student diversity, educators must infuse multicultural education, instruction, evaluation, and support services into the school setting.
  • 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.
  • 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.
  • Multicultural Strategies for Community Colleges: Expanding Faculty Diversity. ERIC Digest
    This digest explores the community college's mission to increase student attendance and performance by improving faculty diversity. Community colleges are filled with multicultural, diverse students who bring different knowledge and skills to educational institutions.
  • Examining Children's Historical and Multicultural Understandings: The Dialectical Nature of Collaborative Research
    Describes the research process engaged in by a group of teacher researchers as they examined students' historical and multicultural understanding. Explores the complex and messy nature of the relationship of teaching and researching.
  • Multilingualism Is Basic
    Demographic, economic, and social realities make linguistic and cross-cultural competence essential skills for today's students. This article discusses three innovative program types that build on basic education while enriching it through second languages: second-language immersion for native English-speaking students; developmental bilingual programs for language-minority students and two-way bilingual immersion programs for all students.
  • Unraveling the professional development school equity agenda
    Examines major critiques from the literature on the Professional Development School (PDS) equity agenda and accomplishments, referencing works from literature on PDSs, diversity, urban education, and multicultural education. The paper focuses on issues related to poor or working-class learners in PDS settings and learners from non-European racial, ethnic, and linguistic groups.
  • 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.
  • African American and White Adolescents' Strategies for Managing Cultural Diversity in Predominantly White High Schools
    Examined 3 strategies used by 77 African American and 138 White high school students to manage cultural diversity: multicultural, separation, and assimilation strategies. Discusses results in relation to forces supporting adolescents' strategy development and the implications of strategy use for adjustment in predominantly white schools.
  • Embracing Diversity
    Illustrates integration of multiculturalism into science curriculum and instruction and outlines the principles that should be reflected in multicultural science classrooms. Offers strategies for science teachers in developing science programs, shaping classroom climate, and using learning styles.
  • Exploring Indigenous Pedagogies: Why Is This Knowledge Important to Today's Educators?
    Recent educational literature reveals a growing interest in understanding the educational needs of learners from other cultures and a growing awareness that instructional methods to help learners from nonwhite cultures should be anchored to indigenous ethnographic research. Western educators must holistically and comparatively understand not only indigenous cultural psychologies, but also how other cultures view the self.
  • 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.
  • 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.
  • Exploring Culture, Language and the Perception of the Nature of Science
    Explores the views some First Nations (Cree) and Euro-Canadian grade 7-level students in Manitoba have about the nature of science. Uses both qualitative and quantitative instruments to explore student views.
  • Reinvented inclusive schools: A framework to guide fundamental change
    This report presents a systemic change framework for creating inclusive urban schools. It explains that if a key feature of reform focuses on multicultural education as a fundamental social and educational transformation, then opportunities for all students to achieve educational equity will be realized in U.S.
  • 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.
  • Editorial: Multicultural Education--Solution or Problem for American Schools?
    Discusses the role of multicultural education in American education, examining Geneva Gay's book on culturally responsive teaching (which argues for culturally responsive teaching, with teaching having the moral courage to help make education more multiculturally responsive) and Sandra Stotsky's book (which argues that multicultural education is a problem for American schools and is anti-white, anti-capitalistic, and anti-intellectual). (SM).
  • What Makes a Teacher Education Program Relevant Preparation for Teaching Diverse Students in Urban Poverty Schools? (The Milwaukee Teacher Education Center Model)
    Urban teachers need a set of attributes that enable them to connect with children and youth in poverty and to function in dysfunctional school districts. The Milwaukee Teacher Education Center's (MTEC's) urban mission is to prepare educators to teach in the real world classroom of urban schools.
  • Staying the Course in Times of Change: Preparing Teachers for Language Minority Education
    Describes how passage of Proposition 227, California's initiative restricting bilingual education, has influenced teacher preparation to authorize specialized instruction for limited English proficient students. The response to Proposition 227 by San Diego State University's College of Education is explored to illustrate the reaffirmation of a commitment to educational equity and ongoing program development to support multicultural teaching.
  • 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.
  • 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.
  • 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.
  • Preparing Teachers for Diversity: Lessons Learned from the U.S. and South Africa
    Analyzed U.S. and South African teachers' discourses, investigating differences in development of commitment among teachers who engaged in talk-related activities within teacher education versus those who engaged in talk-related activities plus theory-enacting activities within diverse classrooms.
  • Teachers Leading Teachers: Enhancing Multicultural Education through Field-based Partnerships
    Argues that partnerships between early childhood teacher preparation programs and public school teachers will strengthen the discourse on multicultural education and its institutionalization. Presents strategies for gaining a personal connection to multicultural education ideals, including developing cultural biographies, examining stereotypes and prejudices, examining the construction of a personal identity, and critically examining the media.
  • 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.
  • 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.
  • 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).
  • A New Instrument to Measure Diversity in the Curriculum
    Gauges inclusion of diversity issues and discussion within journalism and mass communication classes from students' perspectives. Finds instructors at nonaccredited programs scored better on every diversity variable; women instructors were far more likely to bring diversity issues into the classroom; part-time instructors did best on the diversity index; and instructors included more diversity issues in classes with minority enrollment.
  • Editorial. Immigration and Urban Education in the New Millennium: The Diversity and the Challenges
    Introduces a special issue that explores new immigration trends and major issues related to K-12 schooling in urban areas. The seven articles fall into three categories: a national and historical overview; examples of two types of educational change; and the acculturation and schooling experiences of various racial/ethnic immigrant groups.
  • 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.
  • Using Role Playing in Argument Papers to Deconstruct Stereotypes
    Describes a writing assignment through which students build an understanding of perspectives other than their own. Shows how students, using dice, can create the outlines of a character and, having thought about this character, can write a paper from that character's 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.
  • Suburban Bigotry: A Descent into Racism & Struggle for Redemption
    One New Jersey school district responded to racism and educational bias by implementing prejudice reduction initiatives. The community had been all white until the mid-1990s, when it became one-third minority.
  • 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.
  • A Few Words about Diversity and Rigidity: One Director's Perspective. Food for Thought
    Discusses implementing multicultural curricula in early childhood settings. Maintains that early childhood educators need to accept and learn to: live with their personal biases while identifying and confronting them to teach tolerance and acceptance; customize work to staff and children in the program, and be aware of the danger of putting theories ahead of serving individual children and families.
  • Cultural Diversity + Supportive Text = Perfect Books for Beginning Readers
    Offers brief annotations of 21 picture books that address cultural diversity while offering language that supports beginning readers. Includes a chart noting which language features that support beginning readers are part of each book.
  • Global Education for Ocean County College
    This paper presents a rationale for establishing a global education curriculum at Ocean County College (OCC) (New Jersey) and proposes a workable curriculum, along with suggestions for implementation.
  • 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.
  • 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.
  • Diverse Learners, Diverse Texts: Exploring Identity and Difference through Literary Encounters
    Examines two urban 10th-grade English classes of ethnically diverse students in which the teachers diversified literature selections for newly designed ethnic literature curricula. Reports the texts students found most memorable and meaningful, and analyzes the values students found in their encounters with these literary works.
  • Our Educational Melting Pot: Have We Reached the Boiling Point?
    The articles and excerpts in this collection illustrate the complexity of the melting pot concept. Multiculturalism has become a watchword in American life and education, but it may be that in trying to atone for past transgressions educators and others are simply going too far.
  • Mental Health Counselors as Consultants for Diversity Training
    Argues that mental health counselors need to devote more attention to minority group issues. In light of a society that is rapidly becoming even more diverse in its make-up, a rationale and specific techniques enabling a mental health counselor to serve in the capacity of a consultant are presented.
  • Incorporating Popular Literature into the Curriculum for Diverse Learners
    Discusses how teachers can use magazines written for culturally and linguistically diverse groups to increase their own knowledge base and to use as a resource for multicultural-education lesson planning in order to provide students with an opportunity to learn about high achieving individuals who come from backgrounds similar to their own. (Author/CR).
  • 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.
  • 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.
  • 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.
  • 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.
  • Professional Development Guide for Educators. The Multicultural Resource Series, Volume 1
    This guide presents a collection of personal essays written by educators who describe how multicultural education has transformed their teaching. It also includes resources such as multicultural organizations, publications, videos, and Web sites.
  • 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.
  • Asian Americans: From Racial Category to Multiple Identities. Critical Perspectives on Asian Pacific Americans Series
    The experience of Asian Americans as a racial category and as a multiplicity of identities in the United States is examined. Demographically, Asian Americans are the fastest growing racial and ethnic group in the United States.
  • 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.
  • Getting Started in Cultural Diversity: Dramatizing a Story
    States that in 1992, a "Think Tank on Multicultural Theater Literacy" was held and found that "theater has the potential to transcend cultural differences." Discusses why more has not been done to achieve the goal of achieving a truly multicultural theater curriculum. Concludes with a Cherokee myth and a lesson plan to develop its use in class.
  • 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.
  • 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.
  • Addressing Diversity through a Field-Based Center for Professional Development and Technology
    To meet the challenges of student diversity, the Southwest Texas Center for Professional Development and Technology offers school-family-community partnerships with urban schools. Preservice teacher interns participate in field-based experiences where they interact with diverse students in various settings over a semester.
  • Multicultural Teacher Preparation: Establishing Safe Environments for Discussion of Diversity Issues
    Describes a project within an early childhood multicultural teacher education program that examined what makes educational environments conducive to discussing culturally sensitive issues. Diverse students participated in two discussions, created guidelines, and completed interviews and questionnaires.
  • 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.
  • Serving a Diverse Population: The Role of Speech-Language Pathology Professional Preparation Programs
    Program directors (91 of 228) provided information on efforts to increase diversity in speech language pathology preparation. Minority enrollment has grown slowly, and there are active efforts to recruit and retain diverse students.
  • 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.
  • Breaking Down the Walls: Camp/School Program Brings Diverse Communities Together
    The Discovery Center (Ashford, Connecticut) is a camp/university/school program that provides a positive diversity experience to preadolescents through experiential education in an outdoor, residential setting. Students from at least four cultural groups are mixed for all cabin and lab groups, and all camp activities are retooled to pursue the goal of comprehensive diversity education.
  • Reflections on Multicultural Curriculum. Building Community through Global Problem Solving
    Describes the importance of teaching students empathy for and understanding of cultural differences, explaining how to build community through shared responsibility in global problem solving. Three examples of this type of curricular exercise, which focus on nutrition, economic structures, and ecology, are presented.
  • Multicultural Content and Class Participation: Do Students Self-Censor?
    Through survey and focus group data, examined student discomfort in social work courses, reasons for self-censorship, and solutions to self-censorship. Found that general classroom factors (being too shy or being unprepared), not political correctness, were more likely to be reasons for self-censorship.
  • 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.
  • The Outcomes of Teaching Tolerance: A Research Report Submitted to the Graduate Social Science Education Program
    This study attempted to record possible changes in individual students involved in a "teaching tolerance" program. Approximately 70 high school students enrolled in a "Participation in Government" class were analyzed qualitatively to determine whether individuals experience a change in attitudes toward those different from themselves.
  • Reimagining Race in Education: A New Paradigm from Psychology
    Discusses paradigms underlying current approaches to multicultural education, introducing a typology of philosophical assumptions that has been used to classify approaches to multiculturalism in the field of psychology; discussing racial identity theory as an important psychological component of a race-based perspective for understanding race and culture in education; and examining how racial identity affects educational thought and practice. (SM).
  • Multicultural Teacher Education for the 21st Century
    Discusses multicultural preservice teacher education, recommending that preservice programs be more deliberate about preparing white Americans for teaching diverse students because of the increasing division between white teachers and minority students. The paper examines preservice teachers' fear of diversity and resistance to dealing with race and racism, proposing a two-part program for preparing teachers to work with diverse students.
  • 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.
  • Understanding Differences in Cultural Communication Styles
    Administrators must integrate the strengths of diverse cultural styles into all parts of the system, including hiring practices, curriculum development, teaching and learning styles, discipline philosophy, and communication with parents. To reduce the potential for misunderstandings, this article explains differences in "mainstream" versus traditional ethnic communication and participation that govern student placement decisions, parent-teacher conferences, informal interactions, and treatment of "hot topics." (MLH).
  • 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.
  • 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.
  • 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.
  • We Are All Multiculturalists Now
    Multiculturalism in American education has been the subject of much debate and it has established a powerful position in both higher education and in earlier schooling. This book explores the conflict over multiculturalism, examines the social situation from which it has emerged, and considers implications for the future of American society.
  • 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.
  • "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.
  • 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.
  • Preparing Teachers for Culturally Diverse Schools: Research and the Overwhelming Presence of Whiteness
    Reviewed research studies on preservice teacher preparation for multicultural schools, particularly schools serving historically underserved communities, examining the effects of such strategies as recruiting and selecting students, cross-cultural immersion experiences, multicultural coursework, and program restructuring. Very little research actually examined which strategies prepared strong teachers.
  • Innovative Programs To Insure Diversity in Public Education
    At Armstrong Atlantic State University a number of programs have been developed in collaboration with the University System of Georgia and the Savannah-Chatham County Public School District to increase cultural diversity in the classroom and to focus on creating a diverse population of successful learners that mirrors the cultural diversity of the community.
  • 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.
  • Where in the Oregon Trail Is Carmen Sandiego? A Commentary on Software and Its Sensitivity to Diversity
    Addresses cultural biases, language biases, cultural sensitivity, and the authenticity of educational software for children, critiquing several popular educational programs and revealing the pitfalls of software design and the problem among software engineers (lack of training and lack of cultural knowledge). Proposes tips to help parents and educators choose culturally relevant, appropriate educational software packages for their children.
  • Multicultural Issues: Training of Preservice Teachers of Deaf Children
    A survey of 50 students majoring in deaf education found that most participants considered multicultural issues to be important factors in deaf education. Differences in perceptions were found between those respondents who had participated in a residential bicultural and bilingual experience and those who did not have such an experience.
  • Community Service Learning for Multicultural Teacher Education
    Teacher preparation for multicultural education centers around learning about cultural diversity, examining relations of power and inequality, and responding affirmatively to sociocultural differences in schools and classrooms. This paper suggests that community-based service learning is an important part of this process.
  • CCCC's Role in the Struggle for Language Rights
    Recounts the activist history of the Conference on College Composition and Communication in working toward a more democratic valuing of language diversity by both teachers and the public. Focuses on two organizational policies of CCCC, the "Students' Right" resolution of 1974 and the "National Language Policy" of 1988, incorporating articles and commentaries on language from this journal.
  • 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.
  • Controversies in Race Relations: Theory and Practice
    Examines controversial positions in the field of race relations that provide a context for multicultural interventions. Discusses issues of rejection of assimilation, the rise of multiculturalism, the acceptance of linguistic diversity, and the cultural critique posed by Afrocentrism.
  • 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.
  • "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.
  • Living (and Teaching) in an Unjust World: New Perspectives on Multicultural Education
    This collection of essays is a response to educators who limit multicultural education to "culture of the quarter" or "country of the week." The essays examine the issues of multicultural education deeply, exploring the just and unjust issues of schooling, the need to move beyond teaching about culture to facilitating self discovery, and the way classrooms mirror larger society.
  • Taking the Common Ground: Beyond Cultural Identity
    Discusses how, after 30 years of liberal education's focus on examining and celebrating diversity, the realities of contemporary social and civil life and global politics are prompting new interest in recognizing and affirming our genuine commonality. (EV).
  • Internationalizing the Community College
    Global competency is defined as a continuum of behavior that begins with personal awareness of cultural differences and culminates in a person successfully functioning in another culture or country. The importance of increasing the numbers of community college students who will live, study, or work abroad is stressed.
  • A Critical Analysis of the Multicultural Counseling Competencies: Implications for the Practice of Mental Health Counseling
    Discusses the implications of adopting the Multicultural Counseling Competencies created by the Association for Multicultural Counseling and Development for members of the American Mental Health Counseling Association and other counseling practitioners. Suggests that more empirical data need to be collected before the Competencies are required of practicing counselors or implemented in counselor education programs.
  • Tostada Preparation Provides Educational Feast: Preschoolers Learn Language, Explore Culture
    Describes a multicultural inclusive preschool program in which children with and without disabilities communicate by using English, Spanish, and sign language. How students were taught a cross-cultural language lesson by making tostadas during International Foods Week is reviewed.
  • Creating a Campus Climate in Which Diversity Is Truly Valued
    Highlights the development and implementation of a multifaceted program at Middlesex Community College in Massachusetts. The program, which includes curriculum changes, new student organizations, international student fellowships, and orientation activities, was designed to create a more inclusive campus environment.
  • Culturally Responsive Performance-based Assessment: Conceptual and Psychometric Considerations
    Provides a rationale for advocating the development of culturally responsive performance-based assessments as a means of achieving equity for students of color. Notes arguments for and against these assessments and explores psychometric concerns.
  • 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.
  • Dismantling the Digital Divide: A Multicultural Education Framework
    Describes inequities in access to computers by gender and race, drawing connections between the two and discussing the use of a multicultural education approach to understanding and eliminating the digital divide. This involves such actions as critiquing technology-related inequities in the context of larger educational and social inequities, broadening the significance of access, and confronting capitalist propaganda.
  • Teaching Social Studies Multiculturally: Implications for Teachers
    The changing demographics in U.S. institutions have contributed to the increasingly multicultural nature of classrooms.
  • 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.
  • Leaving Authority at the Door: Equal-Status Community-Based Experiences and the Preparation of Teachers for Diverse Classrooms
    Describes a cross-cultural, equal status internship designed to prepare teachers for diverse classrooms, examining its influence on prospective teachers' emerging sociocultural perspectives and raced identities and exploring successes and challenges of this experience and what has been learned about supporting more mature anti-racist identities in the 3 years that students have been engaged in this internship.(SM).
  • 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.
  • Los Ninos y el Mundo: Children's Books in Spanish from around the World
    Offers brief descriptions of 32 children's books (or book series) in Spanish that introduce children to numerous countries around the world. Notes a web site address listing high-quality books in Spanish for children and adolescents.
  • 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.
  • Encouraging Students To Analyze/Articulate Their Beliefs about Cultural Diversity
    This paper offers suggestions for teaching high school and college students about cultural diversity and for providing them with multicultural educational experiences. After presenting a background and rationale for such teaching, the paper gives a list of classroom activities, including student reactions to statements regarding racism and affirmative action and a video analysis exercise.
  • Creating Cross-Cultural Connections
    Describes a project partnership aimed at helping college students and urban high school students better understand each other's worlds, highlighting the massive miscommunication that often occurs in such environments. Through e-mailing, letter writing, face-to-face experiences, literary experiences with multicultural themes, idea walks, reflections, webbing, and quilt making, this project coaxed participants to break institutional and social barriers in their personal systems.
  • 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.
  • Multiculturalism: Similarities and Differences
    In U.S. schools the teachers are predominantly white, and most have little or no experience with cross-cultural issues.
  • Glues, Brews, and Goos: Recipes and Formulas for Almost Any Classroom Project
    This book emphasizes children's learning and is filled with recipes and formulas. The goal of this book is to connect students to the past, provide links to nature, show the importance of science in everyday life, and help students see themselves as part of a global community.
  • 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.
  • Educational Technology and the Diverse Classroom
    Describes how thoughtful, creative technology use in the classroom can encourage development in diverse students, explaining that the key to effective computer use within culturally diverse classrooms remains with the teacher. The paper discusses how to understand diversity and reach out to all students; describes how technology can enhance minority students' learning; and explains cultural responsiveness in using technology.
  • How to Choose the Best Multicultural Books
    This article presents information on 50 books recommended for teaching elementary students about various cultures, offering interviews with some of the most well-respected children's book authors and illustrators, pointers for choosing appropriate and accurate children's books, and lists of notable authors. (SM).
  • 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.
  • Classrooms for Learners, Not Winners and Losers
    Differentiated instruction is an umbrella concept that allows teachers to pull together many disparate messages about multicultural education, alternative teaching and learning strategies, alternative assessments, learning styles, and standards. Developing a range of instructional strategies represents a fine tuning, not a new instrument.
  • Multicultural Education: A Caring-Centered, Reflective Approach
    This book for teachers presents stories and real-life examples that illustrate key concepts of culture, discrimination, and social justice and how they can affect diverse classrooms. It is written in a conversational style within a caring-centered framework, and it discusses culture's role in the learning process and in students' identity development.
  • Working Together To Prevent Violence
    By cooperating with other district staff, law enforcement, fire and rescue personnel, and social services, educators can prevail over school violence. First steps are developing a well-trained team, an effective crisis-response plan, and an alternative site to accommodate students.
  • 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.
  • The Relationships between Situated Cognition and Rural Preservice Teachers' Knowledge and Understanding of Diversity
    A study examined the influence of situated knowledge embedded in 17 rural preservice teachers' autobiographies on their perspectives on diversity and future classroom practices. Four themes emerged in interviews: situative cognition in rural contexts; cultural groups being together but existing apart; understanding group similarities and differences; and desire to teach in a small rural school.
  • Multicultural Nursing Education
    Multicultural nursing education should go beyond teaching respect for values and beliefs to integrate multiculturalism throughout the educational environment. Raising awareness, developing critical thinking, supporting diverse ways of learning, and using conflict creatively are some strategies that can be applied.
  • 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.
  • The Unintended Classroom: Changing the Angle of Vision of International Education
    Appeals to international schools to help widen the angle of vision through which students view the world. Cautions that this broadening of vision must be balanced with the understanding that national educational communities fear a loss of identity in the "global village." (Contains 20 references.) (EMH).
  • 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.
  • Increasing Awareness and Implementation of Cultural Competence Principles in Health Professions Education
    Cultural competence is being recognized as an essential skill by allied health accrediting and professional organizations. However, more information is needed on the types and content of courses or other activities intended to explore cultural, ethnic, and racial diversity issues related to health care.
  • 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.
  • Serving Children in Biracial/Bi-Ethnic Families: A Supplementary Diversity Curriculum for the Training of Child Care Providers.
    Because of increasing numbers of children from biracial/bi-ethnic families attending childcare programs and increasing awareness of cultural diversity, and in recognition of the connection between a child's success and his or her racial/ethnic self-esteem, this curriculum is intended to help childcare providers integrate activities and materials that focus specifically on biracial/bi-ethnic children into existing multicultural or other curricula. Facilitated discussions that promote the sharing of ideas and experiences are core elements of this curriculum.
  • 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.
  • Discomfort Zones: Learning about Teaching with Care and Discipline in Urban Schools
    Multicultural principles, discipline, and curriculum theory should be integrated and revisited across the teacher-education program via case studies, portfolio assessment, and field experiences. Authors deplore prescriptive, procedural approaches to teaching and value ongoing faculty/student conversations, university alliances with "best" teachers and principals, and trust in children's power.
  • Mrs. Boyd's Fifth-Grade Inclusive Classroom: A Study of Multicultural Teaching Strategies
    Examined strategies used by one multicultural fifth grade teacher to nurture academic excellence in an inclusive classroom environment. Observation and interview data highlighted accommodation activities that supported and encouraged all students without limiting or impeding their academic or social development.
  • 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.
  • 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.
  • Integrating Multimedia Multicultural Materials into an Educational Psychology Course
    Reports a case study of students' reactions to a multicultural unit that incorporated computer software, videodiscs, videotape, and print media in an undergraduate educational psychology course. Many students believed the multicultural unit increased their understanding of cultural differences and recognized the need to learn how to deal effectively with cultural diversity in their classrooms.
  • 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.
  • 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.
  • Voices from the Vineyard: Gifts of Diversity from Catholic Elementary School Educators
    Studies elementary Catholic-school educators, with a focus on cultural diversity. Discusses key experiences in diverse settings, transforming the curriculum, staffing and hiring practices, and the role of parents in student education.
  • Democracy, Multiculturalism, and the Community College: A Critical Perspective. Critical Education Practice Volume 5. Garland Reference Library of Social Science Volume 1081
    Focusing on efforts by community colleges to serve an increasingly diverse student population, this book provides case studies illustrating colleges' attempts to provide transfer, vocational, and community education while meeting the demands of students who vary by race, class, gender, and age.
  • 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.
  • Let's Play Mancala and Sungka! Learning Math and Social Skills through Ancient Multicultural Games
    This article describes how teachers can use two African and Asian games (Mancala and Sungka) to help students with learning disabilities succeed in school. It discusses the history of the games, how to play, the benefits of the games for children with disabilities, and choosing which game to use.
  • Schools Fit for All
    In teacher-education programs, discussions of multiculturalism have been largely separate from those about inclusion of students with disabilities. Classrooms have always been heterogeneous.
  • 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.
  • 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).
  • Encyclopedia of Multicultural Education
    This encyclopedia contains over 400 terms, phrases, concepts, U.S. Supreme Court decisions, significant contributors to the American macroculture from the country's various racial and/or ethnic backgrounds, key events, and court cases related to multicultural education.
  • Unity in Diversity: The Enigma of the European Dimension in Education
    The article 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 and asserts that the immediate goal is to provide young people with opportunities beyond their national borders. (CFR).
  • 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.
  • Emic and Etic Perspectives on Chicana and Chicano Multicultural Literature
    Outlines historical perspectives on Chicano self-definition and identity. Examines emancipation in Chicano literature, and contrasts the ideological positioning of two prominent authors deemed culturally relevant for "Hispanic" students.
  • Qualitative Research and Confluent Education: A Method for the Study of Differences and the Expression of Diversity
    This paper examines the philosophical and methodological perspectives of qualitative research and the guiding principles of confluent education. The paper presents issues, concerns, and criticisms of both paradigms and discusses areas for their mutual support and improvement.
  • 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.
  • Commitment to Change: The Council on Interracial Books for Children and the World of Children's Books
    The Council on Interracial Books for Children (CIBC), founded in 1965, was formed to promote and develop children's literature that adequately reflects a multiracial society and to effect change in media portrayal of minorities. Past critiques by CIBC of "The Cay" (Theodore Taylor) and "To Kill a Mockingbird" (Harper Lee) are highlighted.
  • International Education: Flying Flags or Raising Standards?
    Contends that many national schools are trying to establish an international mindset, while researchers in the field of International Education have found little uniformity in such institutions. Asserts that meeting standards, such as those of the Alliance for International Education, would provide a clearer idea of what constitutes quality for international schools.
  • Learning about Culture through Dance in Kindergarten Classrooms
    Describes how dance was incorporated into African and Native American cultural study units. Notes that when dance was used, children's participation level was high and they showed evidence of integrating new knowledge into current information.
  • Cultural Diversity and Social Skills Instruction: Understanding Ethnic and Gender Differences
    This book affirms that the behaviors of young people from culturally diverse populations need to be viewed from a cultural perspective, and that instruction should affirm students and empower them to achieve maximally as well as to benefit others. A theme that underlies the entire book is the advocacy of direct instruction in social skills, followed by opportunities for practice and conditions for maintenance.
  • 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.
  • Placing "Diverse Voices" at the Center of Teacher Education A Pre-Service Teacher's Conception of "Educacion" and Appeal to Caring
    Presents a case study of the way in which one preservice male teacher of color constructed his drama work with culturally diverse elementary school children. Identifies three key dimensions in his perspective on teaching that center around being a caring teacher who knows his students, balances motivation and discipline, and implements a "real" curriculum in a culturally affirming classroom environment.
  • 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.
  • From Rhetoric to Reality: Opportunity-to-Learn Standards and the Integrity of American Public School Reform
    Focusing on national policy and practice, this paper suggests key recommendations for consideration in the context of standards-based reform, including: produce teachers who are multiculturally literate; re-assess ability grouping and tracking practices; reduce K-3 class size and elementary and secondary school size; expand and improve federal compensatory education programs; and incorporate school reform into broader social reform. (SM).
  • "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.
  • Breaking the Silence (Teaching and Learning about Cultural Diversity)
    Discusses the policy of silence (and its complex reasons) that often rules when it comes to teaching and learning about race, religion, ethnicity, and sexuality. Discusses briefly five books and articles that deal with breaking this silence, and offers observations about effective multiculturalism in the classroom.
  • 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.
  • Race, Pluralism, and Afrocentricity
    A biologically rooted conception of race is both dangerous in practice and misleading in theory. African-American unity and African-American identity need foundations that are more secure than that of race.
  • Globalizing Knowledge: Connecting International & Intercultural Studies. The Academy in Transition
    This is the fourth in a series of occasional papers that analyze the changes taking place in U.S. undergraduate education.
  • Voicing Differences: Encouraging Multicultural Learning
    Student-affairs graduate students (N=70) adopted a "voice," other than their own, for a semester. Journal entries reveal steps the students took in learning to see through the eyes of individuals different from themselves.
  • Teaching about Multicultural and Diversity Issues from an Humanistic Perspective
    This paper describes how one Educational Psychology professor prepares predominantly white, female, middle-class student teachers for experiences with diverse learners by providing a learning task or activity that engages them in new experiences with someone different from themselves.
  • Affirming Diversity: The Sociopolitical Context of Multicultural Education. Third Edition
    This book examines the meaning, necessity for, and benefits of multicultural education for students of all backgrounds, providing a conceptual framework and suggestions for implementing multicultural education in today's classrooms. It presents case studies, in the words of students from a variety of backgrounds, about home, school, and community experiences and how they influence school achievement.
  • Multicultural Issues in Outdoor Education. ERIC Digest
    The 1990s saw the outdoor education community undergo a process of critical redefinition as it attempted to address multicultural issues. This digest defines multicultural education, reviews the current status of multicultural diversity in outdoor education, poses questions for researchers and practitioners, and offers suggestions for relevant change strategies.
  • Walking on Eggs: Mastering the Dreaded Diversity Discussion
    Nine strategies for opening and sustaining discussion of cultural pluralism in the college classroom are offered, including use of powerful evocative quotations, evocative visuals, student self-identification in cultural terms, pictographic autobiographies, student personal narratives, metaphors for America, concentric identity circles exercise, models for interpreting cultural experience, and paired readings. Guidelines for discussion management are also given.
  • 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.
  • The Influence of Teacher Background on the Inclusion of Multicultural Education: A Case Study of Two Contrasts
    Examined the impact of preservice teachers' backgrounds on their multicultural perspectives in teaching secondary social studies, highlighting two student teachers with widely different backgrounds and beliefs. Data from papers, interviews, and observations showed significant differences in perspectives.
  • 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.
  • Incorporating Components of American Pluralism into a Course on the Geography of the USA
    Outlines some of the pedagogical and organizational concerns encountered in transforming a traditional college-level U.S. geography course into a course emphasizing pluralism and diversity issues.
  • Addressing Issues of Cultural Diversity in Business Communication
    Discusses several terms used to denote cultural diversity and their implications. Emphasizes the importance of intracultural variations to an understanding of multiculturalism.
  • A Deans' Grant Initiative for the Twenty-First Century?
    This article poses three scenarios for national personnel preparation initiatives that would parallel the structure of the former Deans' Grants: a national initiative on the intersection of disability and diversity, a national initiative on school-university partnerships and disability, and a national initiative on service learning and disability. (Contains one reference.) (Author/CR).
  • 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.
  • Culture and Professional Education: The Experiences of Native American Social Workers
    A qualitative survey explored the professional educational experiences of 63 Native American social workers and social work students. Most respondents identified the need for more cultural content in the curriculum, personal struggles experienced in pursuing an education grounded in Anglo cultural norms, but also available supports, especially other Native Americans.
  • The Use of Case Studies in Preparing Teachers for Cultural Diversity
    Cases offer prospective teachers vicarious experience in culturally different settings. This paper uses examples of cases from the Teachers for Alaska Program, which successfully altered the way teachers educated culturally diverse students.
  • Personal Experience as a Guide To Teaching
    Analyzes teacher educators' experiences using storytelling about teaching to prepare second-career teacher candidates to critically reflect on their practice and teach for diversity. Using stories, prospective teachers developed retrospective explanations and justifications for their teaching practices, constructing platforms from which to launch future actions.
  • 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.
  • Desegregation in a Diverse and Competitive Environment: Admissions at Lowell High School
    To comply with the district desegregation plan, the San Francisco Unified School District previously required higher scores for Chinese American applicants to its academic magnet high school than for more underrepresented groups. Examines the admissions debate, suggesting that exclusion of Asian and Latino concerns in district policymaking led to a lawsuit by several Chinese parents.
  • Multiculturalism and the Community College: A Case Study of an Immigrant Education Program
    Analyzes the goals and effectiveness of the Nuevos Horizontes program at Chicago's Triton College, an outreach effort to provide educational opportunities to Triton's diverse communities. Cites the general success of the program, suggesting that the two-way exchange between the college and communities served provides a model for multiculturalism organizational change.
  • Canadian Multicultural Picture Books
    Educators have a particular interest in multicultural education and the use of literature as an avenue for the exploration and celebration of diversity within Canada. There is a need to understand the interdependence of all people in a global culture and an urgent need for peace and understanding.
  • 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.
  • Exploring Linguistic Diversity through World Englishes
    Presents the rationale and basic concepts for teaching about World Englishes. Describes a sample instructional unit based on the pilot project the authors conducted in a public high school in North Carolina, in which they provided instruction in linguistic diversity once a week for seven weeks.
  • Teaching Diversity Skills in Law School: One School's Experience
    The evolution of a diversity education program at McGeorge School of Law (University of the Pacific, California) is chronicled and response to it is discussed. The program involved a lecture on cultural sensitivity and follow-up small-group discussion sessions involving faculty and students.
  • Multicultural Curriculum in Higher Education
    The article discusses cultural wars in academic disciplines and among populations within college and university campuses. Examines multiculturalism and the curriculum, ranging from reform of basic curricular requirements to the persistence of ethnic and gender studies programs, and considers opportunities for effecting change in academic libraries.
  • International Education, Citizenship, and National Standards
    Maintains that if students are to make informed and prudent judgments about the international role of the United States and its foreign policy they need to understand the major elements of international relations and how world affairs affect them. Connects this goal to the National Standards for Civics and Government.
  • Learning To Teach Science in Contemporary and Equitable Ways: The Successes and Struggles of First-Year Science Teachers
    Examines views and practices of first-year science teachers, graduates of a teacher education program in California, focusing on gender equity and multicultural education. Explores teachers' attempts at the nature of science and implementing equitable instruction in classrooms.
  • "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.
  • 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.
  • 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).
  • 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.
  • Unity through Diversity: Fostering Cultural Awareness
    Describes the program "Unity through Diversity" and outlines the planning procedure used in its implementation. Discusses major program aspects, including the four assembly programs and the supplementary curricular materials.
  • 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.
  • The Multicultural Debate and the K through 8 Curriculum Challenge
    Examines the central issues in the debate over the importance of multicultural education in elementary and middle schools. Argues that maximum benefits for students will occur when multicultural content is infused throughout the K-8 curriculum levels.
  • 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.
  • 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.
  • An Alien among Us: A Diversity Game
    The game described in this booklet is designed to broaden the players' perspectives on human diversity and to help them appreciate and value people of different backgrounds. In the game, players are asked to select the best candidates for an interplanetary mission on the basis of certain characteristics.
  • Democratic Dispositions and Cultural Competency: Ingredients for School Renewal
    This article argues that the current school reform movement of high-stakes testing is misguided. It advocates that democratic dispositions and cultural competency be included in the major goals of schooling and proposes that the purpose of schooling should be determined through public deliberation within diverse communities.
  • The Energy-Culture Connection
    Introduces an activity in which students study the relationships between cultures and energy. Provides students with different scenarios to investigate the possible effects of having or not having energy in different cultures.
  • 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).
  • "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).
  • Preparing Teachers for Diversity through Critical Conversation
    Students in ethnically homogeneous regions often enter teacher education programs lacking opportunity to recognize or reflect on diversity. By creating spaces for critical conversations, students can extend their perspective and understanding of diversity.
  • 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.
  • 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.
  • Now You See It; Now You Don't: A District's Short-Lived Commitment to an Alternative High School for Newly Arrived Immigrants
    Describes the response of an urban school district to the unexpected enrollment of large numbers of newly arrived immigrants. Focuses on the processes that resulted in the implementation of an alternative high school and its abrupt closure a year later, and explores the implications of these decisions for policy and practice.
  • Multicultural Education: Common Problems Experienced by Various Cultures
    The United States today is a pluralistic society, and a multicultural curriculum is a necessary component of the overall school curriculum. Multicultural education should address the culturally and the linguistically diverse student.
  • 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.
  • 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.
  • 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
    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.
  • Increasing Teacher Diversity by Tapping the Paraprofessional Pool
    To increase the representation of people of color in teaching, the potential candidate pool must expand beyond those who are likely to attend college. Paraprofessional school personnel, who typically are from minority groups, constitute a ready source for increasing the supply of diverse teachers.
  • Give Us a Taste of Your Quality! A Report from the Heartland on the Role of the Arts in Multicultural Settings
    Discusses the role of the arts in multicultural education, explaining how diverse students react to and need support in the arts in order to succeed. Focuses on the efforts of urban elementary and secondary schools in Madison, Wisconsin.
  • Technology as a Tool in Multicultural Teaching
    Explores various applications of multimedia, interactive, Internet, and Web-based electronic tools to multicultural teaching, asserting that while sound classroom pedagogy and constructive dialogue are still very important in education, technology integration is a useful addition. Suggests that these new media broaden the form of materials available to students in multicultural contexts.
  • Multicultural Science: Who Benefits?
    Comments on three articles in this issue on universalists versus multiculturalists. Supports teaching culturally relevant science.
  • Rethinking Education: Strategies for Preparing Educators To Teach in a Multicultural Society
    Considers how institutions of higher learning can plan for change to prepare teachers for teaching in an increasingly multicultural society. Discusses empirical-rational, power-coercive, and normative-re-educative strategies.
  • Christian Privilege: Breaking a Sacred Taboo
    The author discusses the concept of privilege in terms of the benefits enjoyed by Whites and men. This article presents a new theoretical perspective focusing on religious privilege and includes a list of privileges that are enjoyed by members of the dominant religious group (i.e., Christians) in the United States.
  • Curricular Modifications, Family Outreach, and a Mentoring Program: Impacts on Achievement and Gifted Identification in High-Risk Primary Students
    A study investigated the efficacy of specific interventions (mentoring, parental involvement, and multicultural curricula) on academic achievement of 273 elementary students from low-socioeconomic environments. The interventions had no statistically significant effect on student achievement in any grade.
  • Meeting the Challenges of Multicultural Education. The Third Report from the Evaluation of Pittsburgh's Prospect Multicultural Education Center
    This is the third report from the evaluation of the Multicultural Education Program in Pittsburgh (Pennsylvania), a major effort to address racial and ethnic diversity in a middle school.
  • 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?".
  • Multi-Tasking in Science: Meeting the Challenge of Change
    Explains the multitasking approach to instruction and how it fits to a diverse student population. Focuses on one such program for high school science students in North Carolina.
  • "Making Democracy Real": Teacher Union and Community Activism To Promote Diversity in the New York City Public Schools, 1935-1950
    Examines how an interracial coalition of radical teachers from the Teachers Union of New York City and community activists from Harlem promoted black history and intercultural curriculum and collaborated with parents for school reform during the 1930s-40s. Their efforts to develop more culturally responsive schools were derailed in the late 1940s by the red-baiting of progressive scholars and teacher union activists during the cold war.
  • No Pot of Gold at the End of the Rainbow
    By 1993, New York City's multicultural and innovative Children of the Rainbow curriculum had been discontinued and the education chancellor fired. This article examines the curriculum's development and implementation and the controversies surrounding it.
  • Multiculturalism, Diversity, and the Impact Parents and Schools Have on Societal Race Relations
    Multicultural research shows that students' attitudes and friendships within a multiracial/ethnic context involve complicated sets of behavioral and attitudinal dimensions. Parents' and teachers' influence can cause children to develop positive and/or negative attitudes about an entire group.
  • School Reform and Student Diversity
    Case studies of eight exemplary schools demonstrate that language-minority students can learn the same academic curriculum as native English speakers while pursuing English literacy. Common school characteristics include a schoolwide vision of excellence, creation of a community of learners engaged in active discovery, and well-designed, carefully executed language-development programs.
  • 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.
  • 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.
  • 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).
  • Teaching Multicultural Concepts in a World Language Classroom
    Multicultural education is an idea, a concept, and a reform movement that should be present at all levels of schooling. This project outlines two multicultural units taught in a high school French IV and V class.
  • Education. CUNY Panel: Rethinking the Disciplines. Women in the Curriculum Series
    This collection of four essays examines the ways in which education, as a discipline, currently reflects ongoing scholarship on gender, race, ethnicity, social class, and sexual orientation. In "Teacher Education and Multicultural Education: Research, Students, and Teaching" Carl A.
  • Cultural Awareness Education in Early Childhood Education
    A cultural awareness curriculum was implemented in one multicultural kindergarten class in a Los Angeles suburb school. The project, intended to foster ethnic pride and reduce ethnic prejudice, began the first week of school and extended for 2 months.
  • Assessing Preservice Teachers' Zones of Concern and Comfort with Multicultural Education
    Examined preservice teachers' concerns and comfort with concepts and practices advocated as approaches to multicultural education. Data from surveys conducted at different points throughout a cultural-awareness course indicated that students believed in the need for multicultural education but differed greatly regarding choices for preferred approaches to multicultural education.
  • Facilitating Multicultural Programming through Cooperative Extension FCS Programs
    Responses from 122 extension professionals showed that 56% offered programs targeted to specific groups. Deterrents to multicultural programs included lack of time, resources, and limited training; 95% recognized the need to address cultural differences and were receptive to learning about different groups.
  • Crossing the Lines: Toward a Curriculum of Comparative Design
    Explores multiculturalism in art and design education, considering whether the tenets of design education are biased in favor of Western cultural traditions. Moving beyond traditional teaching to the reflexive study of non-Western design asks students not to assume that principles of design exist unless they can prove such principles to themselves.
  • Crisis in the Heartland: Addressing Unexpected Challenges in Rural Education
    Recent increases in cultural and linguistic diversity in Kansas have raised three challenges for educators, especially rural educators: geographic isolation, capacity building, and professional development. Describes innovative, nontraditional programs developed by Kansas State University to help educators meet these challenges, including distance education, collaborative site-specific adaptations of curriculum and instruction, and cross-cultural sensitivity training.
  • A Student's Guide to Scandinavian American Genealogy. Oryx American Family Tree Series
    This book is designed to help the novice in understanding how to conduct genealogical research for Scandinavian ancestors. A brief introduction to each chapter offers ideas on topics for research and resources to consult.
  • Equity and Education in the Age of New Racism: Issues for Educators
    Explores the new racism of the intelligence quotient as represented by "The Bell Curve" by R. Herrnstein and C.
  • Understanding the Functions and Forms of Racism: Toward the Development of Promising Practices
    The public looks to schools to address prejudice and discrimination. Several models of and approaches to multicultural education are described.
  • Multicultural Education: Ways To Utilize the Historically Black Land-Grant Agricultural Programs
    The historically black land-grant institutions, sometimes referred to as "1890" institutions, have achieved many agricultural successes that can be used effectively in the multicultural education movement. These institutions have recently celebrated over 100 years of progress and productivity through teaching, research, and service to a culturally diverse world, and they have many lessons to offer multicultural education.
  • Color-Line to Borderlands: The Matrix of American Ethnic Studies. American Ethnic and Cultural Studies Series
    This collection of essays traces the historical development of ethnic studies, its place in U.S. universities and the curriculum, and new directions in contemporary scholarship.
  • 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.
  • To See One Another More Clearly: A Pacific Children's Literature Web Project
    Discusses the Pacific Children's Literature Web Project, which uses the Internet as a vehicle for building and sharing the cultures of Guam, Micronesia, and the Pacific. Describes how the website was developed, presents an overview of the site with selected student webpage examples, offers suggestions for developing a website with students, and lists Internet resources.
  • Educacao Intercultural e a Dificuldade de sua Pratica: Um Estudo da Imagem do Migrante e sua Familia em Livros Didaticos Alemaes. (Intercultural Education and the Difficulty of Its Practice: A Study of the Image of the Migrant and His Family in German Textbooks.)
    Provides a brief historical report on pedagogical efforts to improve the integration of migrants and their families into German society. Examines the way in which the migrants' social situation has been dealt with in textbooks, particularly in books on politics, history, geography, and occupational education.
  • Reflections on Multiculturalism in Developmental Education
    Reports on an effort to better understand the impasse and create conditions for constructive local discussions and reforms relating to multiculturalism. Reports how a group of developmental education professionals in a large, interdisciplinary developmental education unit understand multiculturalism.
  • Counsellor Education for Diversity: Where Do We Go from Here?
    Examines current perspectives in counselor education for diversity. Addresses issues regarding ethnocentrism in counselor education programs, practice, research, and the evaluation of multicultural competencies.
  • Reflecting, Reconceptualizing, and Revising: The Evolution of a Portfolio Assignment in a Multicultural Teacher Education Course
    Describes the use of portfolios in teacher education programs and the development and evolution of a portfolio assignment in a course on multicultural issues in special education. Qualitative data that describe students' (n=156) learning is presented, and implications for future practice and research is provided.
  • 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.
  • Evaluating an Intercultural Internet Writing Project through a Framework of Activities and Goals
    A framework for student Internet writing projects is proposed that consists of learning outcome goals and component activities. The framework is intended to be useful when designing and developing Internet writing projects and when evaluating student outcomes.
  • Reading "Whiteness" in English Studies
    Considers the role of the "white ground" in English studies at a critical period, the late 1960s and early 1970s, when the discipline, along with the rest of the academy and country, struggled mightily with issues of race. Describes the author's interest in constructing a narrative about the relationships between discourse and identity with students.
  • The Preparation of Educational Interpreters for Rural Education Settings
    A consortium of four Alabama universities was formed to prepare educational interpreters to serve deaf and hard-of-hearing students in inclusive rural settings and to work in multicultural environments. The proposed Specialty in Educational Interpreting program would offer some courses via the interactive intercampus television system.
  • United by Justice: Multicultural Education and Liberation Theology
    Compares the goals and premises of multicultural education and liberation theology, reviewing: the context in which they arose, subsequently developed goals, how the process of knowledge construction informs both fields, and the critical role it plays in developing participants' activities. Examines connections between the two fields and what aspects of multicultural education can incorporate from liberation theology.
  • Revisiting the Supreme Court's Opinion in Brown v. Board of Education from a Multiculturalist Perspective
    Reexamines the Supreme Court's school desegregation opinions, including "Brown v. Board of Education," and concludes that a multicultural society was not part of the Supreme Court's vision of public schools.
  • Ten Points of Debate in Teacher Education: Looking for Answers to Guide Our Future
    Introduces a theme issue by examining 10 dichotomies that describe concerns marking contemporary teacher education in the U.S.: quality versus quantity, majority versus minority, preservice versus inservice, campus versus school site, time versus money, specialization versus generalization, theory versus practice, professional versus public, information versus myth, and long-range versus short-range. (SM).
  • "I Wish I Could Have Been There Dancing with You": Linking Diverse Communities through Social Studies and Literature
    Profiles the Indiana Exchange Project, an endeavor that uses technology to link fourth-grade teachers and students from three geographically and ethnically diverse communities. The students exchange letters, photographs, response journals, local newspapers, and videotapes of classroom and community activities.
  • 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.
  • The Values of a Global Perspective
    Asserts that college curricula, student activity programs, and institutional partnerships should each work toward the goal of promoting multicultural awareness. States that, as the nations of the world become more accessible to one another, students must learn to live comfortably with other peoples and cultures, and that teachers are instrumental in opening students' minds to this prospect.
  • Coming to Terms with "Diversity" and "Multiculturalism" in Teacher Education: Learning about Our Students, Changing Our Practice
    Teacher educators addressed negative student responses to a multicultural foundations course by designing an action research study to investigate students' identities, experiences, and beliefs. Analysis of written assignments and focus group discussions uncovered three categories of beliefs about the purposes of schools in relation to cultural diversity.
  • Learning and Living Difference That Makes a Difference: Postmodern Theory and Multicultural Education
    Multiculturalism that both transforms and informs is important. Recommends applying postmodern theory to transformative understanding of multiculturalism.
  • Creating Culturally Relevant Holiday Curriculum: A Negotiation
    Describes the holiday celebration of Dia de los Muertos at Pacific Oaks Children's School in Los Angeles. Considers the decision to celebrate the holiday, preparation for the celebration, its place in the curriculum, its relationship to Halloween, adult conflicts related to personal religious values, children's misunderstanding of the rituals, and conflict maintenance.
  • Preparing Teachers To Recognize Multiple Perspectives
    This paper describes several practices designed to challenge preservice teachers to question their assumptions regarding multiculturalism and to explore other points of view. The "Culture Walk" at Susquehanna University (Pennsylvania) increases awareness and sensitivity to interpersonal and personal identities.
  • Teaching More about Korea: Lessons for Students in Grades K-12
    The lessons in this book may be used as a unit of study on Korea or as supplemental lessons to ongoing social studies programs. The book is divided into seven parts with lesson plans in each area.
  • "The Multicultural Math Classroom: Bringing in the World" by Claudia Zaslavsky. Book Review
    Argues for the place of mathematical literacy in a just society, and examines the value of the reform movement in mathematics education toward multiculturalism and whole language from the experience of a fifth-grade teacher of mathematics. Critically examines classroom activities suggested by Zaslavsky's book in terms of appropriateness for achieving the goals of a multicultural curriculum.
  • Multicultural Education in the United States: A Historical Review
    Examines the development, fluctuations, and growth of U.S. multicultural education from a historical perspective, from colonial times through the 20th century, concluding with some reflections on its future course.
  • 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.
  • 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.
  • "If There Is a Better Intercultural Plan in Any School System in America, I Do Not Know Where It Is": The San Diego City Schools' Intercultural Education Program, 1946-1949
    Explores the history of the San Diego City Schools' attempts at intercultural reform after World War II, noting educators' response to specific student and community needs in the wake of racial, ethnic, and religious tensions. The 3-year intercultural program was one of the first of its kind in California and became a model for other cities to follow.
  • Acceptance and Caring Are at the Heart of Engaging Classroom Diversity
    Offers examples from Arizona and Oregon to show how rapidly changing demographics in some regions are accelerating the momentum of restructuring curriculum and assessment to accommodate multicultural students. Argues that organizations structured around the principles of collaboration and process tend to be more caring, to affirm diversity, and to be more successful in generating literacy among their multicultural students.
  • Multicultural Education in Geography in the USA: An Introduction
    Briefly reviews the development of the diversity movement and the arguments for and against multicultural education. Follows this with a discussion of the representation of minorities within geographic institutions in the United States.
  • The ABC's Model: Teachers Connect Home and School
    Examines how seven European-American teachers implemented a model called the ABC's of Cultural Understanding and Communication (a literacy process to help develop cultural understanding and communication). Describes how teachers and students investigated cultural and ethnic differences through literacy activities that promoted classroom community and home/school connections, an appreciation of diversity, and reading, writing, listening, and speaking across the curriculum.
  • The Importance of Culture for Improving Assessment and Pedagogy
    Introduces the articles of this special issue, which represent the thinking of a group of researchers and educators regarding assessment in the context of culture and pedagogy. The emphasis is on the development of assessments that engage the cultural strengths of children from minority groups.
  • Meeting the Challenge of Educating for Unity: Multicultural Teacher Education at East Carolina University
    East Carolina University's school of education has embraced multicultural education challenges through preparing educational leaders, conducting research, and delivering relevant services. The college's underlying commitments include supporting research into development of ethnocentric awareness in young children, developing inservice outreach programs and curricular revisions, and constructing a democratic rationale for universal multicultural education.
  • Cultural Diversity and the Professions in Technology
    Examines diversity from several perspectives: economics, corporations, education, and technology. Advocates assessment of what is taught and how it is taught and suggests a more inclusive curriculum.
  • Continuing Diversity: A Column of Periodical Reviews
    Reviews four periodicals with multicultural emphases: (1) "Theater," which contains articles about multicultural theater; (2) "The Diversity Factor," which considers institutional exclusion of some groups; (3) "Native Wind: Good News for Native People," a newspaper providing information about Native American populations; and (4) "The Latino Voice: Reaching Out to Hispanic America," a newspaper. (SLD).
  • 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.
  • Multicultural Education in Scotland: Ourselves and Others
    Examines the persistence of prejudice, especially about language, at a time when multicultural educational objectives are (apparently) widely accepted. Discusses belief in the "bilingual deficit," views of culture within Scotland, the role of cultural "markers" in religion and language, acculturation in various contexts, and needed tasks within multicultural education.
  • Conceptual Frameworks for World Musics in Education
    Gives an overview of the nine current models in multicultural music education. Discusses and critiques an intercultural, or tree, model that offers the possibility of comparison of performing and composing in a variety of styles.
  • Plato's "Republic" in the Core Curriculum: Multiculturalism and the Canon Debate
    Discusses the debate surrounding multiculturalism and the expansion of the literary canon by examining Stanford University's decision not to require Plato's "Republic." Suggests that the criteria for the core curriculum should not be principally based on the extent to which a work contributes to the reduction of demeaning attitudes. (28 citations) (MAB).
  • Teaming for Learning Success
    Describes how team teaching benefited two first-grade classrooms, one a bilingual instruction classroom and the other an English instruction classroom, by expanding opportunities for language use and transforming the two classrooms into a more inclusive community of learners as these young children used first and second languages to build bridges to each other and their curriculum. (SR).
  • 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.
  • Critical Issue Bibliography (CRIB) Sheet: Retention and Recruitment of Underrepresented Faculty and Students.
    This Critical Issue Bibliography (CRIB) Sheet focuses on approaches to recruitment and retention of faculty from underrepresented groups as part of the creation of a multicultural college environment. The 31 annotated citations, all of which are in the ERIC database, are grouped into: (1) Overall Strategies; (2) Faculty; and (3) Student.
  • Reforming Schools in a Democratic Pluralistic Society
    Issues related to race, class, and gender diversity have been silenced in most school reform efforts. To meet future national and global needs, reforms must incorporate diversity issues, promote democratic ideas, and help students acquire the knowledge, attitudes, and skills to construct civic, moral, and just communities.
  • A Multicultural Framework: Transforming Curriculum, Transforming Students
    Discusses efforts to bring a multicultural perspective to a 200-level course on the sociology of health and aging as a means of addressing broader multicultural curriculum transformation issues. The course is constructed around students' examination of four basic questions concerning their own experiences with exclusion and entitlement.
  • Challenging Old Assumptions: Preparing Teachers for Inner City Schools
    Researchers analyzed journals and essays from an elementary teacher education course, examining white prospective teachers' changing views about inner-city schools with minority children as they completed fieldwork and relevant readings. The experiences helped them question old assumptions about urban students and teaching and about the value of multicultural education.
  • New Perspectives on Multiculturalism in Education
    Advocates moving multicultural education beyond ethnic awareness into a more theoretical and constructive phase. Argues for incorporating epistemological theories regarding the subjectivity of knowledge with an awareness of the interdependence of different cultures.
  • Technology and Multicultural Education: The Question of Convergence
    Examines the potential for convergence of technology and multicultural education, identifying strategies for and barriers to developing common ground. The paper explains differences and oppositions, examines parallels in the pedagogical work of the two groups, and discusses whether parallel beliefs and pedagogies might support collaborative, simultaneous efforts toward the achievement of both agendas.
  • Implementation Strategies for Creating an Environment of Achievement
    Convinced of the educational benefits of campus diversity, Mt. Holyoke College (Massachusetts) developed policies and practices to foster the academic and social skills needed for success in a diverse society.
  • Harold Bloom's Charge that Multiculturalism in American Poetry Is a Mask for Mediocrity
    Yale professor Harold Bloom has concluded that cultural guilt has resulted in a 30-year intellectual decline in which politics has come to dominate U.S. poetry.
  • Applying Multiculturalism to a High School American Literature Course: Changing Lenses and Crossing Borders
    Describes a nine-week, secondary-school, language arts unit on the American dream with an emphasis on multicultural issues, particularly as they concern those students who are apathetic about or resistant to the multicultural program. Reviews specific lesson approaches to "The Great Gatsby," "Baseball in April," "Justin and the Best Biscuits in the World," and other works.
  • 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.
  • Multicultural Education and Technology: Perfect Pair or Odd Couple? ERIC Digest
    This digest examines how technology can support multicultural education. Multicultural education represents an approach to education and the teaching-learning process that is grounded in the democratic ideals of justice and equality.
  • The Effects of Special Training and Field Experiences upon Preservice Teachers' Level of Comfort with Multicultural Music Teaching Situations
    This paper reports on a study examining preservice teachers' level of comfort in working with students and colleagues of a different race, and exploring the effects of special training and field experience on their level of comfort with multicultural situations. The study involved 55 predominantly white preservice teachers enrolled in 2 different sections of an undergraduate music and related arts methods course at a large southeastern university.
  • Our Education, Our Future: Look to the Lower Grades
    In order for local Native American cultures to be included in the curricula of the lower grades of public schools, Indian parents and community members must represent their community to the school board and establish a presence in the wider school community. Presents assertive, persistent, and well-informed strategies to build positive relationships with teachers and schools.
  • 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.
  • Uprooting and Replacing Positivism, the Melting Pot, Multiculturalism, and Other Impotent Notions in Educational Leadership through an African American Perspective
    Examines traditional notions of positivism and rational-linear thinking that have guided public school practice, interrogating modernist concepts of the melting pot and multiculturalism through an African American and critical theoretical voice. Offers a postmodernist perspective grounded in spirituality that welcomes involving the whole self in school leadership and encourages constructing schools that celebrate democracy, equity, and social justice.
  • Preparing All Classroom Teachers To Educate a Linguistically and Culturally Diverse School Population
    As the United States school population becomes more linguistically and culturally diverse, teachers are challenged to provide full access, equality of instruction, and appropriate learning environments to all students. It is estimated that more than 20 percent of the 45 million school-age children live in households in which languages other than English are spoken; 6 million are from Spanish speaking households.
  • The Use of Culturally Relevant Videos To Draw Attention to Cultural Diversity: A Preliminary Study
    Videos celebrating Hispanic Heritage and Black History month were presented at two regionally and ethnically distinct college campuses. Students (N=62) were interviewed regarding what attracted them to the video.
  • Harriet Rohmer on New Voices and Visions in Multicultural Literature
    Presents an interview with Harriet Rohmer, founder of Children's Book Press, an independent publishing house founded in 1975 dedicated to publishing bilingual children's books authored and illustrated by writers and artists of American minority communities. Discusses how she selects books for publication, books to be published soon, and the importance of all children seeing reflections of themselves in books.
  • A Structured Debriefing Process for International Business Culture Simulations
    Outlines a nine-step structure for debriefing an international business culture simulation. Stresses the need to address three stages in the experiential learning cycle: reflection, processing, and transfer.
  • Becoming a Multicultural Teacher
    Considers how being a multicultural teacher demands facing a lengthy and complex set of issues, beginning with the understanding that good multicultural teaching has the bottom-line goal of helping every child be successful in the classroom. Presents 10 recommendations for reaching that goal.
  • The Role of ESL in a Dual Language Program
    Inter-American Magnet School in Chicago, a highly acclaimed Spanish-English dual-language elementary school, established pull-out English-as-a-Second-Language (ESL) classes to provide extra English instruction, primarily for new immigrants. Describes the school's founding and development, students, innovative bilingual staff, multicultural education, parent and community involvement, classroom setting, ESL approaches and activities, and administrative problems.
  • A 75-Year Legacy on Assessment: Reflections from an Interview with Ralph W. Tyler
    This article presents an interview with Professor Ralph W. Tyler (a pioneer in the field of education and assessment) that lends some historical perspective to the current alternative assessment movement.
  • Teaching about the "Ofrenda" and Experiences on the Border
    Gives a brief history of Latin-American ofrendas, and describes the artistic and educational experiences related to organized ofrenda displays in various public settings in Florida in the early 1990s. Suggests guidelines for teaching about ofrendas and ways of respectfully participating in the cultural practices of others.
  • The "Tesoros" Literacy Project: Treasuring Students' Lives (Rainbow Teachers/Rainbow Students)
    Describes a project in a southeast Michigan high school in which Latino English-as-a-Second-Language students worked collaboratively for 10 weeks with at-risk working-class Anglo counterparts from an 11th-grade American literature class. Describes reading and writing activities that centered around the notion that students should search for and value the treasures of their own experience.
  • School Community Partnerships that Work
    Profiles a number of working partnerships between schools and community organizations that involve service learning. The various projects include neighborhood mapping, study of local ecology, environmental testing, recording local ethnographies, and letter-writing campaigns.
  • Collaboration in the Science Classroom To Tackle Racism and Sexism
    Describes techniques used in a British secondary school classroom to encourage collaborative learning to promote science while addressing sexism and racism in the classroom. Group work practices were extended to include students monitoring of themselves and their interactions, with feedback and discussion of the social processes.
  • Diversity: Gender, Color, and Culture
    This book serves as an introduction to issues of diversity. Each chapter addresses an issue relevant to life and work in gender-conscious and ethnically diverse environments.
  • Multicultural Strategies for Community Colleges: Expanding Faculty Diversity. ERIC Digest
    This digest explores the community college's mission to increase student attendance and performance by improving faculty diversity. Community colleges are filled with multicultural, diverse students who bring different knowledge and skills to educational institutions.
  • From Racial Stereotyping and Deficit Discourse toward a Critical Race Theory in Teacher Education
    Examines connections between critical race theory (CRT) and its application to the concepts of race, racial bias, and racial stereotyping in teacher education. Defines CRT, then discusses racism and stereotyping, racial stereotypes in the media, and racial stereotypes in professional environments, noting the effects on minority students.
  • Development and Implementation of a Program of Study To Prepare Teachers for Diversity
    Examines the development and implementation of a multicultural education workshop designed to help future elementary school teachers prepare for classroom student diversity. Student journals and faculty perceptions are used in an outcome analysis that reveals an increase in participant knowledge, skills, and attitudes necessary for the multicultural classroom.
  • Making Our Mark: Defining "Self" in a Multicultural World
    Suggests that the classroom is an ideal place to "struggle to be together in our differences," as students begin to formulate their definitions of self and others, and need to learn to deal with differing attitudes and opinions. Describes experiences in the author's class as discussion about immigration in the United States blazed into a discussion about race.
  • The Universal Classroom
    Education has long been the focal point for the debate over black claims to a special relationship with American society. Some recent works dealing with the situation of blacks in American society and education are reviewed in the context of current concerns with multiculturalism.
  • Overcoming Silences: Comment on "Teaching as an Encounter with the Self: Unraveling the Mix of Personal Beliefs, Education Ideologies, and Pedagogical Practices."
    Explores ways teacher educators can create learning spaces in their classrooms that may initiate explorations of self, beliefs, ideologies, and practice that embrace the diversity of all students. (SLD).
  • Race and the Public Intellectual: A Conversation with Michael Eric Dyson
    Discusses language and race, multiculturalism, and the role of the public intellectual. Views the transition from the academic to the public as a self-conscious decision to intervene on debates and conversations that happen in public spheres and which have enormous consequence on everyday people's lives.
  • Equity and Excellence: Providing Access to Gifted Education for Culturally Diverse Students
    This article maintains that the underrepresentation of diverse students in gifted education programs is due to a "deficit perspective" about culturally diverse populations. Recommendations include identifying and serving underachievers and low socioeconomic-status students, providing educators and gifted students with multicultural education, and developing home-school partnerships.
  • "The Politics of Multiculturalism and Bilingual Education: Students and Teachers Caught in the Cross Fire," by C. J. Ovando and P. McLaren (2000). Book Review
    Reviews an anthology that provides undergraduate and graduate students with theoretical and practical discussion on various ideological convictions in the fields of multiculturalism and bilingual education. Discusses theoretical conflicts and ideologies affecting the field of multiculturalism, and the more immediate effects of politics on teaching and learning in schools.
  • Cortes' Multicultural Empowerment Model and Generative Teaching and Learning in Science
    Adapts Cortes' Multicultural Empowerment Model to science teaching and to Wittrock's Model of Generative Learning and Teaching in Science. Encourages all children to learn science and learn about science.
  • A Multicultural Approach to Physical Education: Proven Strategies for Middle and High School
    This book offers a multicultural approach to physical education for students in grades 7-12. The approach is intended to increase the individual's feelings of self-worth and generate a shared sense of accomplishment among diverse students.
  • A Dialogue About Race and Ethnicity in Education: Struggling To Understand Issues in Cross-Cultural Leadership
    A dialogic approach explores some of the complex issues related to race and ethnicity to identify implications for more effective cross-cultural leadership in diverse schools. Revisited field notes, as well as data from interviews and surveys from various research projects, provide the background about the difficulties of understanding race and ethnicity across different school settings and among educators with different perspectives.
  • "Grandma's Place": An Intergenerational Literacy Center
    Describes a literature conference for the Harlem community on choosing and using self-affirming books for African American children. Describes Grandma's Place, a literacy and parent support center with an array of multicultural literature.
  • Dealing with Diversity. Ensuring Success for Every Student
    Four essays consider aspects of ensuring that every child can succeed in school. The first, "Appearing Acts: Creating Readers in a High School English Class" (Joan Kernan Cone), explores the self-perceptions of students and uses them to inspire their enthusiasm for reading.
  • Storytelling for Young Children in a Multicultural World
    Advocates storytelling as a powerful resource to promote an understanding of racial and ethnic diversity. Addresses issues of selection criteria including elements of character development, prejudice reduction, authority and authorship, and language.
  • "Survival": A White Teacher's Conception of Drama with Inner-City Hispanic Youth
    Profiles how and why a White, upper-middle-class teacher who was trained in aspects of play production and theater education changed her conception of educational drama as she worked in an inner-city magnet school with impoverished, inner-city Hispanic youth. Discusses culture shock, cross-cultural functioning, and survival in terms of ethos, gang subculture, language, and staff authority.
  • 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.
  • Milagros in the Mid-Columbia: An Integrated Lesson Plan. Sixth Grade Social Studies Unit on Mexican Migrant Workers
    Since the early 1950s, several programs have enticed thousands of rural Mexicans to migrate to California and the Northwest to be agricultural workers. The resultant demographic and cultural impacts have been immense.
  • Creating Culturally Responsive, Inclusive Classrooms
    This article provides the following guidelines for creating culturally responsive, inclusive classrooms: use a range of culturally sensitive methods and materials, create a classroom atmosphere that respects individuals and their cultures, foster an interactive classroom learning environment, employ ongoing and culturally aware assessments, and collaborate with other professionals and families. (Contains references.) (CR).
  • Multicultural Connections: Exploring Strategies and Issues. Diversity in the Classroom Series, Number Two
    This document, the second in a series on diversity in the classroom, explores relationships, addresses issues, and provides a framework for examining multicultural education. It also offers practical ideas for bringing multicultural education to the classroom and school, touching on underlying assumptions and beliefs about cultural diversity, learning, language, and schools.
  • 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.
  • Multicultural Perceptions of 1st-Year Elementary Teachers' Urban, Suburban, and Rural Student Teacher Placements
    Investigated the effects of student teaching in urban, suburban, and rural settings on beginning teachers' attitudes about success, multiculturalism, and interactions with diverse parents. Noted the effect of a program for facilitating school-home relationships and improving urban education.
  • Multiculturalism, Diversity, and African American College Students: Receptive, Yet Skeptical?
    Hypothesized that African American college students with higher racial self-esteem would be more open to diversity and multiculturalism than students with lower racial self-esteem. Surveys indicated that most students valued diversity-oriented courses, though most also believed that diversity courses were biased against African Americans.
  • 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.
  • 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.
  • Linguistic Diversity
    Discusses 14 books for young readers, chosen for the diversity of their languages, cultures, and uniqueness. (SR).
  • Infusion of Multicultural Issues in Curricula: A Student Perspective
    Current or graduated students (n=132) at Colorado State University identified classroom incidents that had strengthened their understanding of multiculturalism. The 155 incidents were sorted into 18 categories of pedagogical techniques and classroom composition or dynamics that promoted multicultural awareness.
  • Diversity Training. Myths and Realities No. 13
    Certain myths cause some people to fear or resist diversity training; other myths overstate its outcomes and effectiveness. Many workers--white males in particular--fear that in the rush for a more diverse workplace, they will lose out.
  • The Idolatry of Multicultural Education: A Prophetic Pragmatic Alternative?
    Criticizes the idolatry implicit in concepts of inclusion and empowerment in education and advocates the prophetic pragmatism of Cornel West (1989) as an alternative philosophical framework for education that responds to the same underlying moral purpose. Prophetic pragmatism offers a less-divisive plan for multicultural education than does the conflict between eurocentrism and multiculturalism.
  • Tipi Technology: Student Teachers in Washington State Experiment with Multicultural Science
    Describes a project for graduate students in teaching that asked them to see from another cultural viewpoint by working out a way to erect a tipi. The success of the lesson with graduate students resulted in its adaptation for elementary school students as a multicultural science lesson.
  • The Other Canadian "Mosaic": "Race" Equity Education in Ontario and British Columbia
    The article 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; emphasizes the influence of local political and historical conditions on policy implementation. Contains 34 references.
  • The Multicultural Mission of Developmental Education: A Starting Point
    Asks a number of questions concerning the delivery of multicultural education, including, "How do we define multiculturalism?" and, "Whose responsibility is it to provide equity in higher education?" Articulates 10 guiding principles for achieving equity in institutions of higher learning, and offers a brief discussion of these principles. (Contains 11 references.) (NB).
  • Transforming the Curriculum for Multicultural Understandings: A Practitioner's Handbook
    This book's basic premise is that present demographics suggest concepts of inclusion and cultural reflection are essential to any academic endeavor. Teachers and future teachers need to be aware of the emergence of multicultural education and how that plays out in the classroom.
  • Moving Teacher Education in/to the Community
    Describes a set of structured experiences within a preservice teacher education program that helped construct, with the students, a critical perspective toward better understanding pupils' home, community, and school lives. The structured experiences occurred within a New Mexico school community research project combined with a course on families, schools, and communities.
  • Markers of Multicultural/Antibias Education
    Contends that creating a program that reflects diversity and equity is an evolving process. Presents common markers whereby programs can judge individual levels on the multicultural and antibias education journey.
  • A Student's Guide to Scandinavian American Genealogy. Oryx American Family Tree Series
    This book is designed to help the novice in understanding how to conduct genealogical research for Scandinavian ancestors. A brief introduction to each chapter offers ideas on topics for research and resources to consult.
  • Jefferson College--Internationalizing the Curriculum: Global Education
    This document presents the results of "Internationalizing the Curriculum," a project designed to enhance the global knowledge and experiences of students and faculty at Jefferson College (Missouri). Specifically, this project encouraged the infusion of international dimensions into selected courses from several disciplines.
  • Cooking Up a Learning Community with Corn, Beans, and Rice
    Describes using cooking as a vehicle for creating community among three culturally diverse classrooms of prekindergartners and third graders. Notes how the choice of corn, beans, and rice in the cooking exercise planted the roots of understanding, tolerance, and compassion, and an appreciation of diversity.
  • Integrating Multicultural and Curriculum Principles in Teacher Education
    Proposes a strategy for incorporating multiculturalism into teacher education; examines why future teachers need to develop multicultural competencies, how to integrate general principles of multicultural education and curriculum design into teacher preparation programs, and how to accomplish integration so prospective teachers will be empowered to continue their professional growth in multiculturalism. (SM).
  • Multicultural Central Asia
    This article addresses the multicultural aspect of Central Asia in response to the discussion on diversity in U.S. classrooms.
  • The Controversy around Black History
    Controversy over black history began in 1926, when Carter G. Woodson introduced Negro history week, and has continued into the 21st century.
  • Using Multicultural Resources for Teachers To Combat Racial Prejudice in the Classroom
    Presents questions that will assist early childhood teachers in evaluating their own views and behaviors toward various ethnic groups. Provides resources for teachers to educate themselves, parents, and students.
  • Teaching Global Awareness with Simulations and Games. Grades 6-12
    This book was designed with activities for students in grades 6-12. The activities are to increase student awareness about the world and the interconnectedness of its people.
  • Anti-Racist Education, A Bibliography.
    The materials listed in this bibliography of resources on anti-racist education are part of the collection of the Manitoba Education and Training Library.
  • Constructing Conceptions of Multicultural Teaching: Preservice Teachers' Life Experiences and Teacher Education
    Addresses the need for greater understanding of the complex, contradictory nature of preservice teachers' life experiences as they interact with a multicultural, social reconstructionist teacher education course. The paper describes a study of the course and portrays two students' prior experiences that influenced their motivations to teach multiculturally.
  • Respond to Stories with Stories: Teachers Discuss Multicultural Children's Literature
    Describes a literature discussion group consisting of eleven social studies representatives involved in a discussion of children's multicultural literature and articles. Focuses on story as a resource for exploring diversity and for sharing personal experiences and responses with others.
  • Mixed Media: A Roundup of CD-ROM and Electronic Products
    Highlights multicultural materials that are useful for teaching students of all ages (elementary through college level). These include such CD-ROM products as "The Ellis Island Experience" and "The Civil Rights Movement in the United States" and such World Wide Web-based products as "Diversify Your World," "American Slavery: A Complete Autobiography," and "International Index to Black Periodicals Full Text." (SM).
  • Using Whole Language to Incorporate African-American Literature into Developmental Reading/Writing Classes
    Explains how whole language classes differ from traditional developmental classes and illustrates how both African American and Caucasian students benefit from a whole language approach. Makes a case for the importance of using African American literature as well as other literature.
  • Educational Reform, Students of Color, and Potential Outcomes
    Based on middle-class, white values and assumptions, school restructuring proposed in "first wave reform" will increase inequity and stratification and hamper social mobility for minorities. School choice, outcomes-based education, and secondary track systems are critiqued.
  • Anchored in Our Literature: Students Responding to African American Literature
    Tells the story of three African American children's responses to literature by and about African Americans, showing the importance of connecting literature to the lives and interests of children. (SR).
  • IFTE 1995: Some Notes from a Subgroup
    Within the paradigm of cultural pluralism, four areas seem worth exploring in depth: (1) language and power; (2) multiculturalism vs. /as cultural pluralism; (3) English itself--the discipline, course, and class; and (4) individual vs.
  • A Multicultural Autobiographies Interdisciplinary Course
    Describes an interdisciplinary course on multicultural autobiographies that integrated psychology and literature, requiring students to examine primary texts using analytical tools from both disciplines. Addresses the outcomes and writing assignments, psychological and literary perspectives on autobiographical texts, the students' responses, and teaching observations.
  • Experiential Exercises for Increasing Self-Awareness and an Appreciation of Racially and Ethnically Diverse Populations
    Describes experiential exercises used by the author to facilitate both self-awareness and an appreciation of the impact of race and culture in the United States in a group of students consisting mainly of undergraduate social work majors. These exercises generate deep reflection and personal insights on race and ethnicity.
  • 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.
  • Teaching Asian America: Diversity and the Problem of Community
    This collection of essays examines the wide range of approaches and emphases within the teaching of Asian American Studies (AAS), offering constructive insights into the tensions between diversity and community and into the different dimensions of AAS. After an introduction by L.
  • Diversity Initiatives in Higher Education: Intergroup Dialogue Program Student Outcomes and Implications for Campus Radical Climate. A Case Study
    Explored the cognitive and affective outcomes of participating in the University of Maryland's Intergroup Dialogue Program to promote social justice among diverse students. Post-program interviews indicated that many students had changed perceptions of self and society after the program.
  • Borrowing a Cup of Culture: An Example of Creating an Original, Cross-Cultural Theatre for Youth Production
    Describes infusing a non-western form or style of theatre into a play from the traditional American or European canon. Notes that the intention was not necessarily to accurately re-create complex and beautiful cultural theatre, but to spur the interest of the audiences and encourage them to delve deeper into those cultures.
  • Creating Reciprocal Learning Relationships across Socially-Constructed Borders
    Evaluated a service learning course that matched preservice teachers and older adult literacy learners and aimed to address widespread attrition in adult education programs and the need for multicultural education for preservice teachers. Data revealed two essential elements of successful, reciprocal learning relationships: connecting across differences through caring relationships and ability to reflect in ways that transformed previous assumptions.
  • Conceptualizing a Case of Indirect Racism Using the White Racial Identity Development Model
    Describes how counselors might use a model of White racial identity development to conceptualize and treat a White client who has experienced racism directed toward his ethnic minority friend. Specific attention is paid to both the client's and the counselor's White racial statuses and how these interact within the counseling process.
  • Global Education as a Strategy for School Improvement
    Outlines the processes, and some of the obstacles encountered in promoting global education within the schools. Identifies the most prominent obstacle as competing demands for time and resources.
  • Technology for Tolerance
    Reviews teenager-tested and educator-recommended software packages for teaching tolerance in elementary (primarily upper elementary) and secondary grades. The 12 products cover aspects of American and African American history, multicultural awareness, and values education in tolerance and cultural awareness.
  • Creating Multicultural School Climate for Deaf Children and Their Families. Sharing Ideas
    This monograph offers a variety of suggestions for creating a supportive multicultural climate for deaf children and their families. A section on responding to changing needs notes the special needs of deaf children from diverse backgrounds and suggests 7 strategies for developing cultural competence and 11 suggestions for improving outreach services.
  • The Concept of "Ubuntu": Africa's Most Important Contribution to Multicultural Education?
    Examines the African concept of "ubuntu", which indicates an inner state of almost complete humanization and is the essence of community and commonality. Discusses how ubuntu could contribute to multi-cultural education.
  • Increasing Cultural Understanding between Mexican-Americans and Whites in a Multiethnic School
    A program was developed to create a positive school climate in a multiethnic school to reduce conflict among students. The targeted population consisted of students in kindergarten through grade six in a school in a low socioeconomic environment in a rural community in northern Illinois.
  • Exploring the Intergenerational Dialogue Journal Discussion of a Multicultural Young Adult Novel
    Explores the reader response patterns and intergenerational dialogue produced by five high school/university student pairs reading and reacting to a young adult multicultural novel, Gary Soto's "Buried Onions." Concludes that participants offered multiple perspectives, maintained mutual respect for each other's interpretations, and revealed the potential for intergenerational dialogue journal exchanges in the social studies classroom. (SG).
  • A Literature Unit for "Dragon's Gate" by Laurence Yep
    Intended as a an aid to classroom teachers, this 52-page handbook presents a literature unit based on the children and young people's book, "Dragon's Gate" by Laurence Yep. It begins with sample lesson plans, pre-reading activities, author information, a book summary, vocabulary lists and suggested vocabulary activities.
  • Pharmacy Students' Perceptions About the Need for Multicultural Education
    A study assessed pharmacy students' perceptions about the importance of learning about health beliefs and behaviors of ethnic minority groups, views on the mechanisms by which such cultural information should be conveyed, and differences in perceptions related to student demography. Students believed this information was important but did not make the connection between having knowledge and impacting patient outcomes.
  • Gender Stereotypes in Children's Picture Books
    Research has examined how gender stereotypes and sexism in picture books affect the development of gender identity in young children, how children's books in the last decade have portrayed gender, and how researchers evaluate picture books for misrepresentations of gender.
  • Celebrating Linguistic Diversity (Talking about Books)
    Offers brief annotations of 45 illustrated children's books that offer a vision of a linguistically rich world where language difference is a resource, not an obstacle. Groups the books in the following categories: codeswitching as authentic language; dual language texts; language and cultural traditions; alternate forms of communication; and personal and community voices.
  • 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.
  • 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.
  • Currents of Reform in Preservice Teacher Education
    This book provides an analysis of efforts to improve the education of preservice teachers and of the limitations of contemporary teacher education reform proposals.
  • Secondary English Students' Engagement in Reading and Writing about a Multicultural Novel
    Explored 9th-grade urban and rural English students' reading engagement and interpretation of a multicultural novel involving bi-ethnic identity. Students read and responded to the novel via journal writing and a research paper.
  • Equity Pedagogy: An Essential Component of Multicultural Education
    Equity pedagogy involves teaching strategies and environments that help diverse students attain necessary knowledge, skills, and attitudes for functioning effectively within a just, democratic society. The article examines how equity pedagogy interacts with other dimensions of multicultural education (content integration, knowledge construction process, prejudice reduction, and social structure).
  • Preservice Field Experience as a Multicultural Component of a Teacher Education Program
    This study examined the effect of pre-student-teaching field experience in a multicultural setting on preservice teachers' cultural sensitivity. Preservice teachers took the Cultural Awareness Inventory before and after a field experience with minority students.
  • Cooperative Learning: Effective Approach to a Multicultural Society
    Tension and anxiety are prevalent among students from different ethnic and cultural backgrounds. With the rapidly changing population demographics of the United States and the significant growth of diverse multicultural groups, schools and professionals are being challenged as to how to provide the best comprehensive education to their increasingly diverse student populations.
  • CurioCity, Developing an "Active Learning" Game
    Describes a case study that takes readers through a human-centered design process used in developing an "Active Learning" tool, CurioCity, a game for students in grades 7-10. Attempts to better understand multiculturalism and to bridge formal in-school learning with informal field trip learning.
  • The Politics of Multiculturalism and Bilingual Education: Students and Teachers Caught in the Crossfire
    Essays on political issues in multicultural and bilingual education include Bilingual Education,Diversity (Student),Language Role,Multicultural Education,Politics of Education, Asian Americans,Comparative Analysis,Culture Conflict,Foreign Countries,International Education.
  • Transformative Teaching for Multicultural Classrooms: Designing Curriculum and Classroom Strategies for Master's Level Teacher Education
    Teacher educators have done relatively little to develop multicultural curricula specific to continuing professional education of inservice teachers. Presents one professor's approach to educating for cultural diversity in a master's level course, "Cultural Issues in Classrooms and Curricula," describing experiences that participants had during the class, explaining the instructional framework, and discussing six teachers' approaches to educational diversity.
  • Programming for Multicultural Competencies
    Reviews resources for and examples of effective diversity programming and suggests multicultural competencies for program planners and their students. Argues that practitioners must consider multicultural competencies for themselves and their students as well as the issue of free speech.
  • Developing a Multicultural Focus in Teacher Education: One Department's Story
    This paper describes how the University of Wisconsin-Parkside developed a multicultural emphasis in its teacher education program, noting that implementing such a focus in a school with predominantly white students and faculty members required a paradigm shift for both the program and the faculty. (SM).
  • Historical Facts and Fictions: Representing and Reading Diverse Perspectives on the Past
    Presents brief descriptions of 22 recently published books for children and adolescents that present untold stories that begin to fill in the gaps of mainstream versions of the past. Includes categories of historical fiction, historical nonfiction, biography/memoir, and poetry and verse.
  • Overcoming Resistance to Multicultural Discourse through the Use of Classroom Simulations
    Describes how simulations, role plays, and other experiential exercises can be used in educational settings to reduce resistance and encourage discourse on equity issues. These techniques can bring new insights into professional development in multicultural education, raising awareness of hidden biases so teachers feel more comfortable in the classroom and do not reinforce stereotypes and negative patterns.
  • The Practice of Performance in Teaching Multicultural Literature
    Describes the use of a strategy of performance in teaching a general-education course on the "American experience." Each student was asked to select a segment of an assigned text and perform it. Discusses advantages of this type of student-centered experiential teaching.
  • Social Studies Research and the Interests of Children
    Explains that educational research in social studies must identify the practices contributing to children's well-being. Argues that research in social studies should be conducted within real school settings and must focus on the consequences of educational practice for children's development.
  • Community, Higher Education, and the Challenge of Multiculturalism
    Uses John Dewey's pragmatism to theorize a relevant and effective understanding of collegiate community within liberal culture, suggesting that if multiculturalism were understood and enacted on college campuses in Deweyan ways, it would introduce a method of thinking or intelligent learning that would make the ideal of community possible for higher education institutions. (SM).
  • 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.
  • Finding Yourself in Reading and Writing: Cultural Inclusion in the Classroom
    Proposes that to enable students to move along the literacy continuum, the pre-service teacher must become mindful of the multiple cultures and perspectives shaping the classroom. Discusses how a group of university students examined texts of the past and present and then worked to develop a critical awareness of teaching approaches and literacy practices congruent with a culturally inclusive classroom.
  • Reflections on the American Cultures Requirement
    Examines the development and alterations in the American Cultures curriculum at the University of California (Berkeley) designed to accommodate emerging student diversity. The following course topics are highlighted: English, Anthropology, and History.
  • Promoting Multicultural Awareness through Dramatic Play Centers
    Although many teachers acknowledge that language and culture are critical components of children's development, actually incorporating materials representative of children's cultures remains a problem. This article explains how the dramatic play center is a natural place to promote multicultural awareness in the classroom and offers suggestions for materials and activities.
  • Rethinking the Discussion about Science Education in a Multicultural World: Some Alternative Questions as a New Point of Departure
    Comments on three articles in this issue on universalists versus multiculturalists. Discusses the importance in the United States of universalism versus relativism with regard to science.
  • Advanced Science for Kids: Multicultural Assessment and Programming
    Describes Advanced Science for Kids (ASK), a multicultural approach to assessment and programming for a middle school advanced science program. ASK is designed to provide alternative approaches to identification and assessment, facilitate authentic instruction and assessment, and provide minority students with academic and social support as they adjust to a rigorous science curriculum.
  • Symposium on Early Childhood Education (Urbana-Champaign, Illinois, November 9-10, 1997). Abstracts.
    This book compiles abstracts of presentations from a symposium held in honor of Dr. Bernard Spodek, a leading scholar in early childhood education, on the occasion of his retirement.
  • Building Citizenship Skills in Students
    An action research project implemented a program for the development of citizenship, cultural awareness, and positive character attributes. Targeted population consisted of middle and high school students in several growing, middle class communities located in northern Illinois.
  • Service-Learning for Multicultural Teaching Competency: Insights from the Literature for Teacher Educators
    Examined the literature to answer: (1) "What outcomes have resulted from preservice teachers' involvement in service-learning activities in diverse community settings?" and (2) "What challenges exist to enhance their multicultural teaching competencies through service-learning?" Summarizes three challenges (e.g., the resiliency of preservice teachers' negative attitudes toward children and families of color; service-learning activities that emphasize charity, not social change); and offers recommendations for addressing them. (EV).
  • Color Blindness and Basket Making Are Not the Answers: Confronting the Dilemmas of Race, Culture, and Language Diversity in Teacher Education
    Better strategies for teaching multicultural education and lessons about non-Anglo cultures are not what is needed in teacher education. Instead, generative ways are needed for teachers to explore their own assumptions and to construct pedagogy that takes into account the values and practices of cultures different from their own.
  • 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.
  • "The Light in Her Eyes." An Interview with Sonia Nieto
    Presents an interview with educators' educator Sonia Nieto--an author of two important books ("The Light in Their Eyes: Creating Multicultural Learning Communities," and "Affirming Diversity: The Sociopolitical Context of Multicultural Education"). Discusses her books, avoiding stereotypes, current issues in multicultural education, how and what is taught, exploring unconscious attitudes, and linguistic diversities.
  • Multicultural Education Issues: Perceived Levels of Knowledge of Preservice Teachers and Teacher Educators
    This study assessed preservice teachers' and teacher educators' knowledge regarding issues related to multicultural education. Participants were 78 preservice teachers who completed the Multicultural Knowledge Test during the first class period of a Social Foundations of Education course.
  • Cross-Cultural Field Placements: Student Teachers Learning from Schools and Communities
    Presents two cultural immersion projects where student teaching and community involvement interact synergistically. Also discusses learning outcomes of the projects, examines the importance of service learning, and explains how traditional student teaching assignments can incorporate many of the design principles that characterize cultural learning and preparation for diversity.
  • Critical Pedagogy: Translation for Education that Is Multicultural
    Examined the translation of multicultural learning activities in a college classroom into critical pedagogy in public school classrooms. Practicing teachers enrolled in the course completed interviews and surveys.
  • Questionnaire Surveys: Four Survey Instruments in Educational Research
    This paper presents four questionnaire surveys administered in educational research. Each of the questionnaires is followed by a brief research report with an abstract and summary statistics.
  • Teaching the Third Culture Child
    Examines experiences of a 5- and 7-year-old entering a U.S. early childhood program in context of child development theory, constructivist philosophy, and the Japanese social teaching model.
  • Multicultural Teacher Education in Special and Bilingual Education
    This introductory article to the special issue summarizes following articles, which describe the status of research on multicultural education and special education, the development, implementation, and evolution of multicultural education courses at two major research universities, and findings about the impact of coursework on the thinking and actions of preservice and novice teachers.
  • Infusing a Multicultural Perspective into Higher Education Curricula
    The Multicultural Infusion Project at Colorado State University provides professional development for faculty in making curriculum and teaching more inclusive. In retreats and bimonthly meetings, faculty explores race, ethnicity, culture, socioeconomic class differences, U.S.
  • Multicultural Education in the New Century
    Democratic societies require citizens committed to realizing democratic ideals. Multicultural education helps unify a nation deeply divided along racial, ethnic, and class lines.
  • 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.
  • Toward a Multicultural Imagination: Infusing Ethnicity into the Teaching of Social Psychology
    Explores the utility of a multicultural approach to teaching an undergraduate social psychology course. Discusses institutional context and the transformation of the course by infusing multicultural content.
  • Confessions of a Canon-Loving Multiculturalist. School Reform and the Language Arts Curriculum
    Bitter ideological battles exist over hegemonic control of classroom exchange in high school language arts classes. Discusses the debate over the selection of literature that students will read, noting the influence of the dominant culture, the resistance to inclusion of multicultural literature in these classrooms, and the importance of promoting a multicultural emphasis.
  • The Nostalgia of Art Education: Reinscribing the Master's Narrative
    Presents a psychoanalytic critique of an advertisement for the Getty Center for Education in the Arts multicultural program. Applying principles derived from Lacan, Foucault, and Derrida, reveals basic racist, sexist, and elitist assumptions embedded in the advertisement.
  • Complexities and Contradictions: A Study of Teacher Education Courses that Address Multicultural Issues
    Investigated how a teacher education course on educating diverse students affected student teachers' knowledge and attitudes. Pre- and post-course surveys indicated that the course contributed to some positive attitude changes regarding issues of diversity, though students appeared unable to detect the nuances in their attitudes toward race, class, and gender that could affect their abilities to become effective educators.
  • Cultural and Language Diversity in the Middle Grades
    Discusses the cultural and language diversity of young adolescents. Outlines 10 steps to foster a multicultural (or macro cultural) perspective in all students at the middle school level, strategies that build on students' diversity to create a positive and cooperative learning environment.
  • Bilingualism and Multiculturalism Go to Early Childhood Programs
    This presentation on the preparation of early childhood teachers addresses implication of multiculturalism and bilingual education in early childhood programs.
  • How to Choose the Best Multicultural Books
    This article presents information on 50 books recommended for teaching elementary students about various cultures, offering interviews with some of the well-respected children's book authors and illustrators, pointers for choosing appropriate and accurate children's books, and lists of notable authors. (SM).
  • Emotional Intelligence and Empathy: Their Relation to Multicultural Counseling Knowledge and Awareness
    Study examines the relationship among school counselors' emotional intelligence, empathy, and self-reported multicultural counseling knowledge and awareness. Findings revealed that school counselors' previous multicultural education, emotional intelligence scores, and personal distress empathy scores accounted for significant variance in their self-perceived multicultural counseling knowledge.(Contains 42 references.) (GCP).
  • African American Giftedness: Our Nation's Deferred Dream
    Addresses issues that have perpetuated the underrepresentation of African Americans in gifted and talented programs, which include: inadequate definitions, standardized testing, nomination procedures, learning style preferences, family and peer influences, screening and identification, and gifted underachievers. Concludes by discussing alternative theories of giftedness and the implementation of multicultural education in teacher education programs.
  • Promoting Multiculturalism in Developmental Education
    Asserts that the teaching profession needs to recognize the natural connections between multicultural and developmental education. Presents eight steps developmental educators can take to promote pluralism, including (1) establishing a clear link between cultural pluralism and institutional and programmatic mission and goals; (2) striving for diversity at all levels; and (3) embedding multiculturalism in the curriculum.
  • Addressing the Needs of Biracial Children: An Issue for Counselors in a Multicultural School Environment
    Focuses on the school counseling concerns of biracial children and the use of developmental school counseling programs as a means of promoting positive self-awareness in biracial students.Also, views developmental counseling programs as a viable vehicle for promoting awareness of and respect for the many factors that differentiate one person from another. (KW).
  • Multicultural Educators as Change Agents
    Describes the deep self-reflection, characteristics attitudes, and critical skills that will help educators act as change agents to create truly multicultural environments in their schools. Lists the 12 guidelines for challenging racism and other forms of oppression.
  • Multicultural Education: Powerful Tool for Preparing Future General and Special Educators
    This article argues that multicultural education is a powerful and necessary tool for preparing future general and special educators to provide services to students with disabilities from culturally and linguistically diverse backgrounds. It presents ideas for educators willing to assist multicultural learners in maximizing their fullest potential in inclusive settings.
  • The Transition of Gambian Children to New York City Public Schools
    Noting the need to develop strategies to ease the transition of children from families recently arriving in the United States from Gambia into the public school system in New York City, this paper compares the school life in Gambia with that of Bronx, New York. Information on school life in Gambia was obtained through literature and through interviews of 2 parents and 4 children, ages 8 to 10 years, from Gambia presently living in the Bronx.
  • Towards a Grand Theory of Black Studies: An Attempt To Discern the Dynamics and the Direction of the Discipline
    Develops a theory of black studies by examining the works of the foremost writers in, and critics of, the field. Uses the history of the black intellectual tradition as a frame and places black studies in the context of multicultural studies, the contemporary academy, and the development of the global economy and culture.
  • 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.
  • Multicultural Gifted Education. Education and Psychology of the Gifted Series
    This book provides a comprehensive and practical resource for raising the expectations and level of instruction for gifted minority students. The volume contains case studies of multicultural gifted education in practice, suggests methods for "best practice" for classroom teachers, supplies sample activities, and provides guidelines and a checklist to evaluate multicultural education programs.
  • 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.
  • Teaching in Dangerous Times: Culturally Relevant Approaches to Teacher Assessment
    Explores some aspects of the debate surrounding teacher assessment and raises questions about what is missing in so-called authentic assessments of teachers. Some proposed assessments may actually reinscribe narrow teaching practices that do not serve children of color and children living in poverty well.
  • The Challenge of Effectively Preparing Teachers of Limited-English-Proficient Students
    Discusses the effect of inservice and preservice education emphasizing the educational needs of limited-English- proficient students, examining a study of the effects of English language proficiency on teachers' assessment of students' understanding. Results indicated that despite inservice education, teachers did not accommodate students' needs and maintained their teaching biases.
  • Changing What Is Taught: Hearing the Voices of the Underrepresented
    In 1991, policy makers at Florida State University made the decision to require all students to take multicultural courses to fulfill general education requirements. This article provides insights into the challenges that institutional policy makers face as they seek to change the curriculum to include the voices of those previously underrepresented.
  • Professional Growth: Teaching Truth
    Emphasizes teacher's role in imparting multicultural education to students by relating personal experience of a teacher who unravels his family history and discovers with pride his multicultural heritage. (BAC).
  • Community-based Service Learning for Multicultural Teacher Education
    Creates a topology of preservice teachers' responses to community-based service learning within several courses, investigating meanings they made from their community experiences. Data came from interviews and student essays and papers.
  • "Once Upon a Time, a Very Long Time Ago Now, About Last Friday..." (Pooh Bear)
    This article argues that all cultures, and thus all families, operate, possibly even evolve, from out of the stories we are told while we are young. Adding to this idea the realization that all stories evolve from out of our cultures, the article suggests societies are shaped by the circularity and interaction of this combination.
  • Diversity in the English Curriculum: Challenges and Successes
    Shares some perspectives of a professor of English education, from work with English teachers, related to diversifying the high school English curriculum . Reports on responses of 240 teachers to a survey about works taught.
  • Celebrating Racial Diversity
    This book is a teacher's guide to lessons on racism and multicultural education for students in preschool through grade 12. The emphasis is on the Catholic tradition, and suggestions are given for using the manual to support a religious education program.
  • Teaching as an Encounter with the Self: Unraveling the Mix of Personal Beliefs, Education Ideologies, and Pedagogical Practices
    By audiotaping and analyzing class discussions with graduate students in education, the teacher confronted her own personal beliefs in the context of cross-cultural perspectives on child rearing and traditional educational ideologies. Examining the intersection of belief and practice resulted in more culturally aware teaching.
  • Developing National Identity within Fifth Grade Multicultural Students
    The goal of democratic understanding and civic values is within the history/social science framework. The strand of national identity falls under the goal of democratic understanding and civic values.
  • Counseling Multiracial/Multiethnic Children
    There are two central issues that must be addressed when counseling multiracial and multiethnic children in the United States. The first is that, although the United States is fixated on race, only single-race group membership is recognized.
  • Mexican Immigrants in Middle Schools: Diversity, Organizational Structure and Effectiveness
    The Spanish speaking Mexican immigrant population accounts for the fastest growing population in California, where one in six students is an immigrant. This study utilized organizational theory to relate school characteristics such as interdependence, coordination, and information processing to working with immigrant students.
  • The Diversity Project: Institutionalizing Multiculturalism or Managing Differences?
    Institutions embrace diversity in theory, but they do not do much to implement it. Their inadequate support for ethnic studies is a case in point.
  • 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.
  • Teacher Education and Knowledge in "The Knowledge Society": The Need for Social Moorings in Our Multicultural Schools
    Considers the missing elements of race, class, gender, and power relations in the knowledge base for teacher education, suggesting a knowledge base for the missing ideas, especially in the area of questioning the effects of social, cultural, and historical movements and power relationships. The concept of social mooring is applied to make connections between academic discussions and social movements.
  • Encouraging and Recruiting Students of Color To Teach
    Examined the impact of the Teaching as a Career Workshop, which stressed the need for minority teachers, on high school students' perceptions about teaching. Participants considered it important for people of color to become teachers and believed the workshop influenced them to select teaching careers.
  • Making Space: Merging Theory and Practice in Adult Education
    This book represents the beginning dialogue and critique of social, political, economic, and historical forms of hegemony operating in the adult education field.
  • Trends in Literacy Software Publication and Marketing: Multicultural Themes
    This article provides data and discussion of multicultural theme-related issues arising from analysis of a detailed database of commercial software products targeted to reading and literacy education. The database consisted of 1152 titles, representing the offerings of 104 publishers and distributors.
  • Grade One and Growing: A Comprehensive Instructional Resource Guide for Teachers. Pilot Edition.
    The first-grade multicultural curriculum in this guide is designed to enable teachers to create learning environments that will enable all children to develop nondiscriminatory behavior, form positive self-concepts, respect diversity of cultures, conserve the environment, foster a life-long desire for learning, and begin developing the necessary skills for school success.
  • Does Diversity Make a Difference? Three Research Studies on Diversity in College Classrooms
    This report contains three studies on diversity in college classrooms.
  • Finding the Multivoiced Self: A Narrative
    Suggests that implementing strategies of multicultural education and awareness must also entail the recognition of multiple voices. Describes the author's experiences growing up at the intersection of the politics of voice, power, class, and race.
  • Poll Confirms That Americans Want Diversity on Campuses
    A recent Ford Foundation national survey found that 71% of Americans think diversity education does more to bring Americans together than drive them apart. Two-thirds felt colleges and universities should take explicit steps to ensure student body diversity; three-fourths want to ensure faculty diversity.
  • Coalescing for Change: The Coalition for Education That Is Multicultural
    Describes the situational complexity of the "Coalition for Education That Is Multicultural," a teacher development group of continuous inquiry into practice by reflective practitioners interested in resistance and collective social action. Interviews with and observations of female members over six months provide information on vision, leadership, empowerment, transformation, and social action.
  • Reaction Papers and Journal Writing as Techniques for Assessing Resistance in Multicultural Courses
    Writing reaction papers and journal entries has been a common assignment for multicultural courses. However, few individuals have discussed this technique in the literature in order to provide a model for those developing multicultural courses.
  • 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.
  • Multiculturalism: A Language with Many Dialects
    A participant in a seminar on multiculturalism suggests that the discourse on cultural diversity actually reflects two distinct issues: (1) pluralism, individual dignity, and mutual understanding, and (2) historical oppression and the quest for equity. The challenge for college educators is to bring together these issues and use the college classroom as a locus for social change.
  • 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.
  • Nations Within. American Indian Scholar Karen Gayton Swisher Envisions Effective Education for All Indian Children
    An interview with American Indian educator Karen Gayton Swisher explores the learning styles of American Indian children and the application of ideas about these learning styles in the programs at Haskell Indian Nations University. Native American children should be taught from a constructivist, rather than a deficit, point of view.
  • Cultural Pluralism: The Search for a Theoretical Framework
    This paper addresses the need for teachers to begin with a theoretical framework that prepares them to handle the realities of working with cultural, economic, and language minority students. Two perspectives of cultural pluralism (multicultural education and critical pedagogy) provide such a framework.
  • Profoundly Multicultural Questions
    Argues that multicultural education practices in most schools today have not adequately addressed the larger issues of social justice and equal access to educational resources. Discusses four profoundly multicultural questions educators must address: Who's taking calculus? Which classes meet in the basement? Who's teaching the children? How much are children worth? (Contains 25 references.) (PKP).
  • 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.
  • Handbook of Multicultural Assessment: Clinical, Psychological and Educational Applications. First Edition. Jossey-Bass Social and Behavioral Science Series
    This handbook brings together contributions by scholars in the areas of psychometrics, assessment, and evaluation who have expertise in the application of testing and assessment in multicultural environments. The book provides a comprehensive view of various cultural issues and offers updated information pertaining to the usage of major psychological instruments.
  • Some Other Culture: Maori Literature as a Unifying Force in a Multicultural Classroom
    Argues that using unfamiliar texts in a multicultural classroom allows students to read and write without interference from existing cultural tensions. Describes how, finding their own defenses and prejudices suddenly meaningless, students realize just how much common ground they share.
  • Supervisee Multicultural Case Conceptualization Ability and Self-Reported Multicultural Competence as Functions of Supervisee Racial Identity and Supervisor Focus
    Tests the hypothesis that supervisees' (N=116) multicultural case conceptualization ability and self-reported multicultural competence are functions of their racial identity and their supervisors' instruction to focus on multicultural issues. Results indicate that supervisees' racial identity was significantly related to self-reported multicultural competence.
  • In the Triangle/Out of the Circle: Gay and Lesbian Students Facing the Heterosexual Paradigm
    Research with gay/lesbian high school students found that they sensed their sexual preference at an early age, had sexual awareness experiences similar to most adolescents, and faced conflicts with families and religion. It was recommended that multicultural perspectives include gays and lesbians and that teacher and administrator sensitivity be developed.
  • Cyber Diversity
    A Central Michigan University course in African-American literature, attended mostly by whites, is joined by black students and their professor at the University of Arkansas, Pine Bluff, for lectures and discussions by teleconference. Technology is the tool used for increasing diversity in the teaching/learning experience.
  • 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.
  • Check Out the Real America: Many Hued, Many Tongued, and Many Storied
    Describes how a high school English teacher went looking for and found Mexican-, Filipino-, African-, European-, and Native-American Literature, in order to bring all her students' worlds and voices into the classroom. Argues that all students must be included in an education that socializes them to a multicultural rather than a monocultural America.
  • The Invisible Minority: Preparing Teachers to Meet the Needs of Gay and Lesbian Youth
    Teacher educators can help prepare future educators to teach homosexual students by creating safe environments for homosexual students, providing positive role models, selecting relevant curriculum and activities, providing information and training for faculty, securing relevant library holdings, and conducting research on homosexual students. Commitment to all students must include commitment to homosexual students.
  • Issues in Education; Classrooms without Borders
    Focuses on two-way multicultural exchange in the classroom and materials and experiences that allow students to see their own culture from the perspectives of outsiders and see and understand another culture's point of view. Suggests using multicultural literature, integrated across the curriculum, to help students make this personal journey.
  • Why All the Counting? Feminist Social Science Research on Children's Literature
    Addresses the question of why counting has figured so prominently in feminist social sciences studies of children's literature. Documents the quantitative approach to children's books used by both liberal and radical feminists; gives an account of why this approach has been so popular among feminist social scientists; and outlines some of the achievements and limitations of this approach.
  • Reflections on Multicultural Language Practices across a District and within a School
    Describes the school climate, the building-level specifics, and some effective teaching strategies that make Western Hills Elementary School an appropriate and successful setting for the development of multicultural language practices. Discusses the partnership between the school district and the University of Colorado at Boulder, and the role this partnership plays in supporting the development of multicultural language practices.
  • Educating for Social Competence: A Conceptual Approach to Social Studies Teaching
    Maintains that the broad arenas of the social sciences bind multiple areas of study together, giving added breadth and depth to each. Identifies the basic tenets of multicultural, global, and civic education.
  • A Research Informed Vision of Good Practice in Multicultural Teacher Education: Design Principles
    Presents 14 design principles that explain good practice in multicultural preservice teacher education. The principles fall under the three main categories of (1) institutional and programmatic principles, (2) personnel principles, and (3) curriculum and instruction principles.
  • A Multicultural Model for Deaf & Hard-of-Hearing Students: Program for Deaf Adults
    This document describes the multicultural Program for Deaf Adults (PDA) at LaGuardia Community College at the City University of New York. The PDA offers a comprehensive education through an extensive variety of both degree and continuing education courses.
  • Infusing Multicultural Content into the Curriculum for Gifted Students. ERIC Digest #E601
    This brief paper offers an overview of strategies, with practical examples, to infuse multicultural content into the curriculum for gifted students. It proposes a framework for multicultural gifted education based on the four levels or approaches of J.
  • From Boarding Schools to the Multicultural Classroom: The Intercultural Politics of Education, Assimilation, and American Indians
    Examines American Indian perspectives about public education in the United States, discussing practices that still work to eradicate all traces of their resident cultures. Focuses on the politics of intercultural communication in the academy via a historical and contemporary analysis of American Indians as subjects, objects, and practitioners in the U.S.
  • The Power of Love? Global Science on a Shoestring
    Describes the Globally Oriented Approach to Local Science (GOALS) project which aims at encouraging children to look at their local community and identifying and discussing issues and problems, indicating to children and teachers that science does not necessarily require sophisticated and expensive equipment to be successful, and complementing some recent attempts to produce differentiated multicultural resources. (JRH).
  • Rural School Reform: Creating a Community of Learners
    This paper examines an effort to support "bottom-up" change that responds to larger school reform initiatives. The intervention strategy involved a collaboration in which a cluster of rural schools designed and implemented site-based projects related to multicultural reform, and a regional college and the state department of education provided professional development and technical assistance tailored to specific projects.
  • Teacher Practices and Student Motivation in a Middle School Program for African American Males
    Examined an instructional program emphasizing African American history and culture to determine classroom experiences and the program's impact on academic motivation for the 18 African American male middle school students. Data provide mixed support for the relationships among autonomy, control, perceived competence, and intrinsic motivation postulated by cognitive evaluation theory.
  • A Multicultural Model for Deaf & Hard-of-Hearing Students: Program for Deaf Adults
    This document describes the multicultural Program for Deaf Adults (PDA) at LaGuardia Community College at the City University of New York. The PDA offers a comprehensive education through an extensive variety of both degree and continuing education courses.
  • Ethnicity and Ethnically "Mixed" Identity in Belize: A Study of Primary School-Age Children
    Nationalism, as taught in Belize schools, is panethnic and multiethnic, but because the increasingly widespread practice of ethnic mixing is not acknowledged, there is a discrepancy between what is taught and the daily life of students. Research results from 161 elementary school children show that the ethnic self-identification of children is often ignored.
  • Teacher Preparation in E/BD: A National Survey
    A survey of 101 directors of teacher training programs for working with students with emotional and behavioral disorders (E/BD) found encouraging practices such as offering E/BD programming at the graduate level; however, there were some areas such as special education law and multicultural issues that received little attention. (Author/CR).
  • Multicultural Music Instruction in the Elementary School: What Can Be Achieved?
    Investigates fourth-grade students' achievement following a model unit on American Indian music that utilized four different instructional approaches. Suggests implications for instruction with American Indian music regarding instructional approach, authenticity of instrument materials, learning from a native guest artist, and music teacher preparation/training.
  • Improving Educational Preparation for Transcultural Health Care
    Nurses and health care professionals must be prepared for transcultural health care because society is becoming increasingly multicultural and current health services are not meeting the needs of minority ethnic groups in Britain. (SK).
  • Building Citizenship Skills in Students
    An action research project implemented a program for the development of citizenship, cultural awareness, and positive character attributes. Targeted population consisted of middle and high school students in several growing, middle class communities located in northern Illinois.
  • Multiple Definitions of Multicultural Literature: Is the Debate Really Just "Ivory Tower" Bickering?
    Argues that controversy over the definition of multicultural literature is focused on how many cultures should be covered. Identifies and discusses three key definitions that raise fundamental sociopolitical issues and have differing implications for how multicultural literature is incorporated into the curriculum.
  • Multicultural Infusion in the Counselor Education Curriculum: A Preliminary Analysis
    Counselor educators agree on the necessity of preparing counselors in training to work in a diverse society. Traditional training programs have no special accommodations and are characterized by unawareness of the impact of cultural factors in counseling.
  • The Ethic of Caring: Clarifying the Foundation of Multicultural Education
    Caring-centered multicultural education is based on a framework of values and behaviors that foster high achievement motivation in all students. It takes place within a social justice context that addresses discrimination, respects diverse cultural knowledge, and recognizes the need for working knowledge of mainstream culture.
  • Multicultural Classrooms and Cultural Communities of Teachers
    Ethnographic data from a study of one teacher education program highlighted preservice teachers' values and beliefs concerning minority education. Results suggest that preservice teachers experience and adopt a meritocratic and hegemonic system of schooling in which academic performance is viewed in terms of individual abilities and based on mainstream norms.
  • Teaching and Learning with the Seventh Generation: The "Inward Bound" Experience
    Pre-health freshmen from a New York university worked at a traditional Mohawk community in return for lessons in Iroquois spirituality, healing, and ecology. Reciprocity between community members and students alleviated problems related to appropriation of Native American traditions and "great white hope" philanthropy, and deepened students' recognition of compassion and understanding of healing.
  • Big as Life: The Everyday Inclusive Curriculum. Volume 1
    This guide is intended to assist early childhood teachers with the integration of multicultural, anti-bias education into the curriculum. Part one of the guide outlines the elements of a transformative curriculum, including relevant goals and objectives.
  • Tools for Tapping an Intercultural Gold Mine: Integrating International Staff into Your Camp Program
    International camp counselors can enhance the camp environment and improve marketability. Guidelines for achieving a mutually beneficial international camp experience include hiring staff from a variety of countries, establishing a relationship before arrival, actively incorporating international staff into the camp community, incorporating international activities into the routine, including support staff in all-camp activities, and developing a buddy system.
  • Annotated Bibliography of 100 Quality Books of Multicultural Literature for Children in Grades K-6 (1990-1996)
    This annotated bibliography of contemporary multicultural books for children is divided into sections on: (1) non-fiction, biography (12 citations); (2) non-fiction, information (18 citations); (3) contemporary realistic fiction (14 citations); (4) folklore (11 citations); (5) historical fiction (11 citations); (6) modern fantasy (10 citations); (7) picture books (12 citations); and (8) poetry (12 citations). (NKA).
  • Multiculturalism: Intersubjectivity or Particularism in Education?
    Educators, theorists, and community leaders must consider which conceptual template is appropriate for a dynamic, diverse, and productive society and school. Intersubjectivity (stressing empathy, justice, and freedom) avoids the conformity espoused by the extreme right and the Balkanization dangers inherent in far-left recommendations.
  • Effective Teaching in Elementary Social Studies
    This book is designed for use in elementary social studies methods classes, as a source for discussion in advanced curriculum classes, and as a personal reference for elementary social studies teachers. This book has four major divisions with each division offering a list of lesson ideas.
  • Response to Rosa Hernandez Sheets' Review of "Race and Culture."
    Responds to an essay that examined the role of whites in multicultural education, reviewed three books, and discussed the role of racial/cultural identity in teaching and learning. Notes that the essay is sometimes at odds with facts found in one of the books it reviews, suggesting that the essay helps perpetuate the inadequacy of white teachers teaching diverse students.
  • 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.
  • Reliability and Validity of Three Measures of Multicultural Competency
    Examines the reliability and validity of three measures of multicultural competency, the Multicultural Counseling Awareness Scale: Form B (MCAS), the Multicultural Awareness-Knowledge-and Skills Survey (MAKSS), and the Survey of Graduate Students' Experiences with Diversity (GSEDS). The findings generally support the psychometric soundness of these surveys, with some important exceptions.
  • "Back Home, Nobody'd Do That": Immigrant Students and Cultural Models of Schooling
    Asks what teachers must know about ethnic backgrounds to facilitate instruction for immigrant students, how cultural values in the United States and values of specific ethnic groups diverge, and how teachers can improve their understanding of other cultures. Answers through firsthand accounts from research interviews with students who are recent immigrants.
  • A Student Programmer's Guide to Developing Multicultural Activities at Community Colleges
    Ten steps to success in multicultural campus-activities programming are outlined: seek new perspectives; learn issues and terminology; learn how the three stages of diversity apply to programming; build alliances with other student groups; co-sponsor events; build bridges with faculty; include educational components in programs; be creative; reach out to the community; and seek help from professionals. (MSE).
  • The Model United Nations: 50+ and Growing Strong
    The Model U.N. is a popular experiential learning program that engages students through cooperative-learning techniques and multicultural education.
  • Talking Circles: A Native American Approach to Experiential Learning
    Talking circles, as a unique instructional approach, can be used to stimulate multicultural awareness while fostering respect for individual differences and facilitating group cohesion. A brief history of the talking circle is followed by detailed instructions, talking circle process questions, ideas for classroom discussion after the activity, and teaching strategies.
  • Failing To Marvel: The Nuances, Complexities, and Challenges of Multicultural Education
    Reviews the complex nature of multicultural education, which as it advocates recognition of the values of many cultures, is nevertheless grounded in a Western culture and subject to Western deconstruction. Considers the challenge of the multicultural educator to recognize his or her own voice as representative of the dominant culture.
  • 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 them and increase their self-worth. Various challenges facing curriculum reform and future directions for African studies in Canada are discussed.
  • Using Computer Technology to Promote Multicultural Awareness among Elementary School-Age Students
    Elementary school teachers, administrators, and counselors need to implement educational strategies that effectively help children develop skills necessary to manage technological demands and interpersonal challenges related to living in a highly diverse modern society. Discusses projects and activities that involve the use of computers among elementary school students.
  • The View of the Yeti: Bringing up Children in the Spirit of Self-Awareness and Kindredship
    Using the mythical creature of the Himalayas, the Yeti, as a symbol for the prejudices and assumptions that people prematurely make about each other, this book discusses bringing up children to accept and cherish diversity and helping them to thrive in an increasingly diverse world. Directed to educators and caregivers of toddlers and preschoolers, the book takes insights from Dutch-, French-, and English-language literature and provides practical examples based on European issues and context.
  • Multicultural Education and Technology: Perspectives To Consider
    This article discusses multicultural education and educational technology and the digital divide created by lack of access to and use of technology by members of various social identity groups. Educators are urged to re-think technology integration using a multicultural education framework.
  • Where in the World Do You Want to Go? Professional Development through International Fellowships
    Discusses benefits and conditions of international travel fellowships for educators, particularly their ability to expand knowledge of other cultures, and the requirement to share travel experiences with local communities. Offers information about five sponsoring organizations that provide international fellowships for teachers.
  • The Dynamic Nature of Response: Children Reading and Responding to "Maniac Magee" and "The Friendship."
    Analyzes the conversations and writings of 2 ethnically diverse populations of fifth-grade children (ages 10 and 11) in response to the powerful and difficult themes contained in two award-winning children's books. Discusses the child's voice; the teacher's role as cultural mediator; responses at the literal level; reading between the lines; responding to moral dilemmas; and personal responses to the books.
  • Multiethnic Education: Theory and Practice (Third ed.)
    This book is designed to help preservice and inservice educators clarify the philosophical and definitional issues related to pluralistic education, and design and implement effective teaching strategies that reflect ethnic diversity, and prepare sound guidelines for multiethnic programs and practices. It describes actions that educators can take to institutionalize educational programs and practices related to ethnic and cultural diversity.
  • Toward a New Paradigm for Multicultural Counseling
    Introduces wisdom as a fundamental quality of the effective multicultural counselor. Wisdom is defined, discussed, and differentiated from intelligence.
  • Diversity as a Value in Undergraduate Nursing Education
    An associate degree nursing program restructured the curriculum using transcultural nursing theory, including cultural value and cultural care accommodation. Objectives include acknowledging the relevance of diversity to health care, addressing diversity in interventions, and learning how to accommodate diversity in providing care.
  • Cultural Literacy: Are Practically Average Knowledge Levels Enough?
    This study investigated levels of knowledge of multicultural education and issues related to cultural diversity among student teachers and teacher educators. Participants included 45 predominantly white teacher educators and 78 predominantly white preservice teachers at a mid-sized southern university.
  • Assessing Business and Marketing Teachers' Attitudes toward Cultural Pluralism and Diversity
    The Pluralism and Diversity Attitude Assessment was used to assess business and marketing teachers' attitudes toward issues related to multicultural education (315 of 1,400 responded). Although they had positive attitudes about the issues, they were resistant toward implementation of cultural pluralism and diversity.
  • Diverse Teacher Candidates' Critiques of Multicultural/Bilingual Teacher Preparation: Insights and Implications
    This study examined California's new system of bilingual and cross cultural teacher preparation, its implementation, and teacher candidates' reception of it. The new system, referred to as (B)CLAD, consists of two credentials for preservice teachers and two certificates for inservice teachers: the Cross Cultural Language and Academic Development, and the Bilingual Crosscultural Language and Academic Development.
  • Bridges on the I-Way: Multicultural Resources Online
    Presents an annotated list of various multicultural education resources that are available free of charge on the World Wide Web. Topics include: multicultural and gender issues in mathematics education; barrier-free education for students with disabilities; women in education; gender and equity reform in math, science, and engineering; and a profile of equitable mathematics and science classroom teachers.
  • Critical Multiculturalism, Pedagogy, and Rhetorical Theory: A Negotiation of Recognition
    This paper aims to locate multiculturalisms rhetorically, using contemporary rhetorical theorists with which to do so, and using this theorized location to then discuss the implications of critical multiculturalist pedagogy within the writing classroom in shaping new discursive space in the Academy.
  • Literacies of Inclusion: Feminism, Multiculturalism, and Youth
    Feminist and multicultural practices in public education can help achieve cultural inclusiveness. The paper examines multiple literacies and literacy learning in culturally diverse and gender fair schools, suggesting whole language programs, reader-response criticism, and feminism to expand the educational canon and ensure a public education representing the politics of inclusion.
  • Mehrsprachige und plurikulturelle Schulmodelle in der Schweiz oder: "What's in a Name?" (Bilingual and Multicultural Education Models in Swiss Schools, or "What's in a Name?")
    In Switzerland, bilingual education models have existed for a long time. Some schools have a bilingual tradition that reaches back to the nineteenth century, as do informal models along the French-German language border.
  • 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.
  • Multicultural Leadership Development through Experiential Learning
    The Multicultural Leadership Development Program provided for the exploration into the culture of the individual and others for undergraduates from two different universities. Students reported changes in their perspectives on diversity, leadership, and citizenship and felt these changes could potentially influence awareness and sensitivity in others.
  • Experiential Activities for Intercultural Learning. Volume 1
    The need for new approaches, methods, and techniques in cross-cultural training and intercultural education is paramount. This collection of more than 30 exercises and activities aims to help begin a regular flow of materials into the stream of resources available to professionals in the intercultural field.
  • Engineering Curriculum Transformation Project (ECTP): An Evaluation of First-Year Initiatives
    This report summarizes the Engineering Curriculum Transformation Project (ECTP) instituted at the University of Maryland during the 1995-1996 academic year. This initiative focused on facilitating the development of engineering course curricula based on diverse learning styles, more inclusive examples, and the incorporation of diversity and societal issues into the classroom.
  • Between the World and the Village: The Role of Education in Sustaining and Developing an Eritrean Cultural Identity
    The role of education in the development of an Eritrean cultural identity is explored against the background of a review of relevant educational provisions in pluralist societies. Multicultural education in Eritrea offers access to a common culture and also to a variety of specific cultures.
  • Conflict in Multiculturalism Classes: Too Much Heat or Too Little?
    The issues that arise in a college course on multiculturalism can touch students very personally and may be a first opportunity for many students to talk face-to-face about important social issues. Anticipating when students may become defensive, angry, hurt, or when conflict might erupt will help faculty know when to lower or raise the temperature in the classroom.
  • Culture in school learning: Revealing the deep meaning.
    From book:”Introduces pre- and in-service teachers to the centrality of culture in school learning.The book clearly targets teachers as its audience. The book emphasizes multicultural approaches to curriculum development and instructional techniques.
  • Math and Science Across Cultures: Activities and Investigations from the Exploratorium
    Throughout history, people of all cultures have used math and science in everyday life and contributed a wealth of ideas to these disciplines. However, math and science textbooks generally focus on the contributions of Western culture.
  • Bridges on the I-Way: Multi-cultural Resources Online. Multi-cultural Portals
    Describes vertical portals (niche Web sites with content geared to specialty group) targeting ethnic minority groups in the United States. Reviews sites that serve as vertical portals for Latinos, Asian Americans, Black/African Americans, and Native Americans.
  • Effects of a Hands-on Multicultural Education Program: A Model for Student Learning
    Describes the Center for Human Origin and Cultural Diversity program that is a model for multicultural education in which students learn about the human fossil record, the value of biological variation, and the characteristics common to all humans. Presents results from a study that support the use of this program.
  • Miami-Dade Community College: Applications at the Wolfson Campus
    Reviews the Miami-Dade Community College (MDCC) general education program, focusing on the program's specific applications at MDCC's Wolfson Campus. Indicates that general education at the Campus involves education in environmental issues, social studies, humanities, multicultural awareness, the cultivation of individual responsibility, and thinking skills.
  • Diversity Education for Preservice Teachers: Strategies and Attitude Outcomes
    Analyzed the impact of emphasizing diversity in a foundations of education course. Various instructional strategies addressed issues of intolerance and promoted understanding of the importance of multicultural education for teachers.
  • Reflections on Multicultural Education: A Teacher's Experience
    Describes a high school-level multicultural course designed to challenge the predominantly white students to reflect upon system power inequities that benefitted many of them directly. Students engaged in social action projects, working with people unlike themselves in organizations that had social justice orientations.
  • Art Education: Does Multiculturalism Equal Diversity?
    In U.S. schools, art education at many levels focuses predominantly on Western European art.
  • 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.
  • The Court of Public Opinion: The Ford Foundation Campus Diversity Initiative Survey of Voters on Diversity in Education and an Interview with Edgar Beckham
    Reports on a study of attitudes of U.S. voters regarding diversity and diversity education in higher education based on telephone interviews with 2,011 voters.
  • The 1996 Carter G. Woodson Book Awards
    Discusses this year's recipients of the award that honors books dealing with subjects related to U.S. ethnic minorities and race relations in a manner suitable for young readers.
  • Diversity and Multiculturalism in Higher Education
    This paper explored the attitudes of college faculty toward diversity and multiculturalism at the University of Guam, which is characterized by the Department of Education as a minority institution; the faculty, on the other hand, is less diverse (60 percent Caucasian).
  • Research Update. Multicultural Training in Parks and Recreation Programs
    Parks and recreation professionals need training in multicultural education to handle an increasingly diverse public. Research indicates that most graduate parks-and-recreation education programs do not have multicultural education or gender issues infused into the curriculum.
  • Bunker Hill Community College: A Common Experience for Lifelong Learning
    Describes the design, implementation, and assessment of the general education program at Bunker Hill Community College, in Boston, Massachusetts. Indicates that the program is designed to serve as an academic commons where students from diverse cultural and linguistic backgrounds can come together and share common intellectual experiences.
  • Respect in the Classroom: Reflections of a Mexican-American Educator
    Praises the rare teacher who respected his native culture when growing up. Deplores negative attitudes of some future second-language teachers toward Mexican-American culture.
  • Multicultural Reasoning and the Appreciation of Art
    Explicates a multicultural approach to art education that enhances critical thinking. Grounds this approach in the philosophical principles of constructivism that emphasize the student's construction of meaning rather than the passive transmission of knowledge from a teacher.
  • Multiracial Asians: Models of Ethnic Identity
    Expanding the definition of "Asian" to include Amerasians of Latino, African, and Native American origins challenges the Asian American community to deconstruct race and examine the racism inherent even in Asian communities. The multiracial experience continues to expand the dynamic construction of Asian identity.
  • The Normal School and Some of Its Abnormalities: Community Influences on Anti-Racist Multicultural Education Developments
    Identifies external communities of interest, among other factors, affecting secondary-level anti-racist multicultural education, analyzing schools' representations of their cultural characteristics to different communities of interest for different purposes. Concludes that schools must adopt more principled, explicit, organizational learning strategies in order to gain support for anti-racist multicultural education school improvements from their communities of interest.
  • A Student's Guide to Irish American Genealogy. Oryx American Family Tree Series
    This book provides a step-by-step guide to genealogical research in the United States and Ireland for Irish Americans. The book also contains information on the history of Ireland and Irish immigration.
  • Reliability and Validity of Three Measures of Multicultural Competency
    Examines the reliability and validity of three measures of multicultural competency, the Multicultural Counseling Awareness Scale: Form B (MCAS), the Multicultural Awareness-Knowledge-and Skills Survey (MAKSS), and the Survey of Graduate Students' Experiences with Diversity (GSEDS). The findings generally support the psychometric soundness of these surveys, with some important exceptions.
  • Tora no Maki. Lessons for Teaching about Contemporary Japan.
    "Tora no Maki" or "Scroll of the Tiger" is a teacher's guide designed to aid in teaching appropriate standards for social studies content and skills, using a contemporary focus on Japan's culture and economy.
  • Enhancing Monocultural Education Students' Multicultural Awareness through Art Experiences and Art Appreciation
    Explains how both experiential art processes and art appreciation can lead monocultural students in general education teacher training courses to a sense of their own cultural richness and that of others. By combining image making with art appreciation, education students are able to discover meaning in their own visual languages.
  • 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.
  • "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.
  • Early Childhood Education in Azerbaijan
    Describes the Early Learning Childhood Center in Azerbaijan's capital city. Focuses on the goals of the program; its initial development; staff ratios, compensation, and teacher training; curriculum; cultural challenges and compromise; and relationships with parents.
  • Using Art To Teach Multicultural Issues
    Art education can be used to stimulate diverse ways of seeing and thinking. Through bringing about an awareness of diversity and various perspectives, art can lead students to enter into a dialog on different cultures and participate in a world where all experiences offer a richness of diversity.
  • 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.
  • Looking at Ourselves and Others.
    This book introduces students to the concept of culture, cultural perspective,and cross-cultural relations. The personal experiences of Peace Corps Volunteers are included in the introduction to each section of the guide and can be used in a variety of ways.
  • African Americans Who Made a Difference. 15 Plays for the Classroom
    These easy-to-read classroom plays are about 15 African American men and women in a variety of vocations. The plays are designed to enhance the curriculum and to make social studies come alive for the student as they bolster language-arts teaching.
  • Teaching Multicultural Counseling Prepracticum
    Focuses on the value of a multicultural counseling prepracticum course for counselors in training at Virginia Commonwealth University (Richmond). States that the course helps students develop their skills in multicultural counseling.
  • Biculturalism in Postsecondary Inuit Education
    A survey of 30 first-semester postsecondary Inuit students from northern Quebec, living and studying in the Montreal area, found that a large majority were bicultural in cultural identity. Results support the bicultural and bilingual model practiced by the Kativik school board's dual mandate.
  • Multicultural Instructional Materials: How To Choose?
    This article provides six criteria to help teachers decide which multiculturally-focused instructional materials might most appropriately meet their needs.
  • Intellectual Leadership and the Influence of Early African American Scholars on Multicultural Education
    Examines key aspects of multicultural education and early African American scholarship to broaden, deepen, and refine our understanding of their common roots. Early African American scholars exercised intellectual leadership by challenging the metanarrative, encouraging perspective-taking, and providing an intellectual foundation for questioning the status quo and building a just society.
  • Applications of "Multiculturalism" Demonstrated by Elementary Preservice Science Teachers
    This study examined 38 thematic units prepared by preservice elementary teachers at the end of their science methods class and their second semester in an urban, field-based program, investigating how they addressed principles of diversity and multiculturalism. The units had either a science theme or science integrated with themes from other disciplines.
  • 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.
  • Personal Transformations from the Inside Out: Nurturing Monocultural Teachers' Growth toward Multicultural Competence
    Contends that the transformation of incoming preservice teachers into multiculturally competent, committed advocates for all students can be achieved through a combination of sound multicultural research and best practice, discussing mediated cultural immersions, the role of attending faculty in student growth, and the three phases of mediated cultural immersion. The origins of mediated cultural immersion programs are described.
  • Representations of Indigenous Knowledges in Secondary School Science Textbooks in Australia and Canada
    Employs discourse analysis techniques to examine the approach taken in addressing minority group knowledges in two recently-published sets of junior secondary science texts, with a specific focus on the incorporation of indigenous knowledge into the texts. (Contains 44 references.) (Author/WRM).
  • "Other" Encounters: Dances with Whiteness in Multicultural Education
    Reviews four books in order to examine the contradictory and ambivalent spaces occupied and co-occupied with multicultural education, locating multicultural education within the Eurocentric regimes of truth (democracy, pluralism, and equality) and addressing how the books rectify or contest the regimes of truth moving within and against the parameters of the white studies configuration of higher education. (SM).
  • Celebrating Cultural and Linguistic Diversity in Head Start
    Noting that the dramatic demographic changes in the United States in the last 30 years require that Head Start programs learn how to access new populations, encourage their participation, and tailor programs to meet their unique needs, this study was commissioned to better understand the diversity in language and culture of the Head Start population.
  • Ethnicity and Culture in Russian Schools
    This paper presents a brief overview of education in the Soviet Union during the Marxist era and states that one result of the Communist system collapse in 1991 was that it became imperative to democratize Russian society and schooling.
  • Cross-Cultural Partnerships: Acknowledging the "Equal Other" in the Rural/Urban American Indian Teacher Education Program
    Describes the Rural/Urban American Indian Teacher Education Program, based on Baber's (1970) notion of the equal other. It featured cross-cultural partnerships at every possible level.
  • Reprise of Iroquois "Influence" Issue. The Public Eye
    Reviews recent publications criticizing the idea that the intellectual development of U.S. democracy was influenced by the political organization of the Iroquois Confederacy.
  • Commentary on "Laying Down the Sword."
    Discusses a book which describes through poetry, essays, and personal life reflections on how it was to grow up as a Black American. Offers information on the author, an educational administrator and 30-year veteran of the music and recording industry; presents the book's introduction; and includes comments about the book by two educational administrators.
  • Student Protest and Multicultural Reform: Making Sense of Campus Unrest in the 1990s
    Examines college student activism of the 1990s organized around multicultural issues using case studies of protests at five institutions--Mills College (California), University of California at Los Angeles, Pennsylvania State University, Rutgers University (New Jersey), Michigan State University. Identity politics is highlighted as a key student strategy.
  • Preparing Technical Students for Culturally Diverse Work Settings by Integrating a Multicultural Dimension into Technical Curriculums
    Multicultural activities should be integrated into technical curricula. Schools must make a serious effort to sensitize students to the nuances of other cultures so they are better able to meet the challenges of the workplace.
  • 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.
  • Preschool Children's Classification Skills and a Multicultural Education Intervention To Promote Acceptance of Ethnic Diversity
    Examined the impact of an 8-week intervention program designed to reduce racial/ethnic stereotyping among preschoolers varying in classification skill. Found that children in the experimental group had increased in classification skills at posttest and were less likely to sort photo cards by race/ethnicity and more likely to sort them by gender and age than were control group children.
  • Multicultural Mathematics and Science: Effective K-12 Practices for Equity. ERIC Digest
    Educational reform initiatives such as the National Council of Teachers of Mathematics (NCTM) Standards, National Science Education Standards, and Project 2061 provide guidelines to reduce the diversity gap in science and mathematics literacy. Schools are applying these guidelines to classroom practices by posing questions about what changes are feasible given the multiple pressures of today's schools.
  • Teaching about Africa. ERIC Digest
    This digest offers practical suggestions for inclusion of teaching about Africa in the curriculum.
  • Women and Gender Studies and Multicultural Education: Building the Agenda for 2000 and Beyond
    Examines some of the tensions between women and gender studies and multicultural education, which include: understanding gender as a category of analysis; theoretical constructions of feminism; and building an educational agenda for social justice in an effort to further the agenda for 2000 and beyond. (SM).
  • Family Gardens and Solar Ovens: Making Science Education Accessible to Culturally and Linguistically Diverse Students
    Describes the Bilingual Integrated Curriculum Project (BICOMP), an approach to multicultural science education that uses activities that minority communities are familiar with and feel comfortable with as the basis for teaching English and grade-level concepts as parents share traditional knowledge and primary language skills. Examples illustrate the sheltered constructivist approach of BICOMP.
  • An Analysis of a School District's Multicultural/Non-Sexist Policy: Implications for Classroom Practices and Pedagogy
    This study investigated the success of the Dubuque Community School District (Iowa) in meeting its policy goal for equity and diversity through related policies and practices for staff development, curriculum development, and site-based school initiatives. A survey instrument was developed and pilot tested in collaboration with teachers, administrators, community members, and college researchers and was correlated to measure the intervention of 32 hours of staff development through workshops in diversity and student achievement.
  • Blending Cultural Anthropology and Multicultural Education: Team Teaching in a Teacher Education Program
    Describes how a large urban university and K-6 classroom teachers collaborated to design an undergraduate teacher education program in elementary and special education, creatively combining subject matter curriculum with educational issues and pedagogy to better prepare teachers to succeed in diverse urban schools. The result was the team-taught Liberal Studies Seminar in Anthropology.
  • Puzzles, Patterns, Drums: The Dawn of Mathematics in Rwanda and Burundi
    Introduces games, puzzles, patterns, and drums from the African countries of Rwanda and Burundi. Contains 25 references.
  • Multicultural Resources on the Internet: The United States and Canada
    Designed as a research aid for educators and students in high school or college, this guide gathers and organizes information about Internet and World Wide Web sources that deal with multicultural issues that are likely to be of interest to an English-speaking audience in the United States and Canada.
  • Taking a Canoe to the Moon: Comprehensive Art Education for the Pacific. PREL Briefing Paper
    This paper describes a comprehensive model for art education for the Pacific Islands that includes the study of the content of visual art, including production, history, criticism, and aesthetics. This comprehensive research-based approach can be an effective vehicle for teaching multicultural understanding.
  • Mexican-American Preservice Teachers and the Intransigency of the Elementary School Curriculum
    Investigated how Mexican-American student teachers expressed their cultural knowledge in lesson planning and implementation. Semistructured interviews with Mexican-American student teachers working in elementary Professional Development Schools revealed little ethnic expression, even when teaching Mexican-American children.
  • Censoring by Omission: Has the United States Progressed in Promoting Diversity through Children's Books?
    Examines the promotion of cultural diversity in the United States through childrens books. Discusses the scarcity of multicultural literature for children, ethnic folklore, racial bias in older books for children, new stereotypes in children's literature, political correctness, and ways to enhance access to quality multicultural literature.
  • 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.
  • Reaching All Families: Creating Family-Friendly Schools
    Recognizing the critical role parents have in developing their children's learning habits, this booklet offers strategies that focus on ways principals and teachers can communicate with diverse families about: (1) school goals, programs, activities, and procedures; (2) the progress of individual students; and (3) home activities which can improve children's school learning.
  • Beyond the Boundaries of Tradition: Cultural Treasures in a High School Theatre Arts Program
    Argues that canonical plays must be critically engaged rather than "handed down," with students discovering much about themselves and each other through their own engagement. Describes how a high-school acting class examined the dramatic work of Latino/a playwrights for their in-class scene work, and used student experiences to create their own scenes about experiences with prejudice.
  • Multicultural Approaches in Math and Science
    The Eisenhower National Clearinghouse for Mathematics and Science Education (ENC) helps teachers by offering a broad assortment of services that enable them to quickly locate educational resources. This document is one in a series of print catalogs designed to give educators information about curriculum resources available for teaching math and science in K-12 classrooms.
  • Why Aren't Teachers Using Effective Multicultural Education Practices?
    A study involving 113 graduate students, all practicing teachers, identifies five major reasons why teachers are not using effective multicultural education practices in their classrooms. These reasons center on the lack of information about multicultural education and effective practices to promote it.
  • 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.
  • Will Privatizing Schools Really Help Inner-City Students of Color?
    Although urban public school educators are not achieving optimal results, there is no evidence that for-profit educational companies will do any better or possess special expertise in educating poor students of color. Education Alternatives, Inc.
  • Listening to History: A Qualitative Research Study
    This study used an oral history method to collect data from contemporary citizens who grew up in the United States during the 1930s and 1940s. The primary purpose of the study was to gather historical evidence from those eras and identify participants' life themes and values.
  • Multicultural Training Needs for Counselors of Gifted African American Children
    Identifies problems related to a counselor's lack of training to assist gifted African American children and proposes steps toward appropriate counselor training. A good multicultural training program has components of consciousness raising, antiracism, and knowledge and skill development.
  • A Collaborative Action Research Investigation in Teacher Education: The Global Perspectives Calendar as a Methodology for Enhancing Multicultural Teaching
    This paper describes a study of elementary and secondary teacher education students' experiments in making multicultural calendar artifacts and their explorations and interpretations of artifacts as calendars. Researchers examined multicultural calendar artifacts as objects that documented approaches to multicultural curriculum and investigated how students constructed meaning and interpreted multicultural curriculum questions.
  • Educational Resources on Traditional African Music: An Annotated Bibliography of Contemporary Offerings and Suggestions for Their Use in the Classroom
    This annotated bibliography examines 29 significant works on traditional African music published between 1960 and 1991 that provide information and perspectives that supersede those of instructional resources published earlier. (SLD).
  • Talking Race in Concrete: Leadership, Diversity, and Praxis
    Traditional school administrator programs have neglected the democratic and moral dimensions of leadership preparation. In an increasingly diverse world, leadership theory needs to be reformed as critical, reflective, and concerned with social justice and praxis.
  • Why Standardized Tests Threaten Multiculturalism
    Oregon's statewide social-studies assessment (a randomized, multiple-choice maze) is part of a "democratic" national standards movement that threatens good teaching and multicultural studies. If multiculturalism's key goal is accounting for historical influences on current social realities, then Oregon's standards and tests earn a failing grade.
  • Global Education in the Middle School Curriculum: An Interdisciplinary Perspective
    Discusses connections between global education and interdisciplinary teaching and learning, cooperative learning, active learning, and authentic assessment at the middle school level. Considers differences between multicultural education and the broader scope of global education to include international events and interactions among cultures throughout the world.
  • Young Children Learn about Immigrants to the United States
    Describes a program at an inner-city day care and after-school program (Brooklyn, New York) designed to help children express, share, and take pride in their family cultures, and to respond to increasing hostility toward new immigrant groups. Includes an annotated bibliography of resources for teaching about immigrants to the United States.
  • Making Peace: A Narrative Study of a Bilingual Liaison, a School and a Community
    Explores the role of bilingual liaisons in resolving conflicts and building bridges of understanding between schools and diverse communities, discussing the representation of individuals' voices and narrative forms that engage readers aesthetically and critically; addressing multiple conflicts affecting the lives of minority language students, their families, and schools; and noting the need to move to a paradigm of making peace. (SM).
  • Addressing the Needs of Biracial Children: An Issue for Counselors in a Multicultural School Environment
    Focuses on the school counseling concerns of biracial children and the use of developmental school counseling programs as a means of promoting positive self-awareness in biracial students. Views developmental counseling programs as a viable vehicle for promoting awareness of and respect for the many factors that differentiate one person from another.
  • Voices of Varied Racial Ethnicities Enrolled in Multicultural/Antiracist Education Computer and Telecommunication Courses: Protocols for Multicultural Technology Education Reform
    Two case studies involving graduate education majors illustrate how multicultural/antiracist education and computer-mediated communication can interact successfully and further broaden cultural sensitivity in technology through diverse perceptions and contributions. Facilitating factors included theory-to-practice concepts, Internet dialogue, and student/teacher interactions.
  • Examining the Literacy Practices of Home, School, and Community: When Does Difference Make a Difference?
    A mismatch between the intended purpose of a curriculum strategy and the discourse understandings of students that enable them to engage in the activity is a common occurrence when the purposes of the curriculum strategy are not apparent to the students. This is more likely to happen in schools in multicultural societies.
  • Keeping It Real: Teaching and Learning about Culture, Literacy, and Respect
    Describes one teacher education program designed to broaden students' thinking about the influences of culture in society, and teaching and learning about literacy. Offers an "unromanticized glimpse" into the lives of teacher education students as they struggle to come to terms with their transformation as literacy educators preparing to teach literacy in multiracial, multiethnic, multilingual classrooms of the 21st century.
  • Education and Class
    The working class is nearly invisible in multicultural education literature. Examines the possibilities of a more careful foregrounding of the complexities of social class in shaping life chances, focusing on the educational experiences of working class students and discussing the poor in order to promote understanding of the potential of teacher advocacy to help all children living in poverty.
  • International & Intercultural Education. Corp Author(s): Maricopa County Community Coll. District, Phoenix, AZ
    This report relates Maricopa County Community College District's (MCCCD) mission statement for international and intercultural education, and presents the strategic plan for developing this type of education at each of the district's community colleges. The mission statement recognizes that because the globe is a home that all cultures, nations, and people must share, the district should prepare its students for successful participation in a global community.
  • Is There a Place for Cultural Studies in Colleges of Education?
    Describes the diverse assumptions and practices defined under the banner of cultural studies, suggesting how the field might have important consequences for individuals concerned with reforming schools and colleges of education. The paper addresses how progressive educators might contribute, examining how the field could be included in the larger discourse of social reconstruction.
  • The Relativity of Values and the Implications for Multicultural and Values Education
    Evaluates main arguments for the relativity of moral values. Although anthropological evidence shows that values are relative to one's culture, this sense of relativity seems compatible with universal moral or ethical values.
  • Making Positive Multicultural Early Childhood Education Happen
    Describes the process of implementing a positive multicultural educational plan in the early-childhood classroom. Explores techniques in expanding teacher knowledge, changing teacher attitudes, and implementing new ideas; also covers skills necessary to making multicultural education effective, what the plan should teach children, opportunities for mentoring, and parental inclusion in the process.
  • 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.
  • Learning Styles, Culture and Inclusive Instruction in the Multicultural Classroom: A Business and Management Perspective
    Examines the learning style profile exhibited by students in a multicultural class of international business management and how cultural conditioning is reflected in the learning style preferences of students. Explains the use of the Index of Learning Styles and discusses implications for the design of business management curriculum.
  • 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.
  • Creating an Inclusive College Curriculum: A Teaching Sourcebook from the New Jersey Project. Athene Series
    This book includes a selection of essays, narratives, and syllabi from the New Jersey Project, which, since 1986, has been pioneering the statewide transformation of the college curriculum away from the androcentric and Eurocentric canon toward an inclusive, nonsexist, nonracist, and multicultural curriculum.
  • Artistic Triumph or Multicultural Failure?: Multiple Perspectives on a "Multicultural" Award-Winning Book
    Explores the responses of a range of adults (all five Pueblo Indians) to one children's book, "Arrow to the Sun," based on a Pueblo Indian tale and written by a non-Indian. Discusses concerns for accuracy, authenticity, and sensitivity.
  • The Spirit of Chinese Shadow Puppet Theater
    Presents a project where fourth- and fifth-grade students created Chinese shadow puppets, designed scenery for puppet theater, built the theater, wrote plays, and put on performances in a Chinese theater festival. Lists a collection of resources.
  • Improving Minority Student Success: Crossing Boundaries and Making Connections between Theory, Research, and Academic Planning
    This paper reports how multi-institutional, theoretical research influenced the design and development of intervention programs at a large, predominantly African-American community college.
  • The Barriers of Diversity; Multicultural Education & Rural Schools
    Addresses issues and problems related to multicultural education in rural schools. Suggests seven propositions to assist educators in bringing cultural awareness to rural education, including understanding that the rural environment has cultural aspects of its own.
  • Charting a Course for Research in Multicultural Counseling Training
    Presents an integrative reaction to three articles on multicultural training. Follows the narrative path set by these pieces, offers a theme analysis, and uses personal experiences to delineate 31 characteristics of positive training environments.
  • DBAE: The Next Generation
    Examines the development and evolution of discipline-based art education (DBAE) from its inception in the early 1980s to its current practice. Maintains that the movement's success comes from the support and acceptance of educators in the field.
  • Art-Centered Approach to Diversity Education in Teaching and Learning
    Describes the advantages of an art-centered approach to diversity education in teaching and learning, which provides students with both a window into others' reality and a mirror that reflects their own cultural identity and community. Explains how to craft an art-centered approach to diversity education, offering examples of instructional activities and strategies and sample ethnographic research projects.
  • Voices of Cultural Harmony. Spotlight: Montessori--Multilingual, Multicultural
    Asserts the importance of viewing the world as an interrelated system in which each culture and person has important gifts to share. Examines how prejudicial attitudes can be changed through teaching tolerance.
  • Multicultural Education: Urban-Based Field Study for Learning about Diversity
    Cornell University offers an urban semester in New York City focused on diversity, multicultural education, and field-based learning. Components include an internship or community project, multicultural seminar, and in-depth study of diversity issues.
  • Designing for diversity in school success: Capitalizing on culture
    This paper notes the potential of capitalizing on cultural traits to improve the learning of diverse students. It outlines strengths that culturally diverse populations possess that could enhance their success in the learning environment and offers recommendations to assist in helping educators to implement changes to accommodate learners' needs.
  • Multicultural Mathematical Ideas: A New Course
    Discusses the need for a college course on multicultural mathematics. Provides information about the course, examining mathematics within various cultural settings both past and present.
  • YA Spaces of Your Dreams: Welcome to the Reading Room: Lindbergh Middle School, North Long Beach, California
    Describes the transformation of the school library in Lindbergh Middle School, North Long Breach CA that serves a predominantly lower income, multicultural area whose students are struggling readers. Highlights include painting, new furniture, and other physical changes; collection development and circulation increases; hours of operation; staffing; and programming.
  • "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.
  • Multicultural Service Learning: Educating Teachers in Diverse Communities
    This book explains the complex interplay of service learning, multicultural education, and teacher preparation. It shows how the author collaborated with community partners and preservice teachers to jointly construct the service learning supplement to a multicultural education course, from the bottom up.
  • The Case of Columbus, New Mexico: Educational Life on the Border. Multicultural Videocase Series
    This guide accompanies one of a pair of videocases depicting educational life in Columbus, New Mexico. The videocase includes 23 minutes of unstaged but edited videotape footage of teaching and learning in and around an elementary school.
  • Polynesian Folklore: An Alternative to Plastic Toys
    Argues that folklore goes beyond plastic toys and popular media symbols to share the humanness of a people. Suggest ways to use Polynesian folklore (nature fables, tales, and legends) to deepen children's understanding of Polynesian culture.
  • Faculty's Perceptions of Pluralism: A Lakeland Community College Study
    As part of a project to develop an instructional model that integrates ideas, readings, and discussion about pluralism and identity across disciplines, Lakeland Community College (LCC), in Ohio, undertook a survey of college faculty to determine their perceptions of multiculturalism and diversity, as well as the methods that they used to incorporate those elements into the classroom.
  • Changes in Preservice Teachers' Knowledge and Beliefs about Language Issues
    Examined how predominantly female, white preservice teachers' knowledge and beliefs about language issues changed after an intensive multicultural education course. Data from surveys and course assignments indicated that students made significant gains in three areas: personal beliefs about diversity; professional beliefs about diversity; and multicultural education knowledge.
  • Women of Color: Perspectives within the Profession
    To effectively interact with their students, leaders and teachers in sport and physical activity must be familiar with their students' cultural backgrounds. This collection of articles discusses how women of color deal with and have been affected by their racial and ethnic identities in relationship to physical activity and sport.
  • Diversity Within Unity: Essential Principles for Teaching and Learning in a Multicultural Society
    Discusses 12 essential principles to help schools teach democratic values in a multicultural society. Derived from findings of the Multicultural Education Consensus Panel to review and synthesize research on diversity, principles are organized into five categories: Teacher learning; student learning; intergroup relations; school governance, organization, and equity; and assessment.
  • Colloquium on Student Achievement in Multicultural School Districts: Keynote Address
    In educating diverse students, the emphasis should be on what teachers do to make children succeed. Poverty and culture are not impediments to learning, but the quality of service children receive can be an impediment.
  • Teaching Is a Cultural Activity
    Explores teaching as a cultural activity by focusing on U.S. and Japanese systems of teaching in the context of cultural beliefs about how students learn and the teacher's role in the learning process.
  • Tensions: Ten Great Books about Cultural Encounters
    Offers brief descriptions of 10 books for children and adolescents in which characters attempt to sort out the cultural conflicts that result when cultures meet. (SR).
  • Making Connections: Literature as a Basis for Multiple Perspectives and Interdisciplinary Education. Revised Edition.
    This booklet presents a description of Making Connections, a multicultural core curriculum program, and a list of recommended literature for interdisciplinary units. The first section discusses materials, using the Making Connections program, integrating relevant content areas, the stages of the research process, assessment, and making connections using the historical novel "Friedrich.".
  • Inside City Schools: Investigating Literacy in Multicultural Classrooms. The Practitioner Inquiry Series
    Chapters in this book were written by members of the Multicultural Collaborative for Literacy and Secondary Schools (the M-CLASS Project), a national teacher-researcher network of English and social studies teachers and university faculty from four cities. Their essays deal with classroom research on learning, diversity, bias, inequality, and real teaching issues in a culturally responsive framework.
  • 1999 Notable Books for a Global Society: A K-12 list
    Offers brief descriptions of 25 recent outstanding books (fiction, nonfiction, and poetry written for children in grades K-12 and published in 1998) chosen for the 1999 list of Notable Books for a Global Society. Notes that these books celebrate the diversity and common bonds of humanity.
  • Helping Students Teach in a Diverse World: A Rationale and Course
    On the basis of a belief in the legitimacy of alternative learning styles, the importance of intercultural broadening, and the global nature of international education, the Department of Secondary Education and Foundations at Eastern Illinois University developed a new course, called "Diversity of Schools and Societies.".
  • Influences of Shared Poetry Texts: The Chorus in Voice
    Discusses the development of voice through a specific free-form poetry-writing experience. Suggests a method for teaching poetry that draws heavily on poets from diverse ethnic and cultural backgrounds.
  • Counseling Muslim Children in School Settings
    Describes basic issues regarding the education and counseling of Muslims. Several issues emerged for concern including home/school relations, family values, peer relations and dating, and curriculum problems.
  • Multicultural Art and Visual Cultural Education in a Changing World
    Focuses on multicultural education/art and visual culture education addressing the issues of history, heritage, tradition, culture, personal cultural identity, multiculturalism, multicultural education, and social reconstruction approaches. Provides six position statements for multicultural art and visual culture education and a curriculum example.
  • Educating Culturally Responsive Teachers: An Introduction to Process-Oriented or Developmental Approaches
    This paper shares research from two professional development initiatives that focused on changes in teacher educators' and teachers' multicultural thinking, discussing the use of a developmental perspective to structure and evaluate such initiatives. The first study involved an action research project that examined six teacher educators' experiences during committee work designed to enhance multiculturalism during teacher preparation.
  • Native Americans Today: Resources and Activities for Educators, Grades 4-8
    This activity guide seeks to dispel misrepresentations of Native Americans and build understanding among cultures by offering a hands-on approach to dissecting the whys and hows of institutionalized racism and by painting a realistic and diverse picture of modern American Indians.
  • Why Read Multicultural Literature? An Arnoldian Perspective
    Discusses leaving the old canon and creating a new curriculum encompassing more diverse interests. Argues that multicultural literature should be read because it will cause readers to come face-to-face with their own values in a way which will either cause those values to change or cause readers to become more aware of them and more reflective of those values.
  • What Makes a Teacher Education Program Relevant Preparation for Teaching Diverse Students in Urban Poverty Schools? (The Milwaukee Teacher Education Center Model)
    Urban teachers need a set of attributes that enable them to connect with children and youth in poverty and to function in dysfunctional school districts. The Milwaukee Teacher Education Center's (MTEC's) urban mission is to prepare educators to teach in the real world classroom of urban schools.
  • Curricular Approaches To Developing Positive Interethnic Relations
    Examines how curricular approaches have helped build positive interethnic relations in a large, ethnically diverse high school, documenting four curricular approaches teacher leaders used to address issues of race and ethnicity and exploring the impact of those approaches on student learning. Illuminates how teacher leaders and administrators created the conditions for these curricular reforms to be sustainable.
  • Multicultural Education as Social Activism. SUNY Series, The Social Context of Education
    Multicultural education is a relatively new field that has faced a struggle for legitimacy. This book argues that multicultural education can be understood as a form of resistance to dominant modes of schooling, and particularly to white supremacy.
  • Salary-Trend Study of Faculty in Multi/Interdisciplinary Studies for the Years 1997-98 and 2000-01
    This report is part of an annual national survey that examines salaries of full-time teaching faculty in 54 selected disciplines. Data for the study as a whole were collected from 305 public and 403 private institutions for the baseline year of 1997-1998 and the trend year of 1999-2000.
  • Adult Education in Multi-Ethnic Europe: A Handbook for Organisational Change. International Perspectives in Adult Education, No. 19
    This is a handbook to assist European adult educators in teaching in a multicultural society, presenting models of intercultural practice for organizational and staff development in youth and adult education.
  • Making Connections
    Discusses ways to overcome seventh and eight graders' negative feelings of diversity in the context of a study of the Holocaust. Describes the use of poetry, music and lyrics, and memoirs and novels that reflect a wide range of viewpoints to help students feel more connected to their own world.
  • Tradition and Story: Intergenerational Ties of Past to Present
    This 32-item annotated bibliography details picture books, realistic fiction, poetry, and biographies (most of which were published in 1994) that deal with intergenerational relationships. Each entry in the bibliography indicates the literary genre and recommended age level of the book.
  • Do Multicultural Education and Diversity Appreciation Training Reduce Prejudice among Counseling Trainees?
    A review of the research literature evaluating the effectiveness of multicultural education and diversity appreciation training (ME/DAT) was conducted to determine if there was support for the notion that ME/DAT effects reductions in prejudice among mental health counselor trainees. Results of the review produced four major conclusions.
  • What's a (White) Teacher To Do about Black English?
    Argues that it is important for Black students and for all students to understand that Black English is indeed a language with rules, beauty, and power so that they come to respect it, respect its history, and respect their own bilingualism. (SR).
  • 1996 Notable Books for a Global Society (Books Published in 1995)
    Provides brief descriptions of 24 children's books identified as outstanding in that they are culturally authentic, rich in cultural details, and celebrate both diversity in the common bonds of humanity. Groups the books in five categories: Stories from around the World; Heritage and Childhood Memories; the Immigrant Experience; the Struggle for Equal Opportunity and Cultural Identity; and Contemporary Issues.
  • Multiculturalism and the Mission of Liberal Education
    This paper examines attempts at four prototypical undergraduate liberal arts colleges to build community based on liberal educational principles and values, and investigates liberal education's ability to meet the challenges of multiculturalism. Data for the study was derived from a content analysis of archival materials from the four colleges, including mission statements, college catalogues, admissions viewbooks and videos, capital campaign videos, admissions CD-ROMS, and institution Web sites.
  • Minority Religious Practices: The Need for Awareness and Knowledge
    Study was conducted to investigate whether educators have knowledge regarding various religious groups. Results indicated few educators possess knowledge of minority religious holidays, religious prohibitions and restrictions, and identities of prophets and founders of these religions.
  • Telling Their Side of the Story: African-American Students' Perceptions of Culturally Relevant Teaching
    Examined African American elementary school students' interpretations of culturally relevant teachers within urban contexts. Student responses indicated that culturally relevant teaching strategies had a positive effect on student effort and engagement in class content.
  • Write Me In: Inclusive Texts in the Primary Classroom
    As much as any society of people, Australians represent themselves as equals. Yet few Australians are able to fit the widely circulated myths about what is normal, valuable, and desirable in their society.
  • A Student's Guide to German American Genealogy. Oryx American Family Tree Series
    This book is designed to help the novice in understanding how to conduct genealogical research for German ancestors. A brief introduction to each chapter offers ideas on topics for research and resources to consult.
  • Identity Formation and the Processes of "Othering": Unraveling Sexual Threads
    Discusses the extent to which the processes of "othering" (marking and naming those considered different from oneself) fall into the physical and sexual realm. The paper examines three studies, highlighting the extent to which othering is sexual, naming and exploring what it means for current school practice in multicultural environments.
  • 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.
  • Taking a Canoe to the Moon: Comprehensive Art Education for the Pacific. PREL Briefing Paper
    This paper describes a comprehensive model for art education for the Pacific Islands that includes the study of the content of visual art, including production, history, criticism, and aesthetics.
  • Pedagogic Discourse and Equity in Mathematics: When Teachers' Talk Matters
    Discusses the role and nature of pedagogic discourse. Suggests that teacher talk plays an important role in the learning of radically, ethnically, and linguistically diverse students.
  • 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.
  • Living and Learning in a World of Diversities. An EDC Report Series.
    This new report series grows out of internal discussions at the Education Development Center (EDC) about the meaning of equity in education, student diversity, and reflective practice.
  • Teachers' Applications of Banks' Typology of Ethnic Identity Development and Curriculum Goals to Story Content and Classroom Discussion: Phase Two. Instructional Resource No. 35
    This instructional resource presents ways in which teachers participating in a lesson bank exchange program for an ongoing research project have applied J. A.
  • Using Stories To Introduce and Teach Multicultural Literature
    Discusses the importance of stories in introducing migrants to the new societies they enter. Stories allow people to reach out to past generations and provide examples of successful coping in new lives.
  • A Real Challenge: Teaching Latino Culture to White Students
    Cultural studies courses offered to undergraduate students of foreign languages tend to rely on canonical works that avoid sociopolitical perspectives and present the culture of the "Other" within the dominant world view. There is an urgent need to move from these traditional curricula to more engaging programs that capture the challenging postmodern articulations between language, culture, and social narratives.
  • Reading the World: Redefining Literature and History Curriculum. A Report from the Multicultural Education Summit Convened by the San Francisco Unified School District. Proceedings (San Francisco, California, March 1998)
    This report documents a 1998 summit that brought together academics and practitioners to discuss the challenges of multicultural education. Part 1, "Summit Proceedings," examines definitions, major topics, voices of the summit, recommendations, and the future.
  • 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).
  • Multicultural Empowerment in Middle School Social Studies through Drama Pedagogy
    Discusses what multicultural empowerment means and why it should play a major role in educating middle-school students; how elements of multicultural empowerment can be incorporated into middle-school social studies; and how drama pedagogy can be used to integrate middle-school multicultural education and social studies, outlining a progression of six phases from origination to completion. (SR).
  • The Unexplored: Art Education Historians' Failure to Consider the Southwest
    Observes that, as concerns for multicultural education increase, art-education historians' inattention to areas outside of the Northeast becomes apparent. Uses New Mexico as an example of a state meeting multicultural needs in art education, but points out that much information about New Mexico cannot be found in mainstream art-education publications.
  • Teachers for Multicultural Schools: The Power of Selection
    Proposes 12 teacher attributes that are important in multicultural schools, focusing on specific teacher qualities and ideology and explaining that selecting teachers who are predisposed to perform the sophisticated expectations of multicultural teaching is a necessary precondition. Training has important value after preselection, providing it emphasizes being mentored on the job as fully accountable teachers.
  • Tribal Rhythms: A Multidisciplinary Approach to Multicultural Education
    Describes the "Tribal Rhythms" (registered) program, a process that uses the themes of "tribe" and the Arts to build community and engage participants in culture-making activities that enable them to build a "tribe." Discusses the use of the program in Boston, Massachusetts, elementary schools. (SLD).
  • Professional Control and Lay Governance in Schools: Implications for Addressing Student Diversity
    Author explores the tension between professional control of schools through educational administrators and lay governance as provided by a board of education as this tension relates to issues of student diversity. New models of school governance are considered for their effects of teacher professionalism with respect to student diversity.
  • Learning To Be a Citizen in the Global Age
    Discusses how to teach students to be citizens in today's diverse world, examining current key issues and explaining the varying forms of citizenship and variables associated with access to them. Stresses the need to integrate education for the diverse range of citizen learning models in order to abolish social discrimination forever.
  • Preparing the Way for Student Cognitive Development
    Discusses challenges teachers face with the growing diversity in student populations, examining how teachers can help facilitate diverse students' cognitive development. Examines: stages of cognitive development, multiculturalism, helping students move from one developmental level to another, cultural socialization, field dependence and independence, the Toulmin Model for fostering student cognitive development, cognitive flexibility theory, and knowing students' skill levels.
  • Cultures in Conflict
    The implementation of a multicultural program for African-American and Hispanic students in an urban high school is presented. Increased intergroup tensions relating them to the students' concepts of culture and race are discussed.
  • Reflective Reading: A Study in (Tele)literacy
    Presents a study of reflective reading using visual texts, where 12 adult literacy students begin to develop skills in teleliteracy by "reading" the texts for meaning by discussing characters, plot, setting, and theme in four edited segments. Finds that television can provide a bridge to link oracy and literacy when used as an educational tool in language classrooms.
  • 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.
  • Multicultural Literature and the Politics of Reaction
    Examines the conservative response to the movement for multiculturalism as manifested in the case of children's literature, exploring the challenges posed to those concerned with creating, producing, distributing, and consuming children's literature. The paper also explores authorship of multicultural books, discussing the freedom of writers to write without restriction.
  • Why Does the Buddha Have Long Ears? A North Carolina Museum Educator Invites Students To Explore Religious Diversity through Art
    Describes the Five Faiths Project, a children's program of storytelling, photography workshops, museum exhibits, classroom projects, and community performances developed by the curator of education of the Ackland Art Museum at the University of North Carolina. Activities, which have focused on Hinduism and Judaism so far, will eventually explore diversity in Buddhism, Christianity, and Islam.
  • Citizenship, Diversity and Distance Learning: Videoconferencing in Connecticut
    Profiles a videoconference that brought together two seventh-grade classes in Connecticut. Over several days, white, middle-class, rural students discussed topical issues with urban black students.
  • Assessing Education's Response to Multicultural Issues
    Finds that, according to responses by administrators, most journalism/mass communication units accredited by the Association for Education in Journalism and Mass Communication seem to have done somewhat more than unaccredited units to sensitize students to a multicultural society and to hire minority faculty and recruit minority students. (SR).
  • 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.
  • Reinvented inclusive schools: A framework to guide fundamental change
    This report presents a systemic change framework for creating inclusive urban schools. It explains that if a key feature of reform focuses on multicultural education as a fundamental social and educational transformation, then opportunities for all students to achieve educational equity will be realized in U.S.
  • Multicultural Literature in Rural Schools: A Social Studies Unit that Promotes Cultural Awareness
    Presents a study in which 12 multicultural literature selections were used in a unit on families in order to facilitate the cultural awareness of second-grade students who live in a predominately African American, rural community. Discusses the themes that emerged.
  • Effective Communication in Multicultural Classrooms
    This research tries to determine effective intercultural classroom communication in the American higher education setting. Theories on classroom communication and intercultural communication (Uncertainty Reduction and Communication Accommodation) are used to build the framework.
  • Standing Ovations and Profound Learning: Cultural Diversity in Theatre
    Describes the profound learning that took place at the International Children's Theatre Festival in Toyama City, Japan in July 2000. Argues that participation by the Japanese-American Drama Ensemble, a youth group from the public schools in Lexington, Massachusetts, and more than 400 children from all over the planet, showcased the cultural diversity that should be taught in the theater.
  • Cultural Diversity Programs to Prepare for Work Force 2000: What's Gone Wrong?
    Diversity training in organizations is too often driven by federal mandates, has a low priority, and faces backlash and employee fears. Many employers have not integrated diversity initiatives into long-range plans or missions.
  • "El Acto:" Studying the Hispanic American Experience through the Farm Worker Theater
    Maintains that teachers can develop a drama skit known as "el acto" for studying Hispanic American history and contemporary themes. Discusses the history of this dramatic form and how it has been used in the schools.
  • Developing Teaching for Tolerance Programs in Central and Eastern Europe
    Polish society, characterized by closed attitudes toward religious minorities, is poorly prepared for contact with other cultures; yet postcommunist Poland is becoming increasingly heterogeneous. Intercultural education infused throughout the curriculum would help children learn tolerance.
  • Affirming Diversity: The Sociopolitical Context of Multicultural Education. Third Edition
    This book examines the meaning, necessity for, and benefits of multicultural education for students of all backgrounds, providing a conceptual framework and suggestions for implementing multicultural education in today's classrooms. It presents case studies, in the words of students from a variety of backgrounds, about home, school, and community experiences and how they influence school achievement.
  • 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.
  • Multicultural Education: Strategies for Implementation in Colleges and Universities. Volume 4
    The 21 essays of this book discuss strategies for implementing multicultural education at the higher education level, especially in Illinois.
  • Multicultural Education in the U.S.: A Guide to Policies and Programs in the 50 States
    This book compiles information to investigate the presence and structure of multicultural education programs throughout the United States. The book begins by discussing the need for multicultural education programs, and the goal of which is to provide more accurate descriptions of America's microcultural populations and to guarantee a better education for all American school children, regardless of gender, race, ethnicity, religion, or language background.
  • Tossed Salads: Family Recipes That Define Our Cultures
    Describes a writing assignment in which students think about how their families celebrate their own cultures through special meals or a certain dish, find out how this dish became part of their rituals, write a brief summary of the history of the dish, and write up the recipe itself. (SR).
  • Constructing Multiple Subjectivities in Classroom Literacy Contexts
    Demonstrates ways in which three students in a multi-age, literature-based grade 3/4 classroom constructed and reconstructed their subjectivities based on demands of the social setting. Notes that each student's participation was influenced by gender, social class, ethnicity, and the task.
  • "E Pluribus Unum": What Does it Mean? How Should We Respond?
    Charts the intellectual history of competing conceptions of national unity, diversity, and ethnic identity. Explicates three models: monolithic integration (monocultural assimilation of diversity), pluralistic preservation (diversity and unity as equal values), and pluralistic integration (stressing consensus about core civic values while acknowledging the compatibilities and tensions regarding unity and diversity).
  • Multicultural Education: Issues, Policies, and Practices. Research in Multicultural Education and International Perspectives, Volume 1
    This book presents recent research findings on different aspects of multicultural education, informing teachers of the issues, policies, and new approaches prevalent around the world.
  • Multi-Institutional Collaborations for International Vocational Education: How To Manage It
    In the current global educational environment, students and faculty must be able to understand people of different cultures and learn to communicate and compete with them in the workplace. One way of enhancing the curriculum to include international and multicultural elements is by developing cooperative programs with institutions in other countries, such as teacher exchanges, joint curriculum development, and study abroad for students.
  • How Can a Teacher Save a Program That Administrators Want To Cut?
    The article describes the Multicultural Advancement Program at the author's school and illustrates how the teachers within the program sing its praises, but it appears that they are always in a defensive position repeatedly compelled to validate themselves.
  • Cultivating the Natural Linguist. Spotlight: Montessori--Multilingual, Multicultural
    Describes Montessori's vision of young children as natural linguists and how home and school can support children's natural abilities in one or more languages. Presents five basic principles of second-language acquisition--related to educational environment, the acquisition process, components of proficiency, and cultural context and time--and describes how they can be successfully met in a Montessori environment.
  • The Eight Curricula of Multicultural Citizenship Education
    Describes eight curricula that interact simultaneously in multicultural and citizenship education: the prescribed (or intended) curriculum, the taught curriculum, the tested curriculum, the reported curriculum, the hidden curriculum, the missing curriculum, the external curriculum, and the learned curriculum. Notes the importance of researchers in the field of multicultural and citizenship education paying attention to these curricula.
  • Voices from the Trenches: Students' Insights Regarding Multicultural Teaching/Learning
    Describes a conference presentation on "Multicultural Ways of Thinking: Removing the Blinders," in which a teaching strategy called "anonymous sharing" was modeled. The strategy allows participants to share ideas in a nonthreatening way by reading comments made anonymously by others.
  • Computer Use Levers Power Sharing: Multicultural Students' Styles of Participation and Knowledge
    This study investigated ways four elementary teachers learned to use technology in a way sensitive to cultural differences of their students. The most significant finding was that as teachers started using three to five computers in their classrooms, they shifted from large-group to small-group instruction.
  • Celebrating Heritage through Literature (Rainbow Teachers/Rainbow Students)
    Describes ways to promote literacy and appreciation for heritage by celebrating the literacy contributions of authors of color, such as Heritage Readings and African American Read-Ins. Offers suggestions of favorite selections by Hispanic, African American, Native American, and Asian American authors.
  • Whose World Is It, Anyway? Multicultural Science from Diverse Perspectives
    Reviews three books that argue that science education should reflect global scientific contributions, use multicultural and feminist perspectives, and be grounded in everyday life experiences with science. Suggests questions of policy and practice in moving from theory to implementation of a more equitable, socially responsible science education.
  • Sexism Exposed: Films about Gender Identity, Discrimination, and Change
    Reviews documentary and ethnographic films that examine gender-related issues, summarizing each film and analyzing its relevance to multicultural and social justice education. The films are: "The Fairer Sex?"; "Macho, 2000"; "The Pill"; "Step by Step: Building a Feminist Movement"; "I am a Man"; "The Body Beautiful"; and "Nobody Knows My Name." (SM).
  • Global Education for Ocean County College
    This paper presents a rationale for establishing a global education curriculum at Ocean County College (OCC) (New Jersey) and proposes a workable curriculum, along with suggestions for implementation. The author distinguishes between multicultural and global education--both curricula address issues of cultural diversity, human rights, and prejudice reduction, but multiculturalism is primarily concerned with these issues in a single country context and global education makes cross-national comparisons.
  • Breaking Racial Stereotypes by Reconstructing Multicultural Education
    Racial stereotypes and discrimination have destroyed many bright futures by limiting the possibilities of people of color in America. Describes two initiatives that can be implemented in schools in order to help destroy negative images of race and reconstruct a more healthy foundation to build on: multiculturalism across the curriculum and multicultural awareness inservices for teachers.
  • Teacher Attitudes to, and Beliefs about, Multicultural Education: Have There Been Changes over the Last Twenty Years?
    This study compared Australian teachers' attitudes toward multicultural education in 2000 with their attitudes in 1979, focusing on: fostering community language maintenance, fostering cultural identity and prestige maintenance, and fostering the benefits of multiculturalism within the community.
  • Reviews
    Contains 130 reviews of works of interest to the multi-cultural educator or anyone interested in cultural awareness arranged under broad subject categories of humanities, biography, history, social sciences, reference, juvenile works, and nonprint materials. Includes fiction and nonfiction.
  • Faculty of Color in Teacher Education: A Multicultural Approach to Mentoring for Retention, 2000 and Beyond
    The challenge to teacher education created by today's changing demographics involves excellence and equity. The present hostile climate at colleges and universities for faculty of color requires a creative readjustment of the tenure and promotion process.
  • The Failure of Bilingual Education
    This monograph is based on a conference on bilingual education held by the Center for Equal Opportunity (CEO) in September, 1995 in Washington, D.C. CEO made repeated attempts to secure speakers representing the pro-bilingual education viewpoint; the paper by Portes and Schauffler represents this view.
  • Prejudice and Behavioral Archetypes: A New Model for Cultural-Diversity Training
    Presents a new model to help corporate cultural diversity trainers help training participants become better and more effective "citizens" in their increasingly diverse corporate cultures. Discusses why some organizational acts and actors are seen as offensive whereas others are not.
  • Perceptions of Multiculturalism, Academic Achievement, and Intent To Stay in School among Mexican American Students
    Examined the relationship between perceived multiculturalism of schools, ease of learning, academic achievement, and intent to stay in school among eighth and eleventh graders. Surveys of Mexican-American and European-American students indicated that Mexican-American students who considered their environment multicultural also perceived that school was easier, that they received good grades, and that they would stay in school.
  • The Use and Role of Multiethnic Children's Literature in Family Literacy Programs: Realities and Possibilities
    Reviews the recent professional literature on family literacy programs, with a focus on the use and role of children's literature, specifically multiethnic texts, within those programs. Describes children's literature in family literacy and discusses the role of multiethnic literature in family literature.
  • Religious Music and Multicultural Education
    Discusses religious music as an extraordinarily rich resource supplementing multicultural education. Considers the divisive and problematic nature of some religious music, exemplified by a trio of Jewish students refusal to sing "St.
  • (Dis)Integrating Multiculturalism with Technology
    Examines whether K-12 teachers are prepared to use technology in innovative and effective ways to authentically present multicultural education, examining the potential inability of teachers to provide an authentic version of multicultural education in the presence of technology as both an individual decision and as the result of generally underconceptualized teacher preparation in the instruction of multicultural education. (SM).
  • Enrich Your Kindergarten Program with a Cross-Cultural Connection
    Describes a pen pal connection between a New Jersey kindergarten class and an Alaskan Eskimo first-grade class. Details how they used monthly e-mail and regular mail, and exchanged class projects to heighten respect and understanding about others' cultures.
  • On...Transformed, Inclusive Schools: A Framework To Guide Fundamental Change in Urban Schools
    This report presents a systemic change framework for creating inclusive urban schools. It explains that if a key feature of reform focuses on multicultural education as a fundamental social and educational transformation, then opportunities for all students to achieve educational equity will be realized in U.S.
  • Language Policy and Ideological Paradox: A Comparative Look at Bilingual Intercultural Education Policy and Practice in Three Andean Countries
    Recent developments in language policy and educational reform in Peru, Ecuador, and Bolivia have opened new possibilities for indigenous languages and their speakers through bilingual intercultural education. Use of the term "intercultural" is examined in official policy documents and in short narratives about intercultural practice by indigenous and non-indigenous educators.
  • Improving Minority Student Success: Crossing Boundaries and Making Connections between Theory, Research, and Academic Planning
    In an effort to cross boundaries and make connections between theory, research, and academic planning, Prince George's Community College in Maryland (PGCC) and the University of Maryland University College's Institute for Research on Adults in Higher Education (IRAHE) developed a partnership using national and institutional research to link theory and academic planning.
  • Creating Safety To Address Controversial Issues: Strategies for the Classroom
    Presents seven elements of a safe classroom in controversy-driven courses, where students can exchange ideas rather than emotions as they learn and discuss. The elements are: collegiality, empowerment, role modeling, preparation, shared purpose, reflection, and commitment.
  • Matters of Size: Obesity as a Diversity Issue in the Field of Early Childhood
    Notes that obesity is the primary reason for peer rejection in America; examines effects of obesity on wellness, self-esteem, peer relationships, and social status of children/families and early childhood teachers. Suggests that early childhood educators: (1) educate all stakeholders about nutrition and body size issues; (2) speak out against teasing and bullying; and (3) establish policies promoting healthful eating habits.
  • 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.
  • Minorities and Adult Learning: Communication among Majorities and Minorities. Adult Learning and the Challenges of the 21st Century. A Series of 29 Booklets Documenting Workshops Held at the Fifth International Conference on Adult Education (Hamburg, Germany, July 14-18, 1997).
    This booklet, which was produced as a follow-up to the Fifth International Conference on Adult Education, examines communication among minorities and nonminorities in adult education programs. The booklet begins with a sketch of the situation of minority group members around the world and a list of 10 ways education policy and legislation can advance minority rights.
  • The Language of Disability Diagnosises: Writing and Talking Back in Multicultural Settings
    Fiction, journal, and creative writing can help highlight the positive qualities of diverse minority children. Educational psychology often diagnoses difference as disability.
  • Reflections on the Promise of Brown and Multicultural Education
    Examines the dual meaning of promise (hope and vow) in relation to "Brown v. Board of Education of Topeka, Kansas," discussing how the two conceptions are implemented in a desegregated school and explaining how multicultural education can help meet the dual expectations of "Brown" as promise/vow and promise/hope.
  • Enhancing Multicultural Relations: Intervention Strategies for the School Counselor
    Inquiries were sent to guidance directors of more than 100 school districts in suburban New York concerning initiatives being taken to enhance multicultural relations in the school. Strategies were then incorporated into a proposed four-phase framework for implementing a comprehensive multicultural relations initiative in school.
  • The Hunt for Democracy: The Lion's Perspective
    An art historian discusses the importance of developing a more inclusive globalized curriculum that includes perspectives of multiple cultures and develops a respect for the intricacies of human knowledge. Examples are from the author's art history classes at the University of the District of Columbia.
  • This Issue: already Reading (Children, Texts, and Contexts)
    This theme issue examines various definitions and practices in reading education; highlighting children, their teachers, and the texts and contexts that shape reading. The articles examine the sociopolitical terrain shaping classroom practices, the inclusion of multicultural texts, classroom reading contexts and how they are shaped by social policies, and the construction of reading outside of school settings.
  • Multiculturalism and the Liberal Arts College: Faculty Perceptions of Pedagogy
    This is a qualitative study of faculty perceptions of the relationship between pedagogy, liberal education, and multiculturalism. The incompatibility of liberal education and multiculturalism ground this study along with the assertion that teaching and learning are central to the liberal education mission.
  • 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.
  • Teaching with Folk Stories of the Hmong: An Activity Book. Learning through Folklore Series
    This book is designed as a guide for teaching students about Hmong culture while building appreciation of worldwide cultural diversity. After providing an overview of the distinct history and customs of the Hmong, co-author Dia Cha shares her experiences growing up in Laotian villages, escaping from communist soldiers, living in refugee camps in Thailand, and coming to the United States.
  • Critical Multiculturalism, Pedagogy, and Rhetorical Theory: A Negotiation of Recognition
    This paper aims to locate multiculturalisms rhetorically, using contemporary rhetorical theorists with which to do so, and using this theorized location to then discuss the implications of a critical multiculturalist pedagogy within the writing classroom in shaping new discursive space in the Academy.
  • 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.
  • Influences of Ethnicity, Interracial Climate, and Racial Majority in School on Adolescent Ethnic Identity
    Study examines the ethnic identity development of 252 adolescents. Analyses reveal that being a member of an ethnic minority group and interracial climate accounted for the greatest variance in ethnic identity development.
  • Five Reviews of McLaren's "Revolutionary Multiculturalism"
    Presents five reviews of McLaren's 1997 book, with comments on critical pedagogy, multicultural education, capitalism, social justice, and remarks about student responses to "Revolutionary Multiculturalism." (SLD).
  • Creating Highly Motivating Classrooms for All Students: A Schoolwide Approach to Powerful Teaching with Diverse Learners. The Jossey-Bass Education Series
    This book focuses on teaching diverse students, providing a pedagogical framework and concrete strategies that school staff and educators can use in the context of: professional development related to school renewal; professional development related to K-12 teaching; and teaching strategies for K-12 classrooms.
  • Tora no Maki II. Lessons for Teaching about Contemporary Japan. Corp Author(s): National Council for the Social Studies, Washington, DC. ; ERIC Clearinghouse for Social Studies/Social Science Education, Bloomington, IN
    "Tora no Maki" or "Scroll of the Tiger" is a teacher's guide designed to aid in teaching appropriate standards for social studies content and skills, using a contemporary focus on Japan's culture and economy.
  • Multicultural Picture Books: Art for Understanding Others, Volume II. Professional Growth Series
    This book presents annotations of approximately 600 multicultural picture books published between 1993 and 1997. Annotations (and accompanying grade levels) in the book are arranged alphabetically within geographic sections.
  • From Co-Cultures to Community: Diversity at Miami-Dade Community College
    The article presents findings from extensive interviews with faculty, administrators, and staff describing how Miami-Dade Community College serves its multiracial and multicultural district through curriculum design, professional development, and hiring policies. Contains 34 references.
  • 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.
  • Unpacking Adventure
    Anecdotes are used to illustrate how White, male, European values are embedded in adventure education. Traditional European assumptions about risk, challenge, and individual accomplishment may not be relevant to other cultures, women, or disadvantaged people.
  • Confronting the Challenge of Diversity
    Framing diversity as a problem sets the stage for how communities will react to the change. Unfortunately, American schools have historically seen cultural assimilation of immigrants and nonwhites as central to their mission.
  • Ecological Education: A System Rooted in Diversity
    Argues that educating children is a means of planting the seeds of learning. Compares intelligence, its development, and diversity to characteristics and processes in the natural environment.
  • Between the Lines: School Stories
    Reviews five stories that can introduce students to youthful narrators whose dreams and thoughts may be quite similar to their own, but whose cultural backgrounds may be very different. Using stories about school experience generates discussion about prejudice and discrimination.
  • Singing the Long Song: Arab Culture in Books for Young Readers
    Shares the author's perspective as an Arab-American who often encounters negative portrayals of her ethnic and cultural identity in the media. Argues that writing for children and telling stories is one important way to begin to counter injustice and inequity.
  • Multiculturalism in Higher Education: Transcending the Familiar Zone
    A discussion of the debate over multicultural education in colleges and universities looks at the evolution of the movement and examines some myths about it that threaten its effectiveness. An effective approach to multiculturalism is seen to have implications for institutional philosophy, structure, operations, and academic programs.
  • A Multicultural Curriculum for Middle Schoolers: The Perspective of the Harlem Renaissance
    Describes the process of developing and implementing a multicultural curriculum through a unit designed for eighth graders that focuses on the Harlem Renaissance. The unit explores cultural diversity using a Discipline-Based Art Education curriculum model with the 1920's Harlem Renaissance movement as the springboard.
  • Multiculturalism and the Community College: A Case Study of an Immigrant Education Program
    Analyzes the goals and effectiveness of the Nuevos Horizontes program at Chicago's Triton College, an outreach effort to provide educational opportunities to Triton's diverse communities. Cites the general success of the program, suggesting that the two-way exchange between the college and communities served provides a model for multiculturalism organizational change.
  • The Contradictions of Diversity
    Issues of race, language, ethnicity, and sexual orientation are fundamentally issues of fear and trust. People are simply uncomfortable with those who strike them as different.
  • Teaching Tolerance and Appreciation for Diversity: Applying the Research on Prejudice Reduction
    Teaching tolerance and appreciation for diversity becomes more important as changing demographics require schools to prepare students for increasing diversity. Teachers can help students develop more positive racial attitudes through instructional interventions.
  • Preparing K-12 Teachers To Teach for Social Justice: An Experimental Exercise with a Focus on Inequality and Life-Chances Based on Sico-Economic Status
    Describes a preservice multicultural education and social foundations course designed to expand awareness of and encourage an appreciation and respect for diversity, highlighting an experiential exercise that focuses on institutional inequities of socioeconomic status and that promotes critical thinking, cooperative group work, and making use of multiple intelligences. (SM).
  • Meeting the Needs of Multiracial and Multiethnic Children in Early Childhood Settings
    Addresses the needs of preschool children whose biological parents come from two or more traditional racial/ethnic groups. Advocates the extension of multiracial curriculum in early childhood programs to support and embrace these multiracial and multiethnic children.
  • Toward an Empowering Multicultural Assessment Technique
    Discusses the move toward teaching strategies designed to empower students, sharing one university professor's experiences with a cooperative learning method of student assessment in a teacher training multicultural education course that utilized an empowering model. (SM).
  • Phytochemistry and Culture
    Describes a trend in science teaching marked by shifts in philosophies and practices and by a search for science content that draws from the experiences of a culturally diverse student population. (DDR).
  • Training Counselors To Relate in a Global Community Using the Structured Interview Process
    This paper discusses a program designed to assist counseling students to improve cross cultural communication skills that will enable them to use interviewing techniques with individuals from diverse cultures. Research suggests that such a program is needed since many students have not had significant experiences in interacting and communicating with people from different backgrounds.
  • A Never Ending...Never Done...Bibliography of Multicultural Literature for Younger & Older Children. Second Edition
    This bibliography of multicultural children's literature emphasizes a range of authentic voices, with respect for some realistic voices for African Americans, Asian Americans, Latina/o Americans, and Native Americans. The over 1,400 titles for younger and older children more than double the number of selections in the first edition.
  • Beyond "Multicultural Moments" (Middle Ground)
    Discusses how to teach students the values of "understanding, tolerance, caring, and respect," and to help them understand and appreciate cultures other than their own. Focuses on five levels: building a classroom library of multicultural literature; using "lit sets" (multiple copies of the same book) to promote multicultural understanding; the whole-class novel; interdisciplinary study; and beyond literature.
  • Why I Am a Multiculturalist: The Power of Stories Told and Untold
    Explores the many reasons to read and teach multicultural literature, including to know oneself and others, and because people still lead largely segregated lives. Considers the impact of including and excluding lives and cultures.
  • Topics in Hawaii's History: Resources and Lesson Plans for Secondary School Teachers
    Twenty-nine teachers participated in a 4-week National Endowment for the Humanities institute which covered topics from pre-contact Hawaiian population estimates to formation of plantation workforces to contemporary sovereignty issues.
  • Advocating Social Justice and Cultural Affirmation: Ethnically Diverse Preservice Teachers' Perspectives on Multicultural Education
    Investigated the attitudes of culturally diverse student teachers regarding multicultural education, social justice, and cultural affirmation. Surveys of preservice teachers before they were exposed to theories of multicultural education indicated that most were committed to teaching students of color and prioritized tasks addressing issues of social justice and curriculum that affirmed the cultures represented in the classroom.
  • Creating World Peace, One Classroom at a Time
    Recounts activities from a kindergarten classroom to illustrate how a multicultural approach cultivates a school environment embracing diversity and educating students about responsibilities associated with freedom. Stories include those related to students viewing each other in terms of individual characteristics rather than their ethnic group, creating a mind map for Earth Day, and cooperating with older students to write class letters against child labor.
  • Multicultural Mental Health Training Program: Researcher Projects with Ethnically Diverse Communities
    This paper contains summaries of research projects of three graduate students participating in the Multicultural Mental Health Training Program at the University of South Florida's Florida Mental Health Institutes. The students' work involved the development of evaluation or research projects with ethnically diverse minority communities.
  • 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.
  • Culturally Responsive Educational Web Sites
    Discusses the shortcomings of multicultural education; presents Vygotsky's sociocognitive theory as a model for multicultural education for the World Wide Web; and discusses the process of Web design as an appropriate technological tool to apply Vygotsky's theory to create culturally responsive educational environments. (Contains 9 references.) (Author/LRW).
  • "Yes, We Eat Dog Back Home": Contrasting Disciplinary Discourse and Praxis on Diversity
    Analyzes literacy education's discourse conventions on diversity. Calls for advancing a critical democracy within the context of higher education which would disentangle the rhetoric on diversity from a colonizing agenda.
  • Learning Interdependence: A Case Study of the International/Intercultural Education of First-Year College Students
    This volume asserts that international and intercultural experiences are powerful vehicles for first-year college students to learn the perspectives and skills necessary to function interdependently in a rapidly changing and complex world. This thesis is developed through an in-depth case study of efforts to provide such learning opportunities in a project called the First-Year Intercultural Experience at Hartwick College, a 4-year liberal arts and sciences institution in Oneonta, New York.
  • 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.
  • Meanings of Culture in Multicultural Education: A Response to Anthropological Critiques
    Explores the meanings of culture found in multicultural education in the United States. Examines anthropological criticisms about these cultural connotations, suggests responses to these critiques based on scholarship, and considers implications for the future of multicultural education.
  • At Home with Multicultural Adolescent Literature
    Presents 24 brief annotations of recent fiction for adolescents that focus on the roles that homes play in the diverse cultures in the United States. Lists eight suggested activities for exploring the role of home in young adult and other literature.
  • Management Strategies for Culturally Diverse Classrooms. Fastback 396
    What teachers consider to be "discipline problems" are determined by their own culture, and filtered through personal values and teaching styles. Therefore, to manage diverse classrooms effectively, it is essential for teachers to understand what constitutes good classroom discipline within the context of cultural diversity.
  • Universalism, Multiculturalism, and Science Education
    Describes the division of universalists and multiculturalists over the question of the nature of science. Universalists maintain that science has a universal essence and western modern science is the paradigm example of such science.
  • Home-School Liaison. Learning To Live in a Multi-Cultural Society. Final Report of a Series of Workshops Sponsored by the European Commission in 1994. Corp Author(s): National Inst. of Adult Continuing Education, Leicester (England). ; German Adult Education Association, Bonn (Germany). Inst. for International Cooperation
    This report addresses the interface between school and home and how this relationship needs to be addressed sensitively and effectively.
  • Multicultural Science Education
    Describes multicultural education and lists its basic premises. Explains the importance of science teachers' attitudes in learning.
  • The Role of Teachers in a Cross-cultural Drama
    Examines why there are so few Native American teachers in this country, specifically in the upper Midwest. Describes how one institution has increased the number of native teachers and notes student reactions to assimilation at a traditional, largely white university.
  • The European School Model Part II
    Argues that in the European School (ES) program, younger students should learn in their own language, as opposed to in English, which is widely practiced at international schools. Suggests specific language learning according to ES' four stages: (1) nursery school; (2) primary school; (3) middle school; and (4) upper school.
  • Supporting Multiple Reform Designs in a Culturally and Linguistically Diverse School District
    Uses data from a study of 13 multicultural, multilingual schools, each implementing one of 6 externally developed reform designs, to examine the implementation process from an interactive perspective. Concludes that, although schools and design team actions were influential, state and school district forces were more important in determining success or failure.
  • Promoting Multicultural Education through Creative Writing: Crossing Cultures and Genders
    A multicultural literature course at Loyola Marymount University (California) was designed to complicate ideas of culture with gender issues and explored a common but largely unexplored phenomenon--writers who write outside their own personal backgrounds and identities.
  • Fulfilling the Promise of Access and Opportunity: Collaborative Community Colleges for the 21st Century. New Expeditions: Charting the Second Century of Community Colleges. Issues Paper No. 3
    This document is part of the New Expeditions series, published by the American Association of Community Colleges. Addressed specifically in this paper is the need for collaboration within and between community colleges if they are to fulfill their role as democratic agencies concerned with access and equity issues.
  • "Why Tell On Yourself?": A Text-Based Moral Dilemma Revisited
    Describes how the author incorporated a shared book reading using the multicultural book "Too Many Tamales" (by G. Soto and E.
  • Rings: Five Passions in World Art. Multicultural Curriculum Handbook.
    This curriculum handbook uses a discipline based art education (DBAE) approach, and includes lessons appropriate for use with students in grades 3-12. Five units address themes of universally experienced emotions: love, anguish, awe, triumph, and joy.
  • Developing a Commitment to Multicultural Education
    Investigated the kinds of lived experiences contributing to teachers' commitment to multicultural education and processes by which teachers became committed. Interviews and surveys involving K-12 and college teachers indicated that teachers developed commitment through various developmental life experiences.
  • Does Culture Matter?
    Objects to current preoccupations with culture (particularly race) in psychology and education, suggesting that it is unethical to let culture influence decision making. Notes the paucity of empirical evidence of statistical interactions between treatment and culture in psychotherapy or teaching and culture in education.
  • White Natives. "Braveheart" and "Rob Roy" as Colonial Victims
    Two contemporary films, "Braveheart" and "Rob Roy," depict Scottish ethnicity from a rather narrow perspective. The positions that are sentimentally admired when attributed to white natives of Scotland are horrifying when expressed by contemporary peoples of color.
  • Preparing Teachers for the Culturally Diverse Classrooms
    The changing demographics in U.S. institutions have contributed to the increasingly multicultural nature of classroom participants.
  • The Lives and Values of Researchers: Implications for Educating Citizens in a Multicultural Society
    Discusses why it is necessary to uncover the values that underlie social science research and reviews reasons objectivity should be a goal of social science research. Presents a typology of cross-cultural researchers and describes the lives and work of some social scientists who exemplify these categories.
  • Saving Black Mountain: The Promise of Critical Literacy in a Multicultural Democracy
    Explores the concept of "democracy" and what it means in a multicultural society. Outlines several assumptions of critical literacy and suggests that it is important in realizing a strong democracy.
  • School Choice and the Development of Autonomy: A Reply to Brighouse
    Argues that for children to develop autonomy they must be socialized into the values of the adult community but then exposed to those of other communities. Proposes that school choice plays a role in the first, but that other actions must be taken to ensure the second.
  • A Student's Guide to Italian American Genealogy. Oryx American Family Tree Series
    This book is designed to help the novice in understanding how to conduct genealogical research for Italian ancestors. A brief introduction to each chapter offers ideas on topics for research and resources to consult.
  • The Global Student
    States that there is increased demand from employers for graduates to have greater international knowledge. Reports that the California Community College's Chancellor's Office is currently underwriting the Global Education Network (GEN), a group of initiatives to include intercultural perspectives into the community college curricula.
  • Working with School Systems: Educational Outreach and Action Guide
    This guide explains how individuals and American-Arab Anti-Discrimination Committee (ADC) chapters can work with school systems to reduce discrimination against students of Arab background and to educate teachers and other students about the cultures of the Middle East. Arab Americans can make a difference in the school systems by personal involvement in the schools and by providing teachers with the many excellent teaching materials that have been developed in recent years.
  • Getting from the Outside In: Teaching Mexican Americans When You Are an "Anglo."
    A midwestern university provides cross-cultural student teaching experiences in a southwestern city with a large Mexican-American population. Features include two classroom placements, a course in multicultural education, and bicultural mentors.
  • Teaching Chicano Sociology: A Response to the Academic Stock-Story about Ethnic Studies Classes
    Analyzes the academic stock-story that portrays ethnic studies classes as limited in substantive content, noncomparative, and only useful if they meet specialized curriculum needs. Discusses how to structure a Chicano sociology class as response to the academic stock-story and addresses the advantage of a diversity requirement in universities.
  • World Rhythms: Students Make Cultural Connections through Music and Dance
    Describes several programs in which music and dance are used to unlock doors that stereotypes of race, gender, language, religion, or ability have kept shut. Exposure to the music and dance of other cultures helps children's awareness of the diversity of the world and people's essential similarities.
  • The Freedom Writers Diary: How a Teacher and 150 Teens Used Writing To Change Themselves and the World around Them
    A young teacher attempted to engage a class of high-risk urban students by introducing them to books about intolerance and ethnic misunderstanding and developing their own awareness of discrimination and social bias through diaries that documented their own thoughts and feelings.
  • Using Creative Drama in the Multicultural Classroom
    The use of creative drama in a multicultural classroom can allow a teacher to establish a student-focused base for experiential learning and can allow students from various cultures to use drama as a way of expressing their individual cultural differences. Using literature about various ethnic groups in creative drama can contribute to the multicultural classroom.
  • Transforming the Multicultural Education of Teachers: Theory, Research, and Practice. Multicultural Education Series
    This book recognizes the important role teacher education programs can play in providing culturally responsive teachers for 21st century public school classrooms. It provides a range of transformative perspectives on the multicultural education of teachers, emphasizing race, racism, anti-racism, and democracy .
  • A Multicultural Matrix for Mathematics Education
    Offers a matrix to assist mathematics-curriculum planners and teachers around the world in developing multicultural learning materials. Contains 22 references.
  • 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.
  • Giving All Children a Chance: Advantages of an Antiracist Approach to Education for Deaf Children
    Discusses how multicultural approaches to educating children with deafness are often limited to the description of ethnic differences. The need for schools for students with deafness to use an antiracist approach to education that addresses the social and political ramifications of ethnic differences is stressed.
  • ESL Policy and Practice: A Linguistic Human Rights Perspective
    Finds that the reading performance of English-as-a-second-language students and English language learners immersed in regular education classes in a large urban school district was far below grade-level performance, across all categories of measurement; but that the performance of English language learners who had successfully exited from bilingual classes was consistently within or above the average range of performance. (SR).
  • A Solitary Struggle
    Reports on a discussion among seven teacher activists about the challenges they face in standing up for social justice in their schools. Promoting equity in education can be a lonely task for teachers who must struggle to find a balance between being activists and being accepted.
  • Turning Sunshine into Noir and Fantasy into Reality: Los Angeles in the Classroom
    At the University of Delaware, an interdisciplinary college course called "LA.: City of the Angels" incorporated history, political theory, film studies, and literature. The course aimed to deepen student awareness of diversity by deconstructing Hollywood images of Los Angeles and examining the interconnections between regional stereotypes and cultural and racial prejudice.
  • Who Needs Multicultural Education? White Students, U.S. History, and the Construction of a Usable Past
    A multicultural U.S. history curriculum offered in a mostly White middle school that focuses on the experiences of African-American slaves during the Civil War is described.
  • Educational Research Workshop on "Minority Education" (Bautzen (Saxony), October 11-14, 1994). Corp Author(s): Council of Europe, Strasbourg (France). Directorate of Education, Culture and Sport, Documentation Section
    This report provides the agenda and research from the workshop on Minority Education in Saxony in October 1994.
  • Bridging Multicultural Theory and Practice
    Gaps between multicultural theory and practice present some serious challenges and opportunities for future directions in the field. Instead of arguing about the best way to do multicultural education, it is more useful and empowering to legitimize multiple-levels appropriateness in working toward systemic reform.
  • Aboriginal Perspective on Education: A Vision of Cultural Context within the Framework of Social Studies. Literature/Research Review
    This literature and research review was conducted to provide an Aboriginal perspective to the work of the Western Canadian Protocol Social Studies K-12 Project. The Project is a positive step toward rebuilding cooperative relationships between Aboriginal and non-Aboriginal peoples, and will also provide the students of western Canada with an understanding and respect for diversity.
  • Assessing Dispositions toward Cultural Diversity among Preservice Teachers
    Assessed preservice teachers' attitudes toward cultural diversity prior to entering into multicultural education courses at an urban university. Respondents indicated strong support for implementing diversity issues in the classroom and high levels of agreement with equity beliefs and the social value of diversity.
  • Recentering Multiculturalism: Moving Toward Community
    Educators (n=21) in the New York Public School system were interviewed about multicultural education. Some viewed multiculturalism as diversity, others as difference.
  • Collaboration in the Science Classroom To Tackle Racism and Sexism
    Describes techniques used in a British secondary school classroom to encourage collaborative learning to promote science while addressing sexism and racism in the classroom. Group work practices were extended to include students monitoring of themselves and their interactions, with feedback and discussion of the social processes.
  • The New Spongiform University
    The great works of Western civilization, long held up to college students as models of human achievement, are rapidly being replaced by trivia and by multicultural and poststructural studies. With the growth of postmodern studies has come a decline in broad-based core requirements.
  • Culturally Sensitive Strategies for Violence Prevention
    Discusses cultural influences on behavior, theoretical assumptions about culturally diverse students, and culturally sensitive behavior management strategies that educators might consider in their efforts to curtail school violence. The strategies are intended to be culture-specific and culture-fair, to humanize school environments, and to encourage a sense of community and collective responsibility.
  • Losing Our Language: How Multiculturalism Undermines Our Children's Ability To Read, Write & Reason
    This book argues that it is the incorporation of a multicultural agenda into basal readers, the primary tool for teaching reading in elementary schools, that has stunted American children's ability to read.
  • 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.
  • Book Browse: A Creative Approach to Meaningful Language Learning
    Describes one elementary teacher's use of the Book Browse literacy activity, which allows Spanish-speaking students to examine books informally in pairs or small groups. Book Browse provides a highly social situation where multiple conversations can occur among these children who need exposure to expressive language as they develop skills in both Spanish and English.
  • Eurocentrism, Ethnic Studies, and the New World Order: Toward a Critical Paradigm
    Summarizes the general history and progress of what has been accomplished in the areas of ethnic studies and multicultural education. The article argues that ethnic studies programs are actively concerned with developing a paradigm that is anti-Eurocentric and antiracist in content and application.
  • The Training and Supervisory Needs of Racial and Ethnic Minority Students
    Despite increasing attention given to multicultural training issues in counseling programs, there is a dearth of information on unique training needs of racial and ethnic minority trainees. Reviews literature relevant to training needs, offers examples of training and supervisory issues, and makes recommendations for future research and training.
  • 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.
  • We Can't Teach What We Don't Know: White Teachers, Multiracial Schools. Multicultural Education Series
    This book explores what it means to be a culturally competent white teacher in racially diverse schools. Twenty-five years of a multi- cultural educator's experience is presented to show the changes and growth that must take place.
  • 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.
  • Transforming Elementary Social Studies: The Emergence of a Curriculum Focused on Diverse, Caring Communities
    Examines six elementary social studies textbook series for the absence or presence of multicultural perspectives. Identifies Houghton Mifflin and Macmillan as opposite ends of the spectrum.
  • Diversity: On-Line Resources
    Argues that the Internet and the World Wide Web are excellent resources for multicultural education. Reviews 25 Internet sites (provides URLs) that are of interest for social educators and students on topics from indigenous peoples of Mexico to Africa to U.S.
  • Diversity in the Classroom: New Approaches to the Education of Young Children. Second Edition
    Early childhood education faces theoretical dilemmas as it reexamines the role of culture in the development of children and struggles to define what "developmentally appropriate" means and for whom. Teachers and other caregivers are working to integrate an anti-bias, multicultural approach into the overall curriculum and everyday interactions with children and parents.
  • Dine College Struggles to Synthesize Navajo and Western Knowledge
    Discusses the 30-year struggle Navajo Community College leaders faced in developing a Navajo philosophy and education model that combines Navajo principles and values with a Western-based curriculum. Describes the 1995 implementation of Dine College's Philosophy of Education model at the Tsaile campus.
  • Returning to Class: Creating Opportunities for Multicultural Reform at Majority Second-Tier Schools
    Looks at two representative examples of the impact of multiculturalism on higher education in order to get a concrete sense of how different perspectives can affect understanding of the multicultural transformation of the college curriculum in general and English studies in particular. (SG).
  • African Literature in the Secondary English Language Arts Classroom
    Explains how a teacher's trip to Africa reinforced his commitment to a multicultural literature program. Recommends several books that might be incorporated into thematically-driven multicultural units such as "traditional tales," "rites of passage/search for identity," "cultures colliding," and "colonialism and its aftermath." (TB).
  • Giving Thanks: Observing Thanksgiving, Kwanzaa, and Day of the Dead
    Describes a primary-grade curriculum unit organized around the theme of "giving thanks" and encompassing the holidays of Thanksgiving, Kwanzaa, and Day of the Dead. Provides historical background and cultural context for each holiday, engagement activities, investigation activities, sharing activities, and a short list of related children's literature.
  • Breaking the Silence: The Stories of Gay and Lesbian People in Children's Literature
    Discusses how for gay or lesbian youth, the issues of identity and acceptance that are ignored both in life and in literature are not only profound but also dangerous. Notes that books that include gay or lesbian characters usually elicit a strong negative reaction to their content by vocal conservative groups.
  • Teacher Thinking in Cultural Contexts. SUNY Series, The Social Context of Education
    This collection sheds light on current research on teacher thinking in cultural contexts and identifies promising practices in teacher education that take the most salient contextual variables into account.
  • More Than a Pretty Cloth: Teaching Hmong History and Culture Through Textile Art
    Argues that textile arts, often created by women, provide a valuable, but frequently overlooked, resource for learning about a culture. Describes an effort to learn about Hmong culture and history through a study of textile arts and to teach preservice teachers in a social studies methods course about this culture.
  • Bilingualism and Multiculturalism Go to Early Childhood Programs
    This presentation on the preparation of early childhood teachers addresses implication of multiculturalism and bilingual education in early childhood programs. The purpose of the presentation was threefold: (1) to increase understanding of bilingualism and multiculturalism; (2) to compare and contrast bilingualism and multiculturalism; and (3) to explore implications for the preparation of teachers and the development of strong early childhood programs.
  • Living and Learning: Experiences North and South
    An Afro-American multicultural education professor explains how struggle has accompanied her academic pursuits and lifelong experiences. She traces her sharecropper family's history, demonstrating the intergenerational effects of undemocratic class, race, and gender relations and showing how her learning experiences have shaped her beliefs as a multicultural educator dedicated to mutual teacher/student respect.
  • Approaches To Modeling Diversity in the College Classroom: Challenges and Strategies
    Discusses challenges faced in teaching a curriculum based on multicultural theory: the large volume of scholarship on diversity, student resistance to diversity issues, and professor attitudes toward diversity. Presents a technique for meeting these challenges based on modeling appropriate diversity-sensitive behaviors that involves the use of language and course content to model respect for several forms of diversity.
  • The Culturally Competent Art Educator
    Focuses on the importance of preparing teachers to be culturally competent art educators, addresses the qualities of a culturally competent teacher, delineates Mazrui's seven functions of culture, and explores how to comprehend multicultural practice. Discusses how teachers can acquire cultural knowledge through literature, films and videos, and museums and galleries.
  • Bleeding Boundaries or Uncertain Center? A Historical Exploration of Multicultural Education
    Explores historical trends in multicultural education related to its definition as a subject discipline. Discusses conceptual elements, common core, and discipline boundaries.
  • Culturally Responsive Teaching: Theory, Research, and Practice. Multicultural Education Series
    This volume makes the case for using culturally responsive teaching to improve the school performance of underachieving students of color. Key components of culturally responsive teaching are discussed.
  • The Multiracial Experience: Racial Borders as the New Frontier
    The essays in this collection conduct a dialogue about race from a multiracial perspective. The biracial baby boom that began in the 1960s practically guarantees that anyone living in a large American city knows someone who is racially mixed.
  • Revolutionizing Multicultural Education Staff Development: Factor Structure of a Teacher Survey
    Investigated African American and white elementary teachers' beliefs about and knowledge of multicultural education and their interest in staff development, noting differences by race. Survey data indicated that teachers considered multicultural education beneficial to students, but they were not very motivated to participate in training sessions.
  • Culture, Identity, and Curriculum
    Describes a curriculum transformation project at Ohio's Mount Union College (a predominantly white school) designed to help faculty members restructure their courses to reflect a multicultural approach and provide information to help students work in diverse settings. A yearlong workshop teaches educators to make multicultural issues central, rather than superficial add-ons.
  • Multicultural Prism: Voices from the Field. Volume 2
    This book presents descriptions of 17 courses in education, the humanities, social sciences, business, and the arts that acknowledge cultural diversity and invite students to understand and respect that diversity. Many of the courses focus on student-centered approaches to instruction.
  • Whites Trashing Whites: Multiculturalism's Liberal Guilt Trip
    Presents the opinions of a white, male literature professor who attended a conference of college writing teachers and was distressed because the overwhelmingly white audience listened quietly as speakers used the platform to identify whites as oppressors of minorities and linguistic imperialists. The paper questions the view that Standard English usage oppresses minorities.
  • Learner Centered Schools as a Mindset, and the Connection with Mindfulness and Multiculturalism
    After acknowledging that learning and knowing are coconstructed social processes created and shared by teachers and students as learners, the paper examines mindfulness and multiculturalism as learner-centered processes. Mindfulness, multiculturalism, and learner centeredness are interdependent mindsets that encourage interplay between teacher, student, and content and that mediate the classroom environment.
  • 25 Years of Multiculturalism--Past, Present and Future, Part II. Focus on Human Rights
    Evaluates the effect of multicultural education on racism in Canada. Maintains that racism is still an integral part of Canadian life and, in some instances, appears to be on the rise.
  • Telling Stories: On Ethnicity, Exclusion, and Education in Upstate New York
    Public debate between Euro-American seniors and minority speakers on the educational needs of the Hispanic-American community in upstate New York is examined. Differing views of group identity emerge, and reasons for the social and educational status of the ethnic minority are presented.
  • Connecting Preservice Teacher Education to Diverse Communities: A Focus on Family Literacy
    Describes a teacher education program at the New College of California as an example of efforts to empower new teachers to meet the challenges of educating diverse students. Discusses the candidate intake process, the preprogram reading effort, community building, instructional strategies, and the family literacy program, which is integral to teacher education at the college.
  • Links between Family Life and Minority Student Achievement: Removing the Blinders
    Contends that a range of theories exists in the social science literature about the effects of family processes on the social and academic success of a family's offspring. Identifies major theoretical perspectives that have dominated the literature on families and minority student achievement.
  • Mediating Boundaries of Race, Class, and Professorial Authority as a Critical Multiculturalist
    Presents one college professor's reflections on the challenges of mediating the boundaries of race, class, and professorial authority in an undergraduate multicultural education course. After discussing current debates about multicultural education, the paper examines assumptions underlying a multicultural discourse, poses questions about pedagogy, and discusses the usefulness of theories of critical pedagogy in addressing the questions.
  • The Case of Deming, New Mexico: International Public Education. Multicultural Videocase Series
    This guide accompanies one of a pair of videocases depicting educational life in Deming, New Mexico. The videocase includes 28 minutes of unstaged but edited videotape footage of teaching and learning in and around junior high and mid-high schools in Deming.
  • ABE and a Pedagogy of "Difference."
    Interviews with six Australian adult basic education students confirmed the social nature of literacy, the social networks involved in literacy practices, and the multilingualism of students. Results suggest the need for a curriculum that recognizes and makes explicit linguistic and cultural differences.
  • Educational Reform, Students of Color, and Potential Outcomes
    Based on middle-class, white values and assumptions, school restructuring proposed in "first wave reform" will increase inequity and stratification and hamper social mobility for minorities. School choice, outcomes-based education, and secondary track systems are critiqued.
  • 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.
  • From Cradleboard to Motherboard: Buffy Sainte-Marie's Interactive Multimedia Curriculum Transforms Native American Studies
    Describes "Science: Through Native American Eyes," an interactive multimedia CD-ROM for middle school that is part of the Cradleboard Teaching Project developed by musician and teacher Buffy Sainte-Marie. The Cradleboard joins Native American tradition and high-tech innovation to explore the core curriculum of the National Content Standards.
  • 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.
  • Multicultural and Disability Agendas in Teacher Education: Preparing Teachers for Diversity
    Examines multicultural and introductory special-education textbooks to assess how each set of texts treats the other's issues. Analyzes conversations with teacher-education leaders addressing how their programs treat both issues.
  • Preservice Teachers' Views of Inclusive Science Teaching as Shaped by Images of Teaching, Learning, and Knowing
    Interpretive analysis of preservice teachers' writings and discussions during an elementary-science methods course identified the teachers' positivist views of knowledge, learning, and teaching as prominent tools for guiding understanding of and reaction to ideas of teaching science to diverse student populations. Discusses the impact on teachers' views of pedagogy and makes suggestions for teacher education.
  • The Role of Empathy in Teaching Culturally Diverse Students: A Qualitative Study of Teachers' Beliefs
    Investigated teachers' beliefs about the role of empathy in their effectiveness with culturally diverse students. All respondents had participated in a multicultural professional development course geared to fostering culturally responsive practice.
  • Teaching for Diversity
    This book focuses on how to teach students from diverse cultures and how to teach students to live in a diverse society.
  • A Diversity Grab Bag
    Suggests 15 strategies for introducing the concept of diversity to children including: (1) promoting conversation; (2) making the familiar different; (3) exploring music; (4) learning about celebrations; (5) showing objects; (6) taking field trips; (7) introducing foods; (8) encouraging empathy; (9) collaborating with different people; and (10) communicating with parents. (SD).
  • The Accelerating Change of American Diversity
    Discusses three aspects of changes underlying the "New Multiculturalism": intermarriage, "tipping" of racial and ethnic balances (due to differential birthrates and immigration patterns), and transnational cultures. Educational ramifications include changes in administrative record keeping, evolving student identities, acculturation, intergroup relations, and curriculum.
  • Student Experiences with Multicultural and Diversity Education
    Investigates student learning experiences in courses with multicultural and diversity content and finds that community college students desire this kind of course content. Students want to learn more about diversity than what frequently is associated with "culture." Information concerning gender, sexual orientation, ageism, classism, and disabilities should be infused into college curricula.
  • Power and Contact: Transcending Authority in the Classroom
    One of the prerequisites or unavoidable results of multiculturalism is that the classroom becomes what Mary Louise Pratt calls a "contact zone." Within the spectrum of student political approaches is the student who is openly belligerent to the multicultural agenda and the student who is "converted" or will simply give the teacher what he/she wants.
  • Cultural Diversity in Catholic Schools: Challenges and Opportunities for Catholic Educators
    This book examines sociocultural factors that affect teaching and learning in today's Catholic elementary and secondary schools. The first chapter, "Cultural Diversity: An Important but Problematic Issue," discusses how demographic and societal changes have created a greater need for cultural diversity in education, and stresses the ambiguities inherent in addressing this diversity.
  • Projecting the Voices of Others: Issues of Representation in Teaching Race and Ethnicity
    Discusses the practice of first-person accounts in curriculum examinations of race and ethnicity. Refutes the essentialist notion that only members of a particular group can address issues concerning that group.
  • National Standards for History. Basic Edition.
    This revised guide is intended for teachers to aid in development of history curriculum in the schools and explains what students should know and be able to do in each of the grade levels. The book addresses two types of standards: (1) historical thinking skills; and (2) historical understandings.
  • The Blackboard Jungle: Critically Interrogating Hollywood's Vision of the Urban Classroom
    Investigated graduate preservice teachers' perceptions of urban students and schools, exploring how they arrived at these perceptions through personal experiences/contacts and other means. Students completed surveys about their image of urban schools and students and examined commercial Hollywood films, discussing their role in shaping perceptions.
  • Precollegiate Anthropology: Its Potential for the Twenty-first Century
    Considers the role anthropology can play in addressing multicultural issues in education. Maintains that through the study of various cultures students can build respect and value for diversity, understand that human behavior is influenced by culture, and create an understanding of the similarity of human experiences and concerns.
  • Revisiting Intercultural Education: Goals, Methods, and Obstacles
    Discusses multicultural education, explaining that it was developed in response to concerns about Americans' anxiety over mass immigration into the country during the early 1900s. Describes five goals of multicultural education, notes methods of and obstacles to multicultural education over the years, and presents implications for contemporary efforts in multicultural education.
  • Refocusing the Lens: A Closer Look at Universities in the New Millennium
    Discusses the need to modify higher education's European-oriented curriculum and culture to become more inclusive of other cultures and languages and to refuse to comply with the status quo, noting that in the coming years, present-day minorities will become the majority. Higher education institutions must regard diversity as an asset and multicultural/multilingual universities as centers of opportunity.
  • Adult Role Models: Needed Voices for Adolescents, Multiculturalism, Diversity, and Race Relations
    It examines parents', teachers', and administrators' beliefs about positive race relations and multiculturalism. Interview data indicate that parents and school role models are working to model acceptance of all cultures, and they understand that contacts and interactions with people of all races are necessary to make children better persons, lessening prejudice and biases not suitable in a diversified society.
  • "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.
  • What Counts and How: Mathematics Teaching in Culturally, Linguistically, and Socioeconomically Diverse Urban Settings
    Examined urban teachers' efforts to embrace mathematics reform with culturally, linguistically, and socioeconomically diverse student populations, noting teachers' roles in providing accessible and valuable mathematical learning opportunities to diverse students. Data from two third grade teachers indicate that such work is complex.
  • Care, Community, and Context in a Teacher Education Classroom
    Highlights growth that occurs when attention is paid to what teacher candidates should learn and how they should learn it, describing a class that combined attention to knowing students in a learning community, to constructivist pedagogy, and to core questions about educational equity, which led students to ask very different questions about themselves, their students, and being critical, transformative teachers. (SM).
  • Issues in Curriculum and Instruction: Effects of Multiculturalism on the Community College Curriculum
    Multicultural education relates to the infusion of all cultures into the current standard curriculum. Culture consists of ways of thinking, values, reactions to problems and situations, and many other things.
  • Arts Education as a Catalyst to Diverse Approaches to Multicultural Education
    This paper advocates music and other arts as offering a unique course to both the celebration of cultural diversity and the pursuit for those human, unifying factors that may keep society together. Sections of the paper include an introduction, a historical perspective on the value of the arts and humanity, and a conclusion related to how equity and access for all students can be gained through arts education.
  • The Color of Bureaucracy: The Politics of Equity in Multicultural School Communities
    This book is for administrators, teachers, policymakers, educational reformers, and community leaders who are concerned with achieving greater social justice in education. It provides an in-depth understanding of the challenges to schools brought about by lingering views of race, gender, ethnicity, and class, showing how the inequalities of the country's past are unconsciously maintained through inherited systems of bureaucratic control.
  • Rethinking Culture in the Pedagogy and Practices of Preservice Teachers
    Examines questions about culture and cultural identity that surfaced as student teachers in their elementary practicum attempted to learn about their students' communities and use culture in the classroom, illustrating how culture can be used in classrooms to frame and limit children and suggesting how to reframe classroom practices and multicultural goals in light of potential problems. (SM).
  • Multicultural Literature: Mirror and Window on Experience
    Believes that multicultural literature should focus on the diverse groups within society while also stressing the common similarities between human experiences in order to encourage students to connect with the characters, situations, and contexts presented in the books. Offers five areas of exploration and accompanying literature that identify common experiences.
  • Multicultural Teacher Education: Problems and Possibilities in Small College Settings
    This study examined how small private colleges addressed multicultural issues within teacher education. Data came from colleges and universities belonging to the Coalition for Christian Colleges and Universities.
  • The Disproportionate Representation of Minority Students in Special Education: Responding to the Problem
    Identifies specific content that teacher trainers in special and general education should consider incorporating into preservice training programs in an effort to address the over- and underrepresentation of culturally and linguistically diverse students in special education programs. The fields of multicultural education and bilingual education are seen to offer effective practices and programs for diverse special-needs learners.
  • Feeling, Experiencing and Consciousing: Diversity in the College Classroom
    Recent reports identify minority college students' tendency to segregate themselves and opt out of mainstream campus activities. This article describes a redesigned cultural diversity teaching model that sensitizes instructors to their own ethnic/racial preconceptions and helps students acknowledge their own racial biases, identify stereotypical reactions, engage in honest discussion about differences, and appreciate other groups' societal contributions.
  • The Myth Ritual Theory and the Teaching of Multicultural Literature
    Grapples with the difficult task of helping students differentiate between "myth" as a false belief or lie and "myth" as a cultural phenomenon embedded in sophisticated systems of meaning and action. Outlines four goals for the world mythology unit that help explore this greater sophistication with ninth graders.
  • 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.
  • Multicultural Curriculum in Higher Education
    Discusses cultural wars in academic disciplines and among populations within college and university campuses. Examines multiculturalism and the curriculum, ranging from reform of basic curricular requirements to the persistence of ethnic and gender studies programs, and considers opportunities for effecting change in academic libraries.
  • Cultural Competency Training at a Distance: Challenges and Strategies
    Televised instruction and a movement to integrate cultural-competency training into counselor education represent the convergence of two major forces in counselor training today. The challenges associated with providing cultural-competency training via interactive television are outlined.
  • Changing Hearts, Changing Minds: Encouraging Student Teachers to Use Multicultural Literature
    Investigates the problem of why preservice teachers are disinclined to teach noncanonical multicultural literature. Gives particular consideration to the need to help teachers develop strong rationales for teaching ethnically diverse literature that will sustain them through the resistances they will inevitably encounter to a multicultural agenda.
  • Focus on Pre-K and K (Ages 4-6): A Quarterly Newsletter for the Education Community, 1997-1998
    These four quarterly newsletter issues address various topics of interest to teachers of young children. Each issue focuses on a theme and includes an article on that theme, along with regular columns.
  • Kids to Kids International: By Creating Picture Books Your Students Can Communicate with Children from Different Cultures
    This article describes the implementation of the Kids to Kids International (KTKI) program, a student-created picture book program that gives children an opportunity to learn about and understand each other. At the Rochambeau Middle School in Connecticut, KTKI has become part of the integrated language arts program, a Writers Club, an enrichment class, and Spanish classes.
  • The Transition of Gambian Children to New York City Public Schools
    Noting the need to develop strategies to ease the transition of children from families recently arriving in the United States from Gambia into the public school system in New York City, this paper compares the school life in Gambia with that of Bronx, New York.
  • Critical Issue Bibliography (CRIB) Sheet: Lessons from the Field.
    The Critical Issue Bibliography (CRIB) Sheet describes resources that highlight institutional practices that have been instrumental in the creation of multicultural campus environments. These lessons from the field of multicultural education can help other institutions in developing and implementing policy.
  • Cultural Malpractice: The Growing Obsolescence of Psychology with the Changing U.S. Population
    Without substantial revisions to curricula, training, research, and practice, psychology risks professional, ethical, and economic problems because it will no longer be a feasible resource for the majority of the U.S. population.
  • Learning to Teach in a Diverse Setting: A Case Study of a Multicultural Science Education Enthusiast
    Explores the student-teaching experience of a multicultural-science-education enthusiast who taught in a school whose predominant culture was different from her own. Describes thematically the student's teaching experience and examines how encountered constraints were negotiated.
  • Beyond Multiple Intelligences: Implications for Multicultural Teachers
    Since intelligence is a highly respected universal value, education must build on sociocultural and educational expectations of diverse learners. Multicultural education is useful in tapping diverse learners' multiple intelligences.
  • Creating a New Borderland on the Screen
    Discusses a research project at the University of Gent (Belgium) that created materials for teaching literature from a European perspective. Concludes that a global revision of the literature course design should be made in which hypertext and multiculturalism play a key role; illustrates with examples of hypermedia applications for "Don Quixote" and "Robinson Crusoe." (AEF).
  • Housing on College Campuses: Self-Segregation, Integration, and Other Alternatives. A Communitarian Report
    This report discusses policies that guide housing for students on college and university campuses in matters that concern relations among status groups based on ethnic, religious, racial, and sexual backgrounds and orientations. The issue of self-segregation has emerged as a crucial one to many colleges as enrollment of minorities has increased.
  • Diversity and Multicultural Education: A Glance at the Russian Front
    Russia is a multicultural nation composed of the Volga republics, north Caucasian region, southern Ural mountain areas, and Siberia. Russian educators believe language is the treasure of all nations; their multicultural education places an emphasis on knowing language in order to understand culture.
  • Critical Multiculturalism, Border Knowledge, and the Canon: Implications for General Education and the Academy
    Formulates a vision of general education and academics founded on multiculturalism. Underscores the importance of multiple forms of knowledge and the cultural perspectives that students bring to academic communities.
  • Motivating People from Privileged Groups to Support Social Justice
    Presents a theoretical perspective for understanding what may motivate people from privileged groups to support diversity and social justice, discussing and examining the complexities and limitations of three main sources of motivation: empathy, moral and spiritual values, and self-interest. Educational strategies are suggested to address these sources of motivation.
  • Multicultural Education and the Emerging Paradigm: An Essay in Cultural Epistemology
    This article discusses the origins of multicultural education from the perspective of cultural epistemology. It contends that at issue in the multicultural education debate is the challenge of paradigmatic shifts in understanding multicultural society and multiculturalism as sociopolitical constructs.
  • Diversity and the New Immigrants
    Schools are inadequately prepared to serve the needs of increasing numbers of culturally diverse students. Problems relate to desegregation, multicultural education, higher quality education, and bilingual education.
  • Reconceptualizing Literacy in the New Age of Multiculturalism and Pluralism. A Volume in Language, Literacy, and Learning
    The 17 chapters in this collection of papers are on cultural literacy, cultural pluralism, and diversity.
  • The Moccasin on the Other Foot Dilemma: Multicultural Strategies at a Historically Black College
    This study used participant observation, student interviews, reflective journals, and discussions with faculty members and administrators to examine multicultural aspects at an historically black college.
  • Music Appreciation Class: Broadening Perspectives
    Outlines approaches for introducing multicultural music into the standard music appreciation class. Notes the close relationship and influence shared by Middle Eastern and Western music and recommends using this as a starting point.
  • Complex Instruction in The Netherlands: A Case Study
    "Learning Together in Multicultural Groups" (Dutch acronym, SLIM) is a Dutch version of the Complex Instruction project at Stanford University (California). An evaluation was conducted of the implementation of classroom processes and teacher guidance as specified in the Complex Instruction Method, using a case study approach where processes in the classrooms and interaction processes during teacher guidance were studied through direct observation and audiotaping.
  • Ethnomathematics and Multicultural Mathematics Education
    Presents information on ethnomathematics which is defined as the meeting of cultural anthropology with mathematics and education. Emphasizes the importance of multicultural education and ethnomathematics in the mathematics curriculum.
  • Beyond the Food Court: Goals and Strategies for Teaching Multiculturalism
    Explores the reasons why higher education must incorporate gender and multicultural scholarship and perspectives into the curriculum. Argues for the type of multiculturalism that focuses on identifying and deconstructing privilege and hierarchy.
  • The Preservice Education of Teachers for Student Diversity: An Analysis of the Special Education Empirical Literature
    This monograph analyzes the empirical literature on multicultural teacher education. The first section summarizes the existing literature in general education and points out strengths and weaknesses.
  • CIRCA 2000: Curriculum Intervention for Reading Comprehension & Achievement
    Presents an essay that is the result of group-centered activities by graduate students and a faculty mentor in a leadership training program for prospective educational administrators in California. Notes that the class produced some forward-moving and future-thinking core recommendations for reading improvement and achievement in multicultural settings.
  • Multiculturalism and Interculturalism in Quebec: Between Myth and Reality
    This paper discusses procedural liberalism as the main obstacle to democratic, pluralist cultural and educational practice in Quebec, Canada, arguing that institutional-level procedural liberalism promotes the status quo and precludes the democratic practice of intercultural education.
  • Using Computer Technology to Promote Multicultural Awareness among Elementary School-Age Students
    Elementary school teachers, administrators, and counselors need to implement educational strategies that effectively help children develop skills necessary to manage technological demands and interpersonal challenges related to living in a highly diverse modern society. The article discusses projects and activities that involve the use of computers among elementary school students.
  • Multicultural Education outside the Classroom: Building the Capacity of HIV Prevention Peer Educators
    Describes the Wisconsin Youth HIV Prevention Institution, a program to enhance HIV prevention peer education for reaching youth at high risk, focusing on its intensive multicultural education and empowerment approach. Summarizes evaluation findings related to participation in the program and discusses implications of the program for HIV prevention peer education and other forms of multicultural education.
  • Trends and Issues in Urban Education, 1998
    This report examines several important trends and issues in urban education and minority education. It reviews major principles for rethinking urban schooling so that students from diverse racial, ethnic, linguistic, and gender groups will be able to receive a more equal education, and it considers specific issues in their education.
  • 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.
  • After the Disciplines: The Emergence of Cultural Studies. Critical Studies in Education and Culture Series
    This collection of essays contains responses to a request to examine the emergence and formation of "cultural studies" within the university and the implications of cultural studies for an economics of "disciplinarity." The majority of the contributors are from the University of Auckland, New Zealand.
  • The Magic of Culturally Responsive Pedagogy: In Search of the Genie's Lamp in Multicultural Education
    In recent years, there has been growing interest in helping teachers develop culturally responsive teaching strategies. This paper profiles crucial aspects of a culturally responsive pedagogy and proposes a holistic framework for integrating different levels of culture into culturally responsive teaching.
  • Beautiful Me! Celebrating Diversity through Literature and Art
    Describes the "Beautiful Me!" kindergarten unit, which uses children's literature to help children develop a rich vocabulary to describe themselves, their friends, and family, and to avoid words placing people into categories and stereotypes. Activities include providing various skin-tone crayons for drawing and using craft materials to depict hair with different textures, colors, and thickness.
  • Internationalizing the Public Relations Curriculum
    Discusses broadening public relations to an international level by incorporating the topics of culture, international practices, and culturally sensitive theory development. Discusses rationale, design, and execution of an undergraduate course in international public relations.
  • Moving Marginalized Students Inside the Lines: Cultural Differences in Classrooms
    Discusses what the author has learned in her job at an elementary school in Northeast Mississippi as liaison between English-speaking school personnel and Spanish-speaking students and parents, most of whom are recent immigrants from Mexico. Discusses what the author learned, through extensive talking and questioning of students and parents, about how cultural differences affect classroom activities and interaction.
  • Teaching about Cultural Awareness. Revised
    This unit is designed for students in grades 5-12 and can be adapted for individual settings. The unit provides an introduction to multiple perspectives and cultural differences to help students become more aware of the diversity of ideas and practices in society.
  • La Dicha de Los Libros--Children's Books in Spanish
    Reviews a collection of high-quality books in Spanish which can help encourage Spanish-speaking children and adolescents to read. From creative books for the very young to the lives of famous women, to fantasies and animated traditional tales, these recently published books are designed to appeal to Spanish speakers and those wishing to learn Spanish.
  • Having Arrived: Dimensions of Educational Success in a Transitional Newcomer School
    Examines a program for newly arrived, non-English-speaking immigrant children in a California city. Findings from a fourth-grade class demonstrate how a nurturing setting, culturally flexible teaching approach, linguistic and cultural validation, and a valued spatial environment contribute to newcomer students' success.
  • "I Know English so many, Mrs. Abbott": Reciprocal Discoveries in a Linguistically Diverse Classroom
    Describes a first-grade classroom to illustrate a classroom environment that supports second-language learners while drawing on linguistic diversity to enrich the language learning of all students. Discusses resources and routines; as well as risks and rewards both in a rich language arts curriculum as well as in the social environment.
  • Exploring Ethnic-Specific Literature: A Unity of Parents, Families, and Educators
    Argues that making ethnic-specific literature integral to the literature program enhances a sense of community. Describes ways of exploring and reading ethnic-specific literature, and lists some titles for adults, young adults, and children.
  • Education in Black and White: How Kids Learn Racism--And How Schools Can Help Them Unlearn It
    Before educators can help children unlearn racial prejudice, they should realize that children develop societal stereotypes and biases by age 3 or 4. A Seattle multiculturalism expert suggests that schools create an overall cooperative atmosphere, sponsor cross-school events that bring kids from different backgrounds together, and ensure equal status for students of all races.
  • School Health Education in a Multicultural Society. ERIC Digest
    School health education needs to build a broad base of awareness, tolerance, and sensitivity to different expressions of healthy behavior while maintaining scientific accuracy. This can only be accomplished through exposing children to the various types of health knowledge found in different cultures.
  • Angela: A Pedagogical Story and Conversation
    Presents a fictional account of one teacher's experience with an Aboriginal student, focusing on the details in each section of the story to highlight the many preconceived notions teachers may have when dealing with Aboriginal students. A sidebar offers guidelines for establishing a safe environment for discussing and learning about culturally sensitive issues.
  • Reform in Teacher Education through the CLAD/BCLAD Policy
    Analyzes obstacles facing multicultural/bilingual teacher education reform in the context of California's Crosscultural Language and Academic Development (CLAD) or Bilingual Crosscultural Language and Academic Development (BCLAD) programs, which try to translate theoretical frameworks concerned with cultural difference into credentialing policy. This reform effort champions linguistic and cultural diversity but faces formidable obstacles.
  • Manitoba Study on Multicultural Training for Apprenticeship Pays Off
    A study assessed the usefulness and effectiveness of a self-instructional print module on multicultural behavior change in learners in trade apprenticeships. The module had a significant effect on learning and retention, a moderate effect on attitude.
  • Early Childhood Education in Eritrea, Proceeding as We Would Finish
    Describes the success of early childhood education programs in Eritrea which are based on the principle "we should proceed in the way we wish to finish." Identifies the social, cultural, and developmental factors an educator must consider. Notes how multilingualism and multiculturalism are of special importance in Eritrean early childhood education.
  • Examining the Relationship among Opportunity, Inclusion, and Choice
    Describes the multicultural language practices used at Western Hills Elementary School in Denver, Colorado. Discusses social and cultural dimensions of learning and their relationships to second language acquisition.
  • Pedagogy, Politics, and Schools: Films about Social Justice in Education
    Reviews six films about issues related to multicultural and social justice education in the United States: "It's Elementary: Talking about Gay Issues in School"; "Starting Small: Teaching Children Tolerance"; "In Whole Honor?"; "Children Talk about AIDS"; "Fear and Learning at Hoover Elementary"; and "'Good Morning Miss Toliver.'" (SM).
  • IFTE 1995: Some Notes from a Subgroup
    Within the paradigm of cultural pluralism, four areas seem worth exploring in depth: (1) language and power; (2) multiculturalism vs/as cultural pluralism; (3) English itself--the discipline, course, and class; and (4) individual vs/as the collective.
  • Educating Latino Students: A Guide to Successful Practice
    This book attempts to assist readers in expanding their knowledge base in the area of quality practices for Latino students. The chapters contain many practices that can be implemented in educational settings from preschool to secondary school.
  • Mathematics and Cultural Diversity in the Curriculum
    Examines the place of mathematics in the general discussion of multicultural and international diversity. Discusses the importance of practicing mathematicians taking a positive role in K-12 mathematics education.
  • Learning to Create Ad Strategies for "Different" Target Audiences
    Describes a focus group exercise used with advertising creative- and strategy-development students that was designed to cultivate awareness of the ethnic consumers' purchase-decision process. Offers an overview of the project's stages, describes the assignment, and notes that members of the original-product focus group also reviewed students' creative solutions and provided feedback.
  • A Response to Rose Hernandez Sheets
    Responds to an essay that examined the role of whites in multicultural education and reviewed three books on the subject, agreeing with the essay's assertion that having a positive white racial identity does not an antiracist educator make; questioning the essay's interpretation of the term marginalization regarding diverse students; and agreeing that whites must take the responsibility for educating themselves about people of color. (SM).
  • Using an Interactive Website To Educate about Cultural Diversity and Societal Oppression
    Describes use of an interactive Web forum to provide a safe vehicle for social work students to dialogue concerning the dynamics of social oppression and cultural diversity. Analyzes usage patterns of the website and data from student evaluations.
  • Preparing English Teachers To Teach Diverse Student Populations: Beliefs, Challenges, Proposals for Change
    Argues a need for in-depth consideration of principles and practices to prepare teachers for classrooms they will face in the future. Notes problems created by the disparity between increasing student diversity and their overwhelmingly white, female English/language arts teachers.
  • Global Perspectives for Young Readers: Easy Readers and Picture Book Read-Alouds from around the World
    Discusses how early childhood educators can use reading lessons as part of a global curriculum and help children develop an understanding of other peoples and their customs. Includes criteria for choosing international books as early reader selections, and annotated lists of picture books for beginning readers, chapter books for young readers, and translated books for read-aloud sessions.
  • Multicultural Activities throughout the Year
    Describes how early childhood teachers and caregivers can provide experiences that implement meaningful multicultural understandings into their curriculum, focusing on: where to begin; diversity within the classroom; celebrating birthdays in different countries; classroom displays that positively represent different cultures; evaluating learning centers; and providing dramatic play, art, language arts/library, science/discovery, music, math/manipulative, and block centers. (SM).
  • Without a Prayer
    Ponders issue of schools, school prayer, and religion. Shows how a teachable moment can promote moral and societal values without imposing specific views of any particular religion.
  • 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.
  • Teachers' Beliefs, Antiracism and Moral Education: Problems of Intersection
    Explores the potential problems of intersection between the defining aims of antiracist education and teachers' beliefs about the aims of education. Identifies a framework for differentiating three ethical perspectives that teachers often take in articulating and justifying their beliefs about the ideal aims of education.
  • Multicultural Materials in the Learning Resources Lab
    This bibliography presents annotations of 50 books; 6 kits, games, and software; and 8 videos that deal with multiculturalism. Many of the items in the annotated bibliography present class activities, offer selections of multicultural literature, or discuss other cultures.
  • Beyond Race Awareness: White Racial Identity and Multicultural Teaching
    Interviews examined whether white students' shifts in thinking about themselves as racial beings and about systems of oppression during a multicultural education course were evident in later teaching practice. Though students initially resisted learning about their own racism, they eventually became more willing to take some responsibility for racism.
  • Ordinary People: A Challenge of Cultural Diversity
    Presents suggestions aimed at helping interpreters work in a culturally diverse society. (JRH).
  • Multicultural Education and the Civic Mission of Schools
    This paper discusses key elements of current multicultural challenges of the traditional civic mission of schools. It appraises these challenges to suggest their strengths and weaknesses--contributions and pitfalls--with regard to fundamental U.S.
  • Multicultural Strategies for Community Colleges: Expanding Faculty Diversity. ERIC Digest
    This digest explores the community college's mission to increase student attendance and performance by improving faculty diversity. Community colleges are filled with multicultural, diverse students who bring different knowledge and skills to educational institutions.
  • Beyond Fairy Godmothers and Glass Slippers: A Look at Multicultural Variants of Cinderella
    This annotated bibliography presents a collection of multicultural Cinderella variants, all of which allow children to experience the culture within an easily identifiable framework. Variants include African/African American/American South, Asian, Jewish, Latino/Latin American/Caribbean, Middle Eastern, Native American, and other European American.
  • Say Hola: Crossing Borders, Enriching Lives
    Describes a thematic unit of study, carried out in a kindergarten class, on traditional aspects of Mexican life. Describes class activities, unit objectives, and student responses in the unit involving geography, art, literacy, and Mexican culture.
  • Curriculum, Identity, and Experience in Multicultural Teacher Education
    Reports on the initial stages of an ongoing action-research project in multicultural teacher education. Viewing curriculum as the creation of culturally significant domains for conversation, the project inquired into how a secondary English-methods course centered on issues of cultural diversity and emerging professional identities was taken up by predominantly white, middle-class students.
  • Melting Pot to Tossed Salad
    Encourages teachers to interact with students and students to interact with each other to facilitate cultural awareness and respect for differences. Proposes a number of classroom activities, such as "how to" presentations, studies of cultural folklore, and a puppet show.
  • Facilitating Cross-Cultural Online Discussion Groups: Implications for Practice
    Discusses research that examined the issues and challenges experienced by facilitators in cross-cultural group discussions in a Web conferencing program, using action research methods of data collection and analysis. Considers questioning, participation, interpersonal and group dynamics, facilitator expectations, and student expectations.
  • Multicultural Identity Development: Preparing To Work with Diverse Populations
    Working effectively within a multicultural society requires that counselors and educators become multicultural in context. This study was designed to determine whether a three-part cultural training diversity program would enable participants to become multicultural in context through structured learning experiences.
  • Improving Upper Grade Math Achievement via the Integration of a Culturally Responsive Curriculum
    This report describes an intervention program for increasing mathematical achievement of African American students. Within the targeted population, it was evident that the disparity in math achievement between African American and White students was increasing each year.
  • Transcultural Nursing Education: A View from Within
    Written from a minority perspective, this article explores issues of transcultural nursing education and advocates reform of approaches that cast minority ethnic persons as "other," present minority ethnic nurses as experts on minority issues, and equate transcultural education with learning about cultural norms and practices. (Contains 41 references.) (SK).
  • The Educational Politics of Identity and Category
    Strikes a new educational path through the politics of identity and multiculturalism by arguing for the need to equip young people with an understanding of how culture, race, and nation have been constructed. The paper discusses two multicultural and antiracist initiatives in Canada and examines the beliefs and politics of Simone Weil, Charles Taylor, Neil Bissoondath, and Arthur Schlesinger.
  • 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.
  • Defining Culture in a Multicultural Environment: An Ethnography of Heritage High School
    Examines how multicultural education can alter the learning environment of a school and thereby influence student relations, attitudes, and behaviors. The author discusses study findings that show the need for educational theory and practice to pay more attention to minority group interrelationships rather than the interaction between the traditionally dominant and subordinate groups.
  • Curriculum Integration: A Two-Way Street
    Describes curriculum integration and examines a theory of multicultural integration applying it to music education. Offers guidelines for music teachers who attempt to integrate music education with other subject areas: (1) get organized; (2) inform your principal; (3) start small; (4) be proactive; (5) be flexible; and (6) evaluate the effort.
  • The Theoretical Foundations of Professional Development in Special Education: Is Sociocultural Theory Enough?
    This article reviews sociocultural, multicultural, and critical pedagogical theories and suggests that an adequate and sufficient theoretical framework for professional development in special education must explicitly and directly address issues of power, discrimination, and relative status that underlie dilemmas of practice. It offers vignettes of such dilemmas, with reference to the 1998 Council for Exceptional Children's professional standards.
  • Understanding Our Gifted. Volume 8, 1996
    This collection of six newsletter issues focuses on the educational needs of gifted students.
  • Multicultural Education, Transformative Knowledge and Action: Historical and Contemporary Perspectives. Multicultural Education Series
    The 18 chapters of this book document persistent themes in the struggle for human freedom in the United States since the late nineteenth century, as exemplified in the scholarship and actions of people of color and their white supporters. One theme is that the margins of U.S.
  • Electronic and Linguistic Connections in One Diverse 21st-Century Classroom
    Explores one vision of a multifaceted classroom community (comprised of teachers, an intern, cross-age tutors, students, and parent volunteers, all from a variety of language and ethnic backgrounds) in a classroom where authentic discourse and language diversity flourish as children develop many electronic and non-electronic literacies. Notes that learning events involve teaching by assisting performance rather than by repetition and recitation.
  • In Pursuit of the Enigma: A Project in Computer Assisted Teaching in Aid of Harmonious Social Relations
    Describes an interactive computer game developed for secondary school students to promote the teaching of multiculturalism. Discusses contextual difficulties, content, design strategy, prerequisites established by the psychology of education, screen design, and question answering.
  • Being Responsive to Cultural Differences: How Teachers Learn
    This book offers suggestions for teacher educators to encourage preservice teachers to construct and expand their own skills and techniques for culturally responsive teaching. The book's 3 parts offer 12 chapters.
  • Multiculturalism and Schools: The Struggle toward Open-Mindedness
    To counter the backlash against multiculturalism, educators must create a social environment for learning that encompasses respect, civility, integrity, and care. They should take into account the increasingly complex understanding of what common culture is and how it evolved.
  • How Will Diversity Affect Literacy in the Next Millennium?
    Presents four brief essays discussing how diversity will affect literacy in the next millennium. Notes competing goals and practices in education that will shape what happens in the next 25 years; discusses tensions in teaching and learning that accompany diversity and literacy; discusses the role of literacy researchers; and offers anecdotes highlighting critical questions regarding diversity and literacy.
  • Lessons Learned: Exploring Past Cultural Experiences of the Chicano/Mexican American Ambience To Strengthen Contemporary Multicultural Education
    Explored the use of phenomenology research to explore lessons learned and their potential for inclusion in multicultural education, focusing on the Chicano/Mexicano experience as farmworkers in northern Colorado. Interview data indicated that respondents maintained a high context and connection with their primary culture.
  • Add Salsa to Your Classroom with Young Adult Books about Latinos
    Discusses the use of young adult and children's books about Hispanic Americans as a part of multicultural education in middle school classrooms. Considers interdisciplinary learning activities to explore the history of Hispanic experience in the Americas, and recommends works of fiction, nonfiction, poetry, and anthologies for classroom use.
  • Inside France: Three Missing Pages from Your Students' Textbook
    This mini-unit seeks to fill the gap in textbooks that exists when teaching about modern France. Many textbooks end their coverage of France with the chapter on World War II.
  • African American Women's Self Esteem Workshop: Yalom Meets Karenga
    Yalom's group theory and Karenga's Afrocentric paradigm are integrated in a workshop for African American women via the topical themes of each workshop session, the developmental approach from a semistructured group to a process-oriented group, and the process of training a practicum student.
  • People, Places, and Mathematics
    Offers weekly activities for students to explore mathematics from different cultures. (ASK).
  • Cultural Understanding through Geographical Dimensions: A Finnish Perspective
    Defines intercultural education and describes the Finnish geography curriculum. Focuses on geography's role in enhancing cultural understanding by discussing the five dimensions of geographical education: (1) spatial; (2) temporal; (3) physical and environmental; (4) methodological; and (5) value.
  • Should Schools Promote Toleration?
    Observes that educators often take for granted that toleration should be promoted in schools, especially in multicultural societies. Shows that the issue of promoting tolerance is controversial and its value needs careful consideration.
  • Responding to Religious Diversity in Classrooms
    Faculty discussions, staff-development meetings, parent workshops, and direct classroom instruction are places to raise awareness about needs of nonmainstream students and parents, to support students belonging to diverse religious and cultural groups, and to enhance sensitivity to cultural differences in the curriculum. Sample scenarios and solutions are provided.
  • Oyster School Stands the Test of Time
    Describes Oyster Elementary School's award-winning two-way bilingual (Spanish-English) program. The school's success has been maintained by strong parent and community support, high academic standards, and ongoing professional development efforts.
  • A Call for a Multicultural Revolution. Challenges & Hopes: Multiculturalism as Revolutionary Praxis. An Interview with Peter McLaren
    Discusses Peter McLaren's theories of critical pedagogy, which is underwritten by a Marxist philosophy and a critique of global capitalism. McLaren believes that capitalist exploitation is the driving force for the institutionalized racism that is so prevalent in Western society.
  • Appalachian College Students & a Multicultural Curriculum
    A study explored the multicultural predispositions of Appalachian college students. Surveys addressing 23 variables related to demography, ideology, race perceptions, and university were returned by 437 students in 12 majors at Moorehead State University (Kentucky).
  • Losing Our Language: How Multiculturalism Undermines Our Children's Ability To Read, Write & Reason
    This book argues that it is the incorporation of a multicultural agenda into basal readers, the primary tool for teaching reading in elementary schools, that has stunted American children's ability to read. The book shows how basal readers have been systematically "dumbed down" in an effort to raise minority students' "self esteem.".
  • 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.
  • 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.
  • Trends in the Scholarship on Teachers of Color for Diverse Populations: Implications for Multicultural Education
    Reviews patterns from literature on teachers of color and teacher preparation, including: recruitment and retention; role models; assessment; alternative programs for particular populations; and perceptions of programs and teaching. Analyzes 90 records that appeared when combining the descriptors multicultural education and teachers of color.
  • Teacher Educators' Role in Promoting the Tenets of Multicultural Education
    Few preservice and beginning teachers are prepared for the diversity of today's classrooms. Educators must be aware of the many ways in which people are diverse and recognize that diversity is an enormous advantage.
  • "I Want My Teachers To Like Me": Multiculturalism and School Dropout Rates among Mexican Americans
    Investigated Mexican American high school students' perceptions of multiculturalism, noting whether perceptions affected academic achievement, intention to graduate, and postsecondary educational aspirations. Surveyed, interviewed, and observed students and staff at schools with low and high Hispanic dropout rates.
  • 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.
  • Diversity on Campus: Northern Virginia Community College Faces the Challenge
    Describes a survey of Northern Virginia Community College (NVCC) administrators, staff, faculty, and students on how college leaders address the challenge of multiculturalism on NVCC's campuses. Finds that special events, ethnically and racially based organizations, hiring of minorities, and specialized curricula are pursued to varying degrees.
  • Creating Highly Motivating Classrooms for All Students: A Schoolwide Approach to Powerful Teaching with Diverse Learners. The Jossey-Bass Education Series
    This book focuses on teaching diverse students, providing a pedagogical framework and concrete strategies that school staff and educators can use in the context of: professional development related to school renewal; professional development related to K-12 teaching; and teaching strategies for K-12 classrooms. The book also describes how school-based teams can be prepared to serve as staff developers, school renewal facilitators, and instructional leaders.
  • 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.
  • Approaches to Multicultural Education in Preservice Teacher Education: Philosophical Frameworks and Models for Teaching
    Connects teacher education to conservative, liberal, and radical theories of multicultural education, particularly preservice education, arguing that a more eclectic theoretical avenue must be encouraged in order to transform schools, particularly in urban environments. Discusses practical avenues to promote such a multilayered interpretive/analytical approach to social change.
  • Beyond Mulan: Rediscovering the Heroines of Chinese Folklore
    Notes how sadly the Disney treatment of the story of Mulan reduced both the character Mulan and the story's broad appeal. Presents and critiques four picture book versions of the Mulan legend.
  • Welcoming the Culture of Computing into the K-12 Classroom: Technological Fluency and Lessons Learned from Second Language Acquisition and Cross Cultural Studies
    Discusses the integration of innovative technologies into the K-12 curriculum and its impact on instructional programs for linguistically and culturally diverse students. Describes the debate over whether the culture of computing is inclusive or exclusive, examining: educational technology standards; information technology and fluency; speech registers; postulating registers of information technology fluency; and the role of automaticity in developing fluency.
  • Embedded Preservice Teacher Education: Sophomore Multicultural Internship
    This paper describes the Sophomore Multicultural Internship for preservice teachers at Moorhead State University, Minnesota. From 1990-95, the program immersed preservice teachers in cross-cultural encounters and K-12 clinical experiences intended to: engender enlightened tolerance; provide an embedded context for making moral choices to pursue careers in teaching; prepare beginning teachers to address increasingly diverse groups of learners in contemporary classrooms; and affirm the connective tissue between professional education coursework and the kinds of decisions that confront teachers in diverse contexts.
  • 1998 Notable Books for a Global Society: A K-12 List
    Presents brief annotations of 25 outstanding books for children and young adults, published in 1997, that are culturally authentic, rich in cultural details, and that celebrate both diversity and the common bonds of humanity. (SR).
  • Multicultural Training in Art Therapy: Past, Present, and Future
    Describes the past and current state of multicultural education within the art therapy profession. Models for curriculum and educational delivery are offered along with suggestions for the future development of multiculturalism within the profession.
  • The Complexities of Valuing Cultural Differences without Overemphasizing Them: Taking It to the Next Level
    Synthesizes a body of literature that captures the complexities involved when considering the role that culture plays in learning. Concludes that culture is too important to be overlooked or disregarded, but that information about cultural groups should not be overgeneralized since there is great variation within cultures.
  • Multimedia Pedagogy for the New Millennium
    Describes two multimedia and CD-ROM projects: The Shoah Visual History project; and the University of California Los Angeles' interactive educational CD-ROM, "Executive Order 9066: The Incarceration of Japanese Americans During World War II." Argues that these powerful teaching tools help students better understand historical events, involve students in historical research, teach tolerance, and promote antiracist curricula. (SR).
  • A Successful Program for Struggling Readers
    Notes that a "staggering number" of struggling readers in the United States are African American children and other students of color. Outlines characteristics of successful schools for struggling readers, and details effective teaching techniques.
  • Preparing Ourselves for a Millennium of Diversity, or Enjoying the Whole Enchilada, Collard Greens, Fry Bread, and Apple Pie
    Notes the high percentage of teachers of all subjects who feel unprepared to address the needs of students from diverse cultural backgrounds. Argues that multiculturalism means viewing the classroom as a microcosm of society.
  • The Concept of Culture in Multicultural Education: Views of Teacher Educators in the USA
    This study is a qualitative analysis and critique of the way culture is conceptualized in a collection of teacher educators' stories of their personal experiences with cultural differences and their characterizations of multicultural education. The interpretive practices revealed in their writings suggest that they hold the concept of culture that predominates in the United States, that of a bounded entity belonging to groups and individuals.
  • 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 All the Crayons. Educator Patricia Ramsey Says the Lessons of Tolerance Begin in Early Childhood
    Interviews a professor of psychology and education who discusses the implicit messages about differences and power relationships that children receive from the adults around them. Teachers should assess their own biases and work to ensure that multicultural education is more than superficial window dressing.
  • Toward an Integrative Multicultural Learning Environment
    Describes the role of integrative curriculum reform in fostering multicultural education in Brown Barge Middle School, in Pensacola, Florida. Examines the efforts of one team of teachers to create a multicultural curriculum, noting factors in their success.
  • Multicultural Teaching: African-American Faculty Classroom Teaching Experiences in Predominantly White Colleges and Universities
    Explored classroom teaching challenges faced by African American faculty at a predominantly white college. Focus group interviews with black faculty indicated that the teachers believed white students felt their standards were too high and did not match white professors' expectations.
  • Reconceptualizing Literacy in the New Age of Multiculturalism and Pluralism. A Volume in Language, Literacy, and Learning
    The 17 chapters in this collection of papers are on Cultural Literacy,Cultural Pluralism, Black Culture,Elementary Secondary Education,English (Second Language),Higher Education,Hispanic American Students,Preservice Teacher Education.
  • Multiculturalism, Race, and Education
    Reports on a telephone survey that examined the extent of support given to multicultural education (MCE) by whites and blacks. Results from 348 respondents found strong support for the concept of MCE, but issues of implementation were more controversial with interracial differences being generally larger than intraracial differences.
  • Diversity, Equity and Community in Educational Reform
    Educational equity demands are progressively being framed in terms of multiculturalism and diversity within the educational process. This change of focus means that strategies aiming to secure rights should make room for others that emphasize the building of relationships, mutual knowledge, and community.
  • Passages to India: Guide to Using the Audio and Print Programs. [Curriculum Book and Audiotape]
    This curriculum packet is based on a National Public Radio series of 10 one-hour programs produced in India between 1986 and 1989. The tape cassette is designed to introduce middle and high school students to the people and land of India.
  • Anti-Bias Teaching To Address Cultural Diversity
    Multiculturalism must be integrated into classrooms and the curriculum, and it must be all-encompassing, taught through formal lessons and modeled and demonstrated at all times. Describes how teachers can create an anti-bias curriculum and promote a multicultural or anti-bias classroom.
  • "Talking Race" in the College Classroom: The Role of Social Structures and Social Factors in Race Pedagogy
    This article examines the role of race in the college classroom. Two types of college institutions in which the author has had personal teaching experience are examined.
  • 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.
  • We Can't Teach What We Don't Know: White Teachers, Multiracial Schools. Multicultural Education Series
    This book explores what it means to be a culturally competent white teacher in racially diverse schools. Twenty-five years of a multi- cultural educator's experience is presented to show the changes and growth that must take place.
  • Swimming Against the Tide: A Study of Prospective Teachers' Attitudes Regarding Cultural Diversity and Urban Teaching
    Assessed 300 prospective teachers to determine their attitudes and beliefs concerning cultural diversity. Results show additional emphasis on multicultural education is needed in teacher education, and a variety of experiences are needed to bring preservice teachers into contact with cultural groups different from their own.
  • The Border Crossings of a Multicultural Science Education Enthusiast
    Examines the "borders" a preservice science education student encountered as she completed her student teaching in a cultural setting that was different from her own. Suggests that, during field experiences, preservice teachers may encounter multiple cultural borders, some consistent and some inconsistent with their instructional philosophy.
  • 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.
  • Multicultural Illiteracy
    Schools' treatment of diversity categorizes students and applies ineffectual learning methods to resulting stereotypes. The author's study of basal readers showed that today's multiculturalism suppresses most white immigrant groups' stories, omits references to first discoveries and inventions, and substitutes foreign expressions for literate English vocabulary.
  • Cross Cultural Watershed Partners. Activities Manual
    The Global Rivers Environmental Education Network (GREEN) has developed this manual of background information and activities for teachers and students who are interested in adding a cross cultural component to their watershed education program, or who wish to include an environmental context to their cross cultural experience.
  • Identities and Education: New Myths and New Ethnicities
    Explores the position of blacks in British society and considers the role schools might play in a new acceptance of ethnicity and the clarification of values appropriate for the new multicultural society. British society must value and celebrate all its peoples rather than continue current social injustices.
  • Multiculturalism
    The purpose of this bibliography is to aid teachers and librarians, particularly school librarians, in their endeavors to create multicultural classroom experiences for the children with whom they work. The resources listed are tools to be used for selecting materials that allow integration of multicultural education across the curriculum.
  • Drama Modes, Meanings, Methods and Multicultural Education
    Suggests that there is a strong affinity between multicultural and theater education. Argues that, through drama and theater, individuals can acquire a clearer visualization and deeper understanding of the topics, issues, themes, and concepts of multicultural education.
  • Addressing Race, Class, and Gender in Zora Neale Hurston's "Their Eyes Are Watching God": Strategies and Reflections
    Describes an educator's attempt to raise multicultural issues in the classroom through a course centered on Zora Neale Hurston's "Their Eyes Are Watching God." Maintains that educators have a responsibility to raise issues of cultural diversity in learning communities that provide ways for student to engage in thinking that expands their world views. (TB).
  • Speaking the Unpleasant. The Politics of (non)Engagement in the Multicultural Education Terrain. SUNY Series, The Social Context of Education
    This book addresses the clashing, controversial ideological and ontological postures that emanate when multicultural education issues are the sum and substance for engagement by learners in various educational settings.
  • Measuring the Impact of Project IMPACT as a Curriculum Transformation Initiative
    Summarizes findings from a study of the Project for the Infusion of Multicultural Perspectives and Approaches in College Teaching (Project IMPACT), a project designed to support selected faculty as they developed a multicultural curriculum. Experience with participants from four Connecticut state universities over four years indicated a long-term beneficial impact on multicultural instruction from the project.
  • A Longitudinal Measure of the Perceptual Impact of a Cultural Diversity Teaching Practicum on the Interpersonal Competency of Student Teachers
    A study evaluated the longitudinal effect of a planned in-school practicum experience addressing cultural diversity on the self-perception of student teachers regarding their interpersonal competence in such situations.
  • Kultura a multikulturna vychova = Culture and Multicultural Education
    This book seeks to introduce readers to the concept of multicultural education. The book explains the inevitability of multicultural education in today's world, looks for its possibilities, and shows its advantages and limitations.
  • Introduction: Shifting Perspectives from Universalism to Cross-Culturalism
    Introduces three articles that appear in this issue on universalism and multiculturalism. Describes the articles as having moved beyond the debate of multiculturalism and universalism by accepting that all systems of knowledge about nature are embedded within the context of a cultural group.
  • Identity Education in Multicultural Germany
    Addresses conditions of identity education in Germany within the framework of multicultural education. Particular focus is on the interaction theory of Krappmann (1971), which provides a framework for dealing with the necessities of identity education for migrant and German students.
  • Visualizing the Vision
    Presents a lesson plan that is designed to engage school staff in thinking about, developing, and sharing their conception of what it means to be a "global school." Staff is divided into small groups with an emphasis on diversity. These groups then discuss and draw illustrations of global school models.
  • Multicultural Math Classroom: Bringing In the World
    Teachers realize that students are most motivated when they are actively involved in their own learning and dealing with the issues of greatest concern to themselves and their communities. The first three chapters of this book present a rationale for multicultural mathematics education, including an overview of issues, features of a multicultural mathematics curriculum, and connections between mathematics and literature.
  • Extending the Possibilities of Multicultural Professional Development in Public Schools
    A 3-year qualitative study documented and critiqued a city school system's efforts to enlighten faculty and staff through multicultural professional development. Examples from the study show how the district attempted to introduce a more inclusive schooling approach and extend the virtues of multicultural professional development.
  • Multicultural Education for Literacy in the Year 2000: Traversing Comfort Zones and Transforming Knowledge and Action
    Addresses multicultural issues surrounding literacy for the future (demographics and cultural histories and philosophical movements), discussing societal forces that impact multicultural education in homogeneous and diverse enclaves of U.S. society; analyzing current U.S.
  • The Way to Confusion
    Describes the creation and teaching of a high school elective course on American Indian literature, and discusses how a workshop on Native American literature challenged the teacher's beliefs and practices. Concludes that it is important to address the limitations non-Native readers bring to this literature but that those limitations need not confine what students choose to read.
  • 1996 Notable Books for a Global Society (Books Published in 1995)
    Provides brief descriptions of 24 children's books identified as outstanding in that they are culturally authentic, rich in cultural details, and celebrates diversity in the common bonds of humanity. Groups the books in five categories: Stories from around the World; Heritage and Childhood Memories; the Immigrant Experience; the Struggle for Equal Opportunity and Cultural Identity; and Contemporary Issues.
  • Learning to Lead from the Middle: An Apprenticeship in Diversity
    An adult educator working with marginalized multicultural groups describes how the community defined the following core values for working with diversity: living the respect for diversity, climate of extended family, shared grassroots ownership, blend of creativity and practicality, organizational effectiveness, work for the common good, and leadership and advocacy within the larger community. (SK).
  • Multigroup Ethnic Identity Measure with Art Therapy Students: Assessing Preservice Students after One Multicultural Self-Reflection Course
    Graduate art therapy students enrolled in a multicultural art therapy course were given the Multigroup Ethnic Identity Measure as a pretest and posttest to assess their own cultural identity. Results indicate that stronger cultural identification is possible following the completion of one multicultural art therapy course.
  • Development and Initial Score Validation of the Teacher Multicultural Attitude Survey
    Two coordinated studies involving 429 teachers and preservice teachers and 227 education graduate students were designed to develop and validate scores on an efficient self-report measure of multicultural awareness for teachers working in kindergarten through grade 12. The construct and criterion validity and reliability of the developed Teacher Multicultural Attitude Survey are supported.
  • Intercultural Education and Literacy: An Ethnographic Study of Indigenous Knowledge and Learning in the Peruvian Amazon.
    This book examines indigenous education in South America, focusing on the development of intercultural education and on an ethnographic study of educational processes and change among the Arakmbut people of the Peruvian Amazon.
  • Un-Separate and Still Unequal? Three Books about American Education and Race at the End of the Liberal Century [Book Review]
    Three recent books from different contexts bring new attention to the issues of race and education in the United States. These books are helpful to those considering the reasons for the underachievement of African-American students in the United States at the end of the 20th century.
  • Challenges and Opportunities for Family and Consumer Sciences Professionals in the New America
    Demographic shifts in the U.S. population are a continuing trend.
  • Curriculum Instruction Practices for Students with Emotional/Behavioral Disorders. From the Second CCBD Mini-Library Series: Successful Interventions for the 21st Century
    This monograph presents some of the current developments in curriculum and instruction for students with emotional/behavioral disorders.
  • An America Curriculum?
    Using data from a one-year field study of elementary and secondary social studies classes, the paper examines images of America actually being conveyed in elementary and secondary school classrooms, considering how schools are serving the purposes of Americanization and assimilation while the traditional study of America is being renegotiated and discussing what is influencing the provision of certain messages. (SM).
  • The Impact of Undergraduate Diversity Course Requirement on Students' Racial Views and Attitudes
    Describes a study that found that students who were about to complete their undergraduate diversity requirement exhibited significantly less prejudice and made more favorable judgments about African Americans, compared with students who were just beginning this requirement. Emphasizes the educational value of diversity-related curricular initiatives.
  • How Reading and Writing Literacy Narratives Affect Preservice Teachers' Understandings of Literacy, Pedagogy, and Multiculturalism
    Discusses how to prepare teachers to educate diverse learners engaged in multiple and new literacies, describing a graduate course that introduced language, literacy, and culture. Data from students' writings, reading logs, reading responses, and final papers on literacy and pedagogy indicated that reading and writing literacy narratives was a positive experience, fostering multicultural understanding and complex conceptions of literacy.
  • Teaching and Learning about Multicultural Literature: Students Reading Outside Their Culture in a Middle School Classroom
    This book shares the findings of a study of one teacher, Ann, and her eighth-grade classes of 123 readers who participated in a multicultural literature unit. A feature of the study was that the majority of the students were white--that is, the dominant culture--and studied novels representing nondominant cultures.
  • Integrating Irish Children's Literature into a Multicultural Curriculum
    Examines ways in which children's literature reflecting the Irish can be effectively integrated into a multicultural curriculum. Uses J.
  • Tapestries: Exploring Identity and Culture in the Classroom
    This guide, for grades 6 and above, helps students experience culture and cultural diversity through projects and discussion and reflection activities as an alternative to reading. Students become aware of individual cultural identities including their strengths and weaknesses.
  • A Faceless Bureaucrat Ponders Special Education, Disability, and White Privilege
    The first part of this article critiques categorical approaches to special education, overrepresentation of minority children in special education, inclusion and exclusion, and white privilege. The second part of the article describes the potential of multicultural education, transformation, and participatory leadership approaches to address the issues raised in the critique.
  • Meeting the Needs of English Language Learners
    Presents key questions reflecting research in first/second language acquisition and whole language principles: is curriculum organized around "big" questions?; are students involved in authentic reading and writing?; are students given choices?; is content meaningful?; do students work collaboratively?; do students read, write, speak, and listen during learning?; are students' primary languages and cultures valued?; and do learning activities build self-esteem? (RS).
  • Hey Pachuco! "That Zoot Suit Can Cause a Riot."
    Popular music and films can become vehicles in the study of racial prejudices and stereotypes and provide a framework for understanding the popular opinions of a particular era. At the College of Staten Island, City University of New York, a course incorporates popular music and videos into the study of historical accounts of the 20th century focusing on racial stereotypes.
  • The Understanding of Local Context in Teacher Education
    The teacher education program at Western Montana College helps preservice teachers understand how the local context of the rural school and its community impacts student learning and the teacher's role. Coursework and multiple field experiences help preservice teachers identify their own cultural background and give them experience in teaching culturally diverse students.
  • Culture in School Learning: Revealing the Deep Meaning
    This publication presents a process for developing a teaching perspective that embraces the centrality of culture in school learning. The six-part process presented in the book involves objectifying culture, personalizing culture, inquiring about students' cultures and communities, applying knowledge about culture to teaching, formulating theory linking culture and school learning, and transforming professional practice to better meet the needs of students from different cultural and experiential backgrounds.
  • Chronicle of a Battle Foretold: Curriculum and Social Change
    Argues an English curriculum infused with multicultural literature and perspectives will not cause the educational and social outcomes attributed to it. The crux of the problem is to help students acquire, from their own experience with literature, a greater desire for literature.
  • The Impact of Undergraduate Diversity Course Requirement on Students' Racial Views and Attitudes
    Describes a study that found that students who were about to complete their undergraduate diversity requirement exhibited significantly less prejudice and made more favorable judgements about African Americans, compared with students who were just beginning this requirement. Emphasizes the educational value of diversity-related curricular initiatives.
  • Travel the Globe: Multicultural Story Times
    Designed for Grades PreK-3, the culture-based story times and extension activities provided in this book give educators the opportunity to share the diversity of global neighbors with young learners. The book covers Australia, Brazil, the Caribbean, China, Egypt, Ghana, Greece, India, Ireland, Italy, Mexico, the Commonwealth of Independent States (CIS), Vietnam, and the United States--Native Americans.
  • Social Studies Resources on the Internet. A Guide for Teachers
    This book focuses on social studies web sites, provides the tools for teachers to incorporate the Internet into the existing curriculum framework, explains how to get started using the Internet, and annotates a large collection of useful resources. The resources are wide ranging and challenging to allow students to think, analyze, and create.
  • Playing Korean Ethnic Games To Promote Multicultural Awareness
    Provides information to help early childhood teachers recognize the diverse ethnic groups within the Asian community and shows how to use Korean traditional games to promote children's multicultural awareness. Describes four traditional games.
  • Learning through Community Service in International School Settings
    States that many international schools have taken on the role of being community centers that support families adjusting to life in a foreign country. Describes several community-service programs that are not strictly school-based and that help students and families be aware of the broader community's culture as well as the campus'.
  • The Multicultural Worlds of Childhood in Postmodern America
    The multicultural worlds of childhood in postmodern American present challenges and opportunities for the early childhood curriculum. This chapter explores the historical context of multicultural America and the possibility of an early childhood critical multicultural curriculum with "border crossings," or transversing subject-area disciplinary boundaries.
  • Towards a Consciousness of Language: A Language Pedagogy for Multi-Cultural Classrooms
    Describes a language pedagogy which can help basic writers to understand language's potential to shape, not just to convey information about, social experience. States that students from diverse backgrounds can then more effectively critique the relationships of language's uses in a variety of social contexts.
  • Strength in Diversity: How Well-Managed Cultural Training Programs Can Turn Conflict into Profits
    The number of Hispanics entering the workforce between 1992 and 2005 will increase by 64 percent. Cultural diversity training can help companies produce and market products more effectively.
  • Advancing the Field or Taking Centre Stage: The White Movement in Multicultural Education
    Examines the white movement within multicultural education, reviewing three representative books: "We Can't Teach What We Don't Know: White Teachers, Multiracial Schools"; "Race and Culture in the Classroom: Teaching and Learning Through Multicultural Education"; and "Making Meaning of Whiteness: Exploring the Racial Identity of White Teachers." Suggests that this current movement to further empower whites may not be the solution. (SM).
  • Science Learning for ALL: Celebrating Cultural Diversity. An NSTA Press Journals Collection
    This publication includes 17 of the best articles from recent additions of The Science Teacher, the National Science Teachers Association's (NSTA) journal for secondary educators. The articles are written by science educators who offer ideas and strategies for bringing multicultural education into the classroom and providing opportunities for all students to learn science.
  • Of Kwanzaa, Cinco de Mayo, and Whispering: The Need for Intercultural Education
    Multicultural education can improve understandings among students of different ethnic groups only if it is implemented systematically. Research with 75 adolescent mothers in an inner-city California high school shows how the celebration of Kwanzaa leads to exclusion and isolation and the speaking of Spanish results in conflict and resentments.
  • Multicultural Education and Culture Change: An Anthropological Perspective
    Discusses the difficulty inherent in teaching multiculturalism within a nation as culturally diverse and changing as the United States. Teaching cultural awareness from an anthropological perspective is explored.
  • Preparing Chinese American Teachers: Implications for Multicultural Education
    This study explored 48 Chinese-American teachers' and preservice teachers' perceptions of the multicultural course requirement in their teacher preparation program. Respondents had participated in one of four multicultural seminars between fall 1998 and fall 1999.
  • Many People, Many Places, Other Times: An Annotated Bibliography of Multicultural Books for 3- to 8-Year-Olds
    Cites 99 recently published fiction, folklore, and nonfiction books for 3- to 8-year olds that illustrate a broad interpretation of multiculturalism and include positive and accurate portrayals of various ethnic or religious groups. A brief synopsis is given for each book, along with publication information.
  • The Harvard Education Letter, 1996
    This document is comprised of volume 12 of the Harvard Education Letter, published bimonthly and addressing current issues in elementary-secondary education.
  • Urban Bilingual Teachers and Mentoring for the Future
    Reviews the literature on mentoring teachers, focusing on bilingual and bicultural education and emphasizing issues relevant in urban settings. An interactive model of mentoring is proposed in which bilingual teachers, whether mentors or new teachers, can share perspectives sorely needed in this age of increasing cultural diversity.
  • Reclaiming Our Pasts: Equality and Diversity in the Primary History Curriculum
    This book guides teachers through the British Core Units and each Extension Study category of the National Curriculum Programme of Study. The volume explores possibilities for extending children's perspectives on the past and the present to avoid exclusively Eurocentric or male-centered approaches to history and to consider how to include working class history.
  • Reducing Prejudice and Stereotyping in Schools. Multicultural Education Series
    More than 500 studies of intergroup relations are reviewed to develop recommendations to help educators choose effective programs to reduce racial prejudice and stereotyping in their schools.
  • From Remedial to Gifted: Effects of Culturally Centered Pedagogy
    Describes a culturally relevant Spanish program in a high school that helped native speakers avoid failure due to culturally inappropriate teaching. The class maintained Latino students' native language and increased language fluency by developing thinking, oral, and written Spanish skills.
  • Victims, Heroes, and Just Plain Folks (Teaching and Learning about Cultural Diversity)
    Argues that multicultural education, if it is to be effective and meaningful, needs to be woven throughout the curriculum. Discusses 11 children's books that take into account the age and maturity level of students as they tell forthright stories of the victims, heroes, and just plain folks of the Holocaust, slavery, and the involuntary of assimilation of Native Americans.
  • On...Transformed, Inclusive Schools: A Framework To Guide Fundamental Change in Urban Schools
    This report presents a systemic change framework for creating inclusive urban schools. It explains that if a key feature of reform focuses on multicultural education as a fundamental social and educational transformation, then opportunities for all students to achieve educational equity will be realized in U.S.
  • A Comparison of Multicultural Characters in the Annotations of Two Recommended High School Reading Lists Published Thirty-One Years Apart
    This content analysis sought to examine the annotations in two editions of "Books for You" (a recommended reading list for high school students) published thirty-one years apart (1964 and 1995) to determine if the roles, settings, and importance of multicultural characters has changed in any way.
  • Multicultural Issues in the Advertising Curriculum
    Argues that advertising students should understand ethnic markets. Finds that only 15% of surveyed advertising professors said their departments offer courses focused exclusively on multicultural issues, only 13% said students were required to take courses relevant to ethnic advertising outside of their department, and over half spent three hours or less on multicultural components in their general advertising courses.
  • Improving Minority Student Success: Crossing Boundaries and Making Connections between Theory, Research, and Academic Planning
    In an effort to cross boundaries and make connections between theory, research, and academic planning, Prince George's Community College in Maryland (PGCC) and the University of Maryland University College's Institute for Research on Adults in Higher Education (IRAHE) developed a partnership using national and institutional research to link theory and academic planning. In doing so, both institutions developed new programs responsive to the needs of a diverse population of adult learners.
  • Instilling Civic and Democratic Values in ALL Students: A Multicultural Perspective
    The key elements of promoting human traits such as building trust through proactive communication, empowering individuals, affirming civic values through diversity, serving as a symbol, and increasing accountability and responsibility as they relate to teachers and students are the focus of this article, which provides educators with useful guidelines to instill these virtues in themselves and their students in U.S. schools.
  • Critical Issue Bibliography (CRIB) Sheet: Multiculturalism and the Curriculum.
    This Critical Issue Bibliography (CRIB) Sheet focuses on resources that help infuse the college curriculum with a multicultural perspective. Creating a multicultural environment depends on many factors, but curriculum is an essential aspect of multiculturalism.
  • A Multicultural Education Experience: The Importance of Process
    Discusses issues and problems in the development and implementation of multicultural education programs, focusing on how a group of educators sought to help early childhood teachers deal with the increasing number of intergroup conflicts among their pupils. These educators developed a multicultural education resource book.
  • The Need for Interracial Storybooks in Effective Multicultural Classrooms
    Discusses the importance of including interracial storybooks in today's diverse classrooms, explaining the benefits of using such literature (e.g., building a sound personal identity for children with mixed ancestors, promoting knowledge and skills for a global society, and developing an appreciation for diversity). Reviews eight books with stories about interracial families for elementary school students.
  • Censoring by Omission: Has the United States Progressed in Promoting Diversity through Children's Books?
    Examines the promotion of cultural diversity in the United States through children's books. Discusses the scarcity of multicultural literature for children, ethnic folklore, racial bias in older books for children, new stereotypes in children's literature, political correctness, and ways to enhance access to quality multicultural literature.
  • White Counselor Trainees: Is there Multicultural Counseling Competence without Formal Training?
    Recent research has produced ambiguous results as to whether traditional training in multicultural development, awareness, knowledge, and skills is necessary to produce counseling competence. To explore this question, a study of multicultural counseling competence prior to multicultural counseling training is reported here.
  • Ceremonial Access
    Explores the use of elements of the cultural practices of native peoples in the elementary school classroom as a way of introducing children to other cultures. Discusses the appropriate use of native-like experiences in contextualized mimesis to bring life to curricula.
  • Cultural Complexity That Affects Young Children's Contemporary Growth, Change, and Learning
    Based on the view that the group orientation to multicultural education reinforces group stereotyping and seldom allows acknowledgement of diverse children's unique capabilities and differences or helps children build self-identity while learning to appreciate others, this paper presents and discusses contemporary cultures of young children's lives relative to a notion of "lived" early childhood curriculum that is developmentally and culturally conscious.
  • Whiteness and White Identity in Multicultural Education
    Reviews two books on white identity in multicultural education, examining trends toward linking white race consciousness to effective multicultural pedagogy (which multicultural proponents either embrace or ignore) and discussing whether this discourse advances the field. Suggests that if these texts are designed for preparing white teachers for diverse students, they do not move multicultural education beyond hope and advocacy.
  • Professional Control and Lay Governance in Schools: Implications for Addressing Student Diversity
    Explores the tension between professional control of schools through educational administrators and lay governance as provided by a board of education as this tension relates to issues of student diversity. New models of school governance are considered for their effects of teacher professionalism with respect to student diversity.
  • Who Owns History? (Teaching and Learning about Cultural Diversity)
    Notes that history is always based on someone's vision of truth, expressed through a process of distillation, selection, inclusion, exclusion, reorganization, and prioritizing. Argues that the shorthand, watered-down, or warped history of mainstream textbooks regarding cultural diversity should be supplemented with original documents, fiction, and the voices of real people telling their own stories.
  • 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).
  • Dewey, Freire, and a Pedagogy for the Oppressor
    Asserts that cultural diversity and democracy will always be in conflict with each other, examining oppression in a democratic society; an oppressor's view of the world; a pervasive dualism in perspectives; the inadequacy of current efforts to overcome the conflict between the oppressors and the oppressed; traits of oppressors that must be changed; a three-pronged approach to consciousness raising; common themes within this approach; and underlying assumptions. (SM).
  • 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.
  • 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.
  • 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.
  • Educating World Citizens: Toward Multinational Curriculum Development
    Used Cultural Futures Delphi procedures to interview and survey a multinational panel of 182 scholars, practitioners, and policy leaders from 9 countries to develop a curriculum geared to the development of world citizens prepared to deal with global crises and trends identified by the panel. Outlines the curriculum.
  • Women's History Curriculum Guide
    This curriculum guide is designed to facilitate teachers' first efforts to introduce information about women in U.S. history.
  • Rethinking Preservice and Inservice Training Programs for Teachers in the Learning Disabilities Field: Workable Multicultural Models. Special Issue
    This paper discusses the need to rethink preservice and inservice training programs for general and special educators who teach culturally diverse students with learning disabilities. An overview identifies problems associated with traditional preservice and inservice training programs, such as Eurocentric teacher education programs and low teacher expectations of minority students.
  • 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).
  • Diversity in Practice: Perspectives on Concept, Context, and Policy
    Diversity is an idea that merits closer critical analysis. Many efforts to support diversity are framed by discourses grounded in conceptualizations of culture, difference, and identity that further the status quo, not multicultural understanding.
  • Racial Attitudes on Campus: Can We Make a Difference?
    Describes the Institutes for the Healing of Racism of the University of Louisville (Kentucky), a program designed to address racial intolerance and provide a forum for discussion of racial issues on a personal level. The institute brings racially different groups together to share beliefs and receive information about other groups.
  • 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.
  • On the Power of Separate Spaces: Teachers and Students Writing (Righting) Selves and Future
    Studied the effect of programs within desegregated schools that serve an identified population of students for cultural affirmation and advancement. Ethnographic data from a girls' group at an urban magnet school and a Vietnamese students' homeroom, focusing on 20 high school students, in an urban comprehensive school demonstrate both the power of such "spaces" and the contradictory impulses within such arrangements.
  • 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.
  • Culture in school learning: Revealing the deep meaning.
    From book:”Introduces pre- and in-service teachers to the centrality of culture in school learning. Readers are engaged in a process of constructing an operational definition of culture that reveals what the author calls a ’reflective-interpretive-inquiry’ approach to making linkages between students’ cultural and experiential backgrounds and classroom instruction.”.
  • 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.
  • Using Analogy To Develop an Understanding of Deaf Culture. A K-5 Curriculum
    Presents a model for a multicultural curriculum in which aspects of deaf culture are introduced to hearing students, noting the rationale for developing it. Discusses using analogy and empathy as catalysts for change in multicultural settings, describes a conceptual model of culture, and explains what deaf culture is.
  • Celebrating Pluralism: Art, Education, and Cultural Diversity. Occasional Paper 5
    After providing a historical context for art education, this text explores the implications for art education from the broad themes found in art across the cultures. Discussions focus on how art education programs promote cross cultural diversity in art, affirm and enhance self-esteem and pride in students' cultural heritage, and address issues of ethnocentricism, bias, stereotyping, prejudice, discrimination, and racism.
  • L'enseignement de la diversite culturelle, c'est une responsabilite collective (The Teaching of Cultural Pluralism, a Collective Responsibility)
    Following September 11, some students in a computer-assisted journalism lab in Canada made disgraceful comments based on ignorance and misinformation regarding the school's Arabic-speaking members. However, a few articles and two news reports helped change the atmosphere as students began to recognize the individuals within stereotyped groups.
  • The Road to Multicultural Education: Potholes of Resistance
    Presents data on the extent to which preservice and inservice teachers and preservice school counselors approached acceptance of the tenets reflected in the American Association of Colleges for Teacher Education's statement endorsing multiculturalism, multilingualism, multidialectism, empowerment, equity, and cultural and individual uniqueness. Survey data illuminate tensions teacher educators experience as they conduct multicultural training activities.
  • Multiculturally Challenged
    Voices the lament and the anger of a lone black teacher in an all-white school district in Wyoming trying to teach the "other" while simultaneously representing the "other." (SR).
  • Intercultural Education and Literacy: An Ethnographic Study of Indigenous Knowledge and Learning in the Peruvian Amazon. Studies in Written Language and Literacy, Volume 7
    This book examines indigenous education in South America, focusing on the development of intercultural education and on an ethnographic study of educational processes and change among the Arakmbut people of the Peruvian Amazon. The Arakmbut are one of seven Harakmbut-speaking peoples who live in the Department of Madre de Dios in southeastern Peru.
  • "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.
  • Justice in the Publishing Field: A Look at Multicultural Awards for Children's Literature
    Reviews awards given for multicultural children's literature and discusses the importance of such awards, which serve a guides to teachers and librarians. Book awards recognize and nurture culturally diverse writers and encourage publishers to produce more multicultural books.
  • Mathematics, Multicultural Education, and Professional Development
    Focuses on mathematics multicultural education as a mobilizing force for the development of theory and research which offers a countervision to the way that schooling is usually conducted. Reviews literature that connects multicultural education with mathematics and analyzes how teachers view multicultural education and the impact of multicultural education staff development on mathematics teaching.
  • Issues of Culture in Mathematics Teaching and Learning
    Demonstrates through theory and application that educators can teach mathematics to include more of the often excluded students, especially African Americans. Educators must consider the culture of students as they adopt an accommodating cultural pedagogy to enable students to become part of a mathematics culture.
  • Off White: Readings on Race, Power, and Society
    The contributions in this volume analyze the white racialization process in the context of multiculturalism and examine how racism is established in institutional structures.
  • The Power of Performance in Multicultural Curricula. "Screams of Tyranny, Cries of Hope," a Script and Workshop Project for High School Students
    Describes a play written for performance by high school students entitled, "Screams of Tyranny, Cries of Hope," that is explicitly for use in encouraging multicultural acceptance. The play features performative, role playing and interpretation workshops that include both students and educators.
  • Multiculturalism and Severe Disabilities
    This article discusses the need for educators to acquire the knowledge and skills necessary to help students with severe disabilities from mainstream groups to develop cross-cultural knowledge, values, and competencies. It outlines goals for multicultural understanding for educational researches, for teacher educators, and for school leaders and teachers.
  • Music Faculty Perceptions of Multicultural Music Education
    Investigates the perceptions of selected college music faculty on multicultural music education, focusing on such issues as a definition of multicultural music education, whether or not it would benefit from hiring minority faculty, and its benefits and problems. (CMK).
  • Multiculturalism and Art Education: Myths, Misconceptions, Misdirections
    The article maintains that multicultural art education theory and practice have been the subjects of debate and curriculum change in the past decade;discusses six myths about multiculturalism and; Concludes that multicultural education is a reconceptualization of who people are and what kind of people they want to be. (CFR).
  • Who's New in Multicultural Literature Part Two (Rainbow Teachers/Rainbow Students)
    Describes the Multicultural Project at a high school in Colorado that uses literature by people of color in the 11th-grade curriculum. Presents brief descriptions of four Latino/a and five Native American writers and their works.
  • Multiculturalism and Music Re-attached to Music Education
    Suggests that the role of music and music education in supporting culture is very powerful. Focuses on students learning about music as opposed to performance.
  • Mixed Media: A Roundup of Electronic Products
    Presents multicultural materials that are useful for elementary, secondary, and college audiences. The selections represent quality electronic and microfilm products that can help educators, librarians, and researchers better understand ethnic and racial diversity nationally and internationally.
  • Teachers' Views of Moral-Education Topics--Taiwan and the USA
    Surveys teachers in Taiwan and the United States to judge among 20 moral issues as appropriate subjects of study in grade six of primary school and in freshman year of college. Finds a great diversity of responses within each group.
  • Gathered Around the Fire of the Heart
    Examines the sacredness of language from the early history of language, and how poetry from all times and cultures connects and heals. Describes the author's work in a poets-in-the-schools program and how the children's poems healed the heart of a Chumash Indian elder.
  • Multicultural Literature in the Classroom
    Discusses three recent books for educators that deal with the challenges of teaching literature in a diverse society; ways in which multicultural literature creates opportunities for both transformation and resistance; ways to use multiethnic literature in elementary and junior high classrooms; and multicultural perspectives in teaching literature. (SR).
  • Incorporating Multicultural Perspectives into Teaching Approaches
    Details a study of early-childhood-education teachers' practices and attitudes toward integrating multiculturalism in their classrooms. Discusses teachers' ratings of multiculturalism in education as an issue, their knowledge of multicultural issues and resources, the use of teacher-support agencies, and the effectiveness of programs.
  • Excellence and Equity Issues in Art Education: Can We Be Excellent and Equal Too?
    Asserts that the dialectic between excellence and equity in art education is generally expressed as an "either/or" situation. Argues that curricula and assessments can be designed to challenge artistically talented students and also serve the needs of all students.
  • Multicultural Technology Integration: The Winds of Change Amid the Sands of Time
    This case study describes how a high school language arts teacher in a poor border community in southern New Mexico combined technology-based teaching strategies with multicultural elements to ensure learning and equitable access to technology for her minority students. Discusses bilingual and bicultural students, constructivist classrooms, and instructional flexibility.
  • Multiculturalism in the 21st Century: Challenges and Possibilities
    This paper outlines, at a general theoretical level, what are seen as the key issues that are facing multiculturalism and, by implication, multicultural education as the world moves into the 21st century. The paper contends that it is necessary to reassess continually what mistakes have been made in the past, what obstacles still lie ahead, and, in light of both, what might be the best way to proceed.
  • Empowering Pedagogies That Enhance the Learning of Multicultural Students
    Discusses the tenets of critical pedagogy, describing research on the presence of those tenets within discourse patterns and pedagogical practices in urban, community-based classrooms. Discourses and pedagogies of three female, African American teachers are highlighted, examining how teachers challenge students to consider alternate life possibilities, become critical thinkers, and consider transformation of their own and others' life situations.
  • Improving Student Perceptions and Academic Performance in the Multiethnic Classroom
    Describes a study that examined the effects of collaborative group learning within a multiethnic classroom at the community college level. Confirms that when community college teachers utilize collaborative learning skills in conjunction with traditional learning skills, academic performance increases and student ethnic perceptions improve.
  • Beyond an Epcot Nation: Reinventing the Multicultural for Transformative Pedagogy
    This paper critiques multiculturalism from a range of fronts and asks what underlying influence ties together its widespread criticisms. In naming this principal influence, the paper considers what new paths are possible for reinventing the multicultural in composition studies.
  • School Counselors, Teachers, and the Culturally Compatible Classroom: Partnerships in Multicultural Education
    School counselors need to advise their teaching colleagues on incorporating diversity within classrooms. Includes various ways counselors can advise and introduce strategies to teachers that will avoid inappropriate pedagogical habits regarding ethnicity, class, gender, and disabling challenges.
  • Engaging Effectively with Culturally Diverse Families and Children
    Describes a practice model that school social workers can use when helping culturally diverse families. Model emphasizes the importance of building a perspective for understanding culture and presents a framework for cross-cultural practice that includes some basic skills for effective transactions.
  • Dimensions of the Community College: International, Intercultural, and Multicultural Perspectives. Garland Studies in Higher Education, Volume 6. Garland Reference Library of Social Science, Volume 1075
    This two-part monograph provides a theoretical and practical analysis of intercultural and multicultural education programs.
  • "Advances in Special Education: Multicultural Education for Learners with Exceptionalities," edited by Festus E. Obiakor, John O. Schwenn, and Anthony F. Rotatori. Book Review
    Notes that Obiakor et al's edited volume places special education within a cultural framework and identifies general and special education institutional practices that result in cultural diversity being recast as an individual deficit. Argues that the book fails to deal sufficiently with intersections of race, culture, and class that are critical for understanding special education within a multicultural framework.
  • Research Review for School Leaders. Volume III
    This volume offers the educational leader reviews of research on five timely educational issues: citizenship education, multicultural education, gifted and talented education, classroom assessment, and scheduling. The chapters treating citizenship education review both the research about and practice of citizenship education in K-12 schooling.
  • Computer-Mediated Communication for a Multicultural Experience
    Examines a computer-mediated communication exercise designed to foster dialog on multicultural issues and practices while simultaneously being a multicultural experience itself. Conference transcripts are analyzed, and results suggest it is difficult to break cultural myths of teaching and the ideology of professionalism embraced by preservice teachers.
  • Teaching Other People's Ideas to Other People's Children: Integrating Messages from Education, Psychology, and Critical Pedagogy
    Educational endeavors are enriched by diverse forms of knowledge and experience, and, particularly in urban schools,by diverse children and teachers. An important educational task is teaching other people's ideas to other people's children.
  • Cultural Reflections: Work, Politics, and Daily Life in Germany, Social Studies. Grades 9-12. Update 1997/1998
    This packet contains three lessons designed for the high school classroom. Lessons include: (1) "The German Worker"; (2) "Government in Germany"; and (3) "Culture and Daily Life in Germany." Student activities focus on comparative economic systems, worker training and apprenticeship programs, structure of government with case studies of the health care system and the federal budget, the role of the press in Germany, and leisure activities.
  • Preservice Teachers' Learning about Diversity: The Influence of Their Existing Racial Attitudes and Beliefs
    This case study examined how three white preservice teachers were similar and dissimilar in terms of their racial attitudes and beliefs, their prior interracial experiences, and certain personal characteristics. Participants had taken a multicultural education course and had been part of a larger study of teacher candidates' attitudes about diversity and the effects of multicultural education courses on those attitudes.
  • Preparing Teachers of Color at a Predominantly White University: A Case Study of Project TEAM
    Examined the experiences of preservice teacher participants in Project TEAM, an initiative at a predominantly white university to increase the number of minority students who completed teacher education and became teachers. Case study data highlight three themes: developing a sense of community with minority student peers, developing a stronger ethnic identity, and working for social justice through multicultural education.
  • Multicultural Children's Literature in the Elementary Classroom. ERIC Digest
    Arguing that schools need to prepare all children to become competent citizens and to create an environment that fosters mutual understanding, this Digest discusses multicultural children's literature in the elementary classroom. It discusses the importance of multicultural children's literature and presents guidelines for selecting multicultural children's literature.
  • Waging Peace in Our Schools
    The Resolving Conflicts Creatively Program (RCCP) described in this book asserts that schools must educate the child's heart as well as the mind. RCCP began in 1985 as a joint initiative of Educators for Social Responsibility Metropolitan Area and the New York City Board of Education.
  • Qianlong Meets Macartney: Collision of Two World Views. A Dramatization for Middle and High School Students
    This play, intended for middle school and high school students, uses the historical events of the Macartney mission to China from 1792-94 to illustrate the problems that can occur when different cultures interact. The play describes the first major encounter in which government officials representative of the European Enlightenment come face to face with the leadership of the legendary Chinese empire.
  • Education Reform and Social Change. Multicultural Voices, Struggles, and Visions
    The selections in this collection offer the stories of real-life educators as they work to build a more participatory and equitable educational future for their students in bilingual and multicultural education. Also included are the voices of parents, students, and advocates of change as they work on educational and social change processes.
  • Seeking Common Ground. In-Service
    The former superintendent of the Piscataway (New Jersey) Township Schools describes the hows and whys of diversity workshops for school-district employees. (LMI).
  • Assessing the Impact of a Prejudice Prevention Project
    Reports on the effectiveness of a prejudice prevention intervention that was used among a culturally diverse group of students in Hawaii. Results indicate that teachers observed significant improvement in the students' cooperative social skills as a result of participating in the multicultural guidance activities.
  • African American Females' Voices in the Classroom: Young Sisters Making Connections through Literature
    Examines the reading experiences of six African-American middle school girls. Finds that their book selection processes were different than those proposed by the professional multicultural education literature; they found affirmations, support, solutions, and decision-making skills in their reading; and that what mattered were the connections the girls were making to those characters.
  • A Path to Social Change: Examining Students' Responsibility, Opportunity, and Emotion toward Social Justice
    Investigated college students' beliefs about privileged and oppressed adults' responsibility for the onset/offset of social inequities, emotions linked with their responsibility, and behaviors that should result from responsibility for social equity. Overall, preconceived notions of privilege and oppression can offer an explanation for students' resistance to multicultural discourse.
  • Finding Common Ground: Multicultural YA Literature
    Argues that multicultural young adult literature can help to break down prejudices and broaden narrow minds. Notes that good books about people from various ethnic groups engage readers in the compounded conflicts of adolescence while helping teenagers discover that they have much in common with their fellow human beings.
  • Multicultural Education Requirements in Teacher Certification: A National Survey
    Investigated multicultural education requirements by various State Departments of Education for issuance of teaching credentials or teacher certification. Responses from 51 questionnaires indicate 25 states had requirements for multicultural education.
  • Staff Development as Self-Development: Extension and Application of Russo's Humanistic-Critical Theory Approach for Humanistic Education and Social Action Integration
    Examines how Russo's humanistic-critical theory for social-action integration requires shifting staff development focused on knowing and caring about others to self-development that includes everyone. Rationale, resources, and successful action-practice models support and extend Russo's theory for responsible social-action education in a multicultural society.
  • Student Acceptance of a Multicultural Education: Exploring the Role of a Social Work Curriculum, Demographics, and Symbolic Racism
    A study examined multicultural attitudes of social work students. Surveys of 437 undergraduates at a rural Kentucky university indicated that student acceptance of multiculturalism was influenced by gender and their own stances on White privilege and institutional racism.
  • A Mean Wink at Authenticity: Chinese Images in Disney's "Mulan."
    Offers a critique from two Chinese educators with regard to the historical, cultural, linguistic, and artistic authenticity of Disney's animated film "Mulan." Argues that the filmmakers robbed the original story of its soul and "ran over Chinese culture with the Disney bulldozer," imposing mainstream cultural beliefs and values. (SR).
  • An Urban Field Experience for Rural Preservice Teachers: "I'm Not Afraid--Should I Be?"
    Investigated the impact of an urban field experience on rural/suburban preservice teachers, examining what they learned and how they applied their learning. Data from observations and student self-reports indicated that the experience was very positive for the participants, and it raised their consciousness about urban education.
  • Multicultural Information Quests: Instant Research Lessons, Grades 5-8
    This book contains multicultural "treasure hunts" designed for use by teachers and librarians working with grades five through eight to: develop students' awareness of cultures other than their own; promote student research that requires using books other than an encyclopedia; provide students with annotated reference lists that may be used for their own research projects; promote research as an educational activity that can be fun; and enhance the curriculum.
  • Multicultural Education in the Everyday: A Renaissance for the Recommitted
    This primer on multicultural education pedagogy reports on the knowledge base for multicultural education, and challenges and critiques teacher educators. An introduction describes the demographic and intellectual context for multicultural education, outlines the composition of the primer, and argues that the primer is primarily an exercise in "imaging" to develop an intellectual, emotional, and ethical force for teacher educators.
  • Learning Style Preferences of Asian American (Chinese, Filipino, Korean, and Vietnamese) Students in Secondary Schools
    Investigates for perceptual learning style preferences (auditory, visual, kinesthetic, and tactile) and preferences for group and individual leaning of Chinese, Filipino, Korean, and Vietnamese secondary education students. Comparison analysis reveals diverse learning style preferences between Anglo and Asian American students and also between diverse Asian American groups.
  • Literature Discussion in the Elementary School Classroom: Developing Cultural Understanding
    One effective instructional technique for promoting cultural awareness and understanding among elementary school students is literature discussion. Literature discussions help children explore multicultural ideas and issues, reading works of culturally relevant literature, then coming together to discuss their personal responses.
  • Critical Issue Bibliography (CRIB) Sheet: Multiculturalism and Teaching/Learning.
    The CRitical Issue Bibliography (CRIB) Sheet describes resources concerned with creating a multicultural environment in higher education. Creating a multicultural environment is a combination of recruitment, retention, climate issues, pedagogy and curriculum, organizational values, culture and structure, and faculty and staff development.
  • From Theory to Practice: An Analysis of Multicultural Education in an American Pacific Island University
    This study explored multicultural education at a minority university in the Pacific, the University of Guam. The study represented Phase 2 of a research project that began in 1999 with the goal of further understanding the practice of multicultural pedagogy in higher education.
  • Intercultural Literacy and the International School
    Defines intercultural literacy as the understandings, competencies, attitudes, language abilities, participation, and identities that enable effective engagement with a second culture. Suggests ways for international schools to help promote intercultural literacy, including: (1) maximizing cooperation within groups and minimizing competition between groups; (2) avoiding differences in competence; and (3) promoting individuation of group members.
  • Experiential Activities for Intercultural Learning. Volume 1
    The need for new approaches, methods, and techniques in cross-cultural training and intercultural education is paramount. This collection of more than 30 exercises and activities aims to help begin a regular flow of materials into the stream of resources available to professionals in the intercultural field.
  • Beyond Multicultural Training: Mentoring Stories from Two White American Doctoral Students
    Using a personal self-disclosing format, relates two graduate students' experiences with multicultural training. Narrates each student's story and then offers three points that expand on an article that examines multicultural training for White students in counseling psychology, such as the trainer's need to balance support and confrontation.
  • The Culture Wars on Two Fronts: Curriculum and Financing
    A college professor who sometimes appears as a guest on a local radio call-in program discussing contemporary higher education, talks about the nature of the changes occurring in the college curriculum and student population, multicultural education, teaching styles and objectives, trends in access to a college education, and the financial crisis facing colleges and universities. (MSE).
  • Expanding the Borders of Liberal Democracy: Multicultural Education and the Struggle for Cultural Identity
    Discusses the relationship between liberal democratic principles and multiculturalism as it applies to implementation of educational policies. An ethnographic/ethnic studies and critical multiculturalism model is proposed to ensure the acknowledgment and empowerment of the ethnic identity of the students.
  • Home Was a Horse Stall
    This story of the internment of a Japanese American family during World War II is 1 of 14 stories of intolerance in America in "Us and Them," the text component of a "Teaching Tolerance" curriculum kit, "The Shadow of Hate." The kit includes a video, teacher's guide, and lesson plans. (SLD).
  • Homophobia and the Demise of Multicultural Community: Strategies for Change in the Community College
    Looks at teaching strategies for incorporating texts by sexual minorities into writing and literature classrooms, and for handling blatantly homophobic comments. Argues that such comments work to undercut the idea of a writing community.
  • 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.
  • Multiculturalism in Academe: A Source Book. Source Books on Education, Volume 47. Garland Reference Library of Social Science, Volume 980
    This volume is an annotated bibliography that cites over 300 articles, books and other works that document the impact of multiculturalism on higher education during the 1980s and 1990s. Included are publications that address change in both the traditional disciplines and the interdisciplinary fields of women's studies.
  • Teachers' Views of the Nature of Multicultural Literacy and Implications for Preservice Teacher Preparation
    Describes a study to investigate teachers' views of multicultural literacy and how it relates to teacher preparation. Analyzes data from three focus groups.
  • Life in Japan: A Culture Studies Unit for Grades 7-9. Today's Japan. Corp Author(s): Learning Enrichment, Inc., Williamsburg, VA
    This unit's multidisciplinary approach is well-suited to students in grades 7 through 9. "Life in Japan" is a unit of "Today's Japan": Learning Environment's three level series on Japanese culture.
  • 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.
  • The Progressive Development of Multicultural Education before and after the 1960s: A Theoretical Framework
    Discusses how past human struggles have been funneled into multicultural education, offering an explanation for why it was inevitable that the term multicultural education would first appear in the United States, discussing the development of multicultural education since the 1960s, and presenting a theoretical perspective and framework for viewing the development of multicultural education. (SM).
  • Global Cultures: The First Steps toward Understanding
    Argues that misconceptions about culture, and the vastness of the topic make teaching global cultures difficult. Presents a general model for visually organizing concepts associated with culture that can be used in the classroom.
  • Educating the Arab American Child: Implications for Teachers
    This article presents relevant information about Arab American children as a guide for multicultural teachers. Given the alarming impact of cultural conditioning in American society, the previously invisible Arab Americans and their children have become visible in a negative way.
  • Confluent Education, Multicultural Education, and New Standards for the 21st Century
    This paper describes elements of the "New Standards" program that have been set for selected school districts across the United States and challenges people to assess how conceptions of "confluent education" and "multicultural education" may contribute to reaching the proposed new standards.
  • Chinese New Year Dragons
    Presents an art project, used in a culturally diverse curriculum, in which second grade students create Chinese New Year dragons. Describes the process of creating the dragons, from the two-week construction of the head to the accordion-folded bodies.
  • Reading the World: Redefining Literature and History Curriculum. A Report from the Multicultural Education Summit Convened by the San Francisco Unified School District. Proceedings (San Francisco, California, March 1998)
    This report documents a 1998 summit that brought together academics and practitioners to discuss the challenges of multicultural education.
  • Beyond Classroom-Based Early Field Experiences: Understanding an "Educative Practicum" in an Urban School and Community
    Examined the experiences of preservice teachers in an urban school and community-based early field experience (integrated with foundations of education and general methods courses). Data from observations, interviews, reflective writings, and focus groups highlighted five categories of student experience: deepening multicultural, eye-opening and transformational, masked multicultural, partially miseducative, and escaping experiences.
  • Using Our National Diversity as an Educational Resource
    Provides personal perspectives, both from a teacher and her students, on issues of multiculturalism and diversity. Recounts a number of incidents that illustrate some of the trickier aspects of multicultural education ("How do you feel about arranged marriages?").
  • Hispanic Preschool Education: An Important Opportunity. ERIC/CUE Digest, Number 113
    Hispanic parents have been slow to overcome their historical reluctance to turn their young children over to nonfamily members for care, but the educational boost preschool provides is particularly important for the one-quarter of Hispanic American families who are poor by Federal guidelines.
  • I'm Okay, You're Okay
    Asserts that a culturally relevant curriculum that discards stereotypes, celebrates diversity, and is inclusive of all children is both necessary and appropriate in the Head Start classroom. Advises that helping children to appreciate the similarities and differences within their own group and community is the place to begin.
  • 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.
  • Service Learning for a Diverse Society: Research on Children, Youth, and Prejudice
    Reviews psychological and educational research on prejudice and intergroup relations to produce suggestions and guidelines for improving the combined educational goals of service learning and multicultural education. Recommends starting early, emphasizing critical thinking, connecting activities to appropriate stages of cognitive development, and employing role playing and cooperative learning.
  • Investigating Artifacts: Making Masks, Creating Myths, Exploring Middens. Teacher's Guide: Grades Kindergarten-6. LHS GEMS.
    This guide interweaves activities with major themes in science and the humanities. Drawing respectfully upon the deep, diverse, and living folkways of Native American cultures, these activities help provide students with a wider understanding of their world and a greater appreciation for cultural diversity.
  • "Joinfostering: Adapting Teaching for the Multilingual Classroom" by Christian J. Faltis. [Book Review]
    Faltis's book succeeds in teaching the real meaning of equality of educational opportunity, as this concept relates to language differences in American classrooms. Content of instruction is hindered when students are taught through a language that differs from the language used at home, because limited-English-proficient students are treated in ways not conducive to learning.
  • Beyond Dualism: Towards a Dialogic Negotiation of Difference
    Explores the development of a critical pedagogy that interrogates commonly held assumptions about identity and culture in social, political, and historical perceptions of cultural difference. Attempts to deconstruct dichotomizing tendencies of thinking about differences by conceptualizing a "third space" in which to live critically.
  • Teaching Career Counseling Skills and Cultural Sensitivity
    Describes the effectiveness of four innovative techniques for developing cultural sensitivity in career counselors: newsgroups to promote class discussion, supervised practice in multicultural career counseling, Culture Day in which students play the role of a person from a different culture and/or gender, and a noncompetitive grading system. (SK).
  • The Contemporary World History Project for Culturally Diverse Students
    Describes the Contemporary World History Project (CWHP), a year-long, two-part program that integrates the study of world problems within a traditional world history curriculum. Outlines the two parts, historical background and a simulation, and the objectives fulfilled by CWHP.
  • 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.
  • Preservice Teachers' Discussion of a Multicultural Young Adult Novel
    Explores preservice elementary teachers' literature-circle discussion of a multicultural young-adult novel with a focus on two research questions: how preservice teachers discuss a multicultural young-adult novel, and what are the views and theories that informed their understanding of literature response discussion. Participants in the discussion adopted either a literary analysis stance or a personal association stance.
  • By Virtue of Being Human
    Describes some efforts to ensure that teachers in the United States understand and teach about the Universal Declaration of Human Rights. Although the declaration is 50 years old, it is not as well known in the United States as it is in other parts of the world.
  • Models of Multiculturalism: Enhancing Immediacy and Relevance When Teaching Cultural Diversity
    Considers today's students the "postguilt generation." Proposes that teachers reconsider the way that students are exposed to issues of race, gender, class, and sexuality, creating class activities that allow students to experience the boundaries and definitions of identity. Presents three models of classroom activities.
  • Let's Add R.I.C.E. (Relevant, Intercultural, Childhood Experiences) to Our Curriculum Menu!
    In the United States and other countries experiencing large influxes of immigrants, how to acknowledge and address the increased diversity has been a challenge for early childhood education. This article explores the use of children's literature in this process, and includes a brief description and evaluation of five culturally diverse children's books.
  • Class, Cultism, and Multiculturalism
    Globalization has hurt both developed and developing countries. Capitalism's relations of exploitation can hurt people of color in disabling ways.
  • Strategic Plan for International Education, Phase I. Exemplary International Programs.
    The document presents the proceedings of a meeting convened to design a strategic plan for international education to be adopted by Pima Community College (PCC) (Arizona). The meeting's main objective was to position the college strategically in the international education marketplace and to define the term "international education" as it pertains to PCC.
  • Teaching Relationship Skills in Diversity
    In-class activities that provide students with intercultural interactions and supplemental lectures that define critical concepts can facilitate the appreciation of diversity in the classroom. One such activity, useful for the beginning of courses, involves the creation of two separate culture codes, or set of instructions, for introducing oneself, and printing them on different colored paper.
  • In the Process of Becoming Multicultural: Reflections of a First Year Teacher
    Discusses how although the author knew she only had meager training in teaching multicultural literature, she was committed to teaching it because she believes in its importance and influence on impressionable minds. Describes an incident where she was confronted with an anonymous note criticizing her teaching of African American Literature.
  • Assessing Students' Attitudes and Achievements in a Multicultural and Multilingual Science Classroom
    Takes a qualitative and quantitative look at the curriculum and teaching of a two-way immersion eighth-grade solar energy science classroom and examines its implications for education policy and reform. Results for a class of 25 students indicate that the approach increases the retention rate of Hispanic students.
  • Beyond Internationalization: Multicultural Education in the Professional Writing Contact Zone
    Makes a case for multiculturalism in professional communication studies by examining how international issues have influenced a move from an instrumental to a social orientation. Argues that although multiculturalism in professional communication aligns it with composition studies, it also brings a range of pedagogical, practical, and ethical challenges similar to those faced by composition instructors.
  • The Jewish Ethical Tradition in the Modern University
    Proposes an interpretation of pluralism and multiculturalism that separates these concepts from the notions of relativism. Asserts that the inclusion of formerly excluded cultural traditions such as Judaism in North American universities has been a give-and-take enterprise.
  • Becoming Multicultural: Focusing on the Process
    Focuses on the importance of helping students develop intercultural competence and suggests ways to integrate activities for this purpose into instruction. Activities are presented to promote effective student strategies for intercultural competence.
  • Enhancing Intercultural Competence: Begin with the Family
    To increase intercultural competence, early childhood educators must think globally and act locally, providing their young students with an awareness of different cultures. Teachers can begin and continue the process of teaching intercultural competence by focusing on the family unit.
  • Integration of Peace Education into Multicultural Education/Global Education
    This paper presents the view that prevailing resentment against new immigrants and other ethnic minorities has clarified for many educators the need for teaching all students skills to resolve conflicts and reduce violence in schools. The paper advocates that peace education be integrated with multicultural education as a way for students to learn these skills, and elaborates on a multidisciplinary approach to the integration of peace education, including links to psychology and political science.
  • Scaling Up School Restructuring in Multicultural, Multilingual Contexts: Early Observations from Sunland County
    Examines implementation of various restructuring designs in 13 elementary schools in the culturally, linguistically, and ethnically diverse Sunland County Public School District (Florida). Preliminary findings indicate a variance in implementation across sites and suggest demographic and numeric shifts in student population, lack of teacher participation in program selection, and multiplicity of programs as possible explanations for this variability.
  • Curriculum: Toward New Identities. Critical Education Practice, Volume 12. Garland Reference Library of Social Science, Volume 1135
    This collection of essays draws upon research in political, feminist, theological, literary, and racial theory to examine research methodologies relating to curriculum studies.
  • Redirecting Our Voyage through History: A Content Analysis of Social Studies Textbooks
    Examines the extent to which social studies textbooks include diverse perspectives on U.S. history through a content analysis of the treatment of slavery in 17 5th-grade texts in Connecticut.
  • Teachers' Perspectives on Their Work with Families in a Bilingual Community
    Reviews research on teacher-parent relations, integrating three teachers' perspectives on their work with families in a bilingual community. Describes observations and interviews with teachers and parents over a school year that offer data for an in-depth analysis of teachers' perspectives on teacher-parent interactions in this setting.
  • Flossie Ebonics: Subtle Sociolinguistic Messages in "Flossie and the Fox."
    Considers the recent Ebonics debate, and examines Patricia McKissack's use of dialects in her book "Flossie and the Fox." Points out its subtle yet meaningful lessons about the intersection of language and culture, and suggests a pedagogy that honors students' home language while accepting responsibility for offering them ways to switch language codes. (SR).
  • Do We Need a Multicultural Curriculum?
    Today's U.S. communities include European Americans, African Americans, Asian Americans, Hispanic Americans, and Native Americans among their many diverse cultural groups.
  • Essentializing Dilemma and Multiculturalist Pedagogy: An Ethnographic Study of Japanese Children in a U.S. School
    Examined Japanese children's experiences at a U.S. elementary school, noting their teachers' pedagogical responses.
  • The Rise and Fall of Diversity Training
    The effectiveness of diversity training in eliminating racial stereotypes in the workplace and modifying employees' negative attitudes toward diversity was examined in a study conducted at a private nonprofit college in the San Francisco Bay area.
  • Processing the "Critical" in Literacy Research: Issues of Authority, Ownership, and Representation
    Provides one account of a "messy," critical research process, drawn from a dissertation project: a study of students' and teachers' responses within three university writing courses which were focused on "The American Experience" and which fulfilled the institution's diversity requirement. Aims to achieve some degree of methodological metaknowledge about ways the research process failed to be critical.
  • Multicultural Education in Collegiate Family and Consumer Sciences Programs: Developing Cultural Competence
    Responding administrators (204 of 507) in college family and consumer sciences units indicated that more than 50% had multicultural goals and objectives; in the upper division, 80% had multicultural courses. Perceived deterrents were lack of financial resources, preparation time, and time in current courses.
  • The Development, Testing, and Evaluation of an In-Service Multicultural Training Program in Adult Education
    Participants in a two-day inservice multicultural training program (n=51) were compared with 30 controls. Participants showed modest increases in cultural awareness and skills and significant improvement in responses to the Critical Incident Quality Index.
  • The Light in Their Eyes: Creating Multicultural Learning Communities. Multicultural Education Series
    This book focuses on ways teachers can modify their teaching in order to increase the academic achievement of students from the racial and ethnic groups that are experiencing massive failure in U.S. schools, and consequently in society.
  • Culture and Power in the Classroom: A Critical Foundation for Bicultural Education. Critical Studies in Education and Culture
    This book articulates theoretical principles from which to develop a critical practice of bicultural education. It confronts the dominant cultural values and practices that function in the schooling process to marginalize and silence the voices of African American, Hispanic American, Asian American, Native American, and other bicultural students in the United States.
  • Postmodernism and James A. Banks' Multiculturalism: The Limits of Intellectual History
    Investigates the influence of intellectual and political concerns in James Banks' account of multiculturalism, examining his embrace of and hesitations regarding postmodernism, and suggesting that the reasons for this hesitation lie in the tensions between his civic and moral commitments and the radical and skeptical implications of postmodernist theory. The paper examines Banks' earlier attempts to marry multiculturalism and the modern empiricist paradigm of social science.
  • Multiple Cultures, Multiple Literacies
    Describes the author's work in his fifth-grade class as he helps his students understand the importance that culture plays in their representations of meaning. Shows how opportunities to transcend language by using other sign systems allow multiculturalism to flourish.
  • To Touch the Spirit of the Child: A Multicultural Perspective
    Describes educational thinkers who pursue the intangibles in relation to children's education, and argues these intangibles are equally important as developing cognitive, affective, and psychomotor skills. Enumerates the universal needs of the educational process as including dialog (good listening and observation), bonding, and a spiritual perspective on the human condition.
  • Using Immersion Experiences to Shake Up Preservice Teachers' Views about Cultural Differences
    A cultural-immersion project helped preservice teachers at the University of Nevada gain knowledge about other cultures and insight into how it feels to be part of a minority culture. Data from students' writeups of the projects indicate that students gained much from the experience (e.g., new information about specific cultures, challenged beliefs, and enhanced personal and professional skills).
  • Spear Fishing in Wisconsin: Multicultural Education as Symbolic Violence
    Describes how multicultural teacher education can preserve familiar institutional and ideological mechanisms that validate social inequalities, analyzing student discourse collected during activities concerning recent conflict between Native American groups and groups opposed to the exercise of their treaty rights to fish on nonreservation lakes. Discusses differences between positions taken by state university students and liberal arts college students.
  • White Racism, White Supremacy, White Privilege, and the Social Construction of Race: Moving from Modernist to Postmodernist Multiculturalism
    Explores a concept of postmodernist multiculturalism that corrects the misconceptions of the modernist paradigm that has perpetuated a white supremacist ideology. Calls for a postmodernist pedagogy and teaching strategies that allow for multiple perspectives on race and ethnicity.
  • Multiple Views: Valuing Diversity
    Maintains that in an increasingly multicultural and globally interdependent world, learning to value diversity will become a curriculum imperative. Outlines two activities designed to facilitate this goal.
  • Teaching What's Dangerous: Ethical Practice in Music Education
    Proposes the educational activities in a modern, multicultural society and explains that these aims have strong implications for the ethical import of music education. States that music has a significant role in the personal and social development of students.
  • The Formative Evaluation of Years 1 and 2 of a Pilot Multicultural/Antiracist Educational Leadership Program
    This paper describes the evaluation approach, techniques, and instruments adopted during the first 2 years of a 3-year multicultural/antiracist educational leadership program in 4 Canadian provinces involving approximately 200 secondary students. The formative evaluation of these two years was aimed at program achievement.
  • Reading "The Star Fisher": Toward Critical and Sociological Interpretations of Immigrant Literature
    Proposes a critical-sociological approach to analyzing immigrant literature, noting that for many students, their only contact with immigrants may be through representations in children's literature. Examines how Chinese immigrants to the United States are represented in Laurence Yep's (1992) "The Star Fisher," discussing how the issues of race, class, and ideology influence Yep's construction and representation of Chinese immigrant subjectivities.
  • Bibliography of Race Equity/Multicultural Library Materials. 1996 Spring/Summer Edition.
    This annotated bibliography includes all of the race equity and multicultural materials available from the Nebraska Department of Education's Equal Educational Opportunity Project. A table listing works by author's last name provides quick access to the topic and grade level.
  • Multicultural Education in the United States and Japan
    This paper compares multicultural education in U.S. and Japanese schools, analyzing multicultural education from the ethnic perspective.
  • Multiculturalism and Diversity in Drama/Theatre Education: A Preconference
    Describes how the 1998 Multiculturalism and Diversity in Drama/Theatre Education: A Preconference came about, and briefly describes its activities and success. Offers ideas for future activities, and reminds readers of the critical necessity for action around issues of multiculturalism and diversity that transforms dreams into reality.
  • Boys Will Be Men: Raising Our Sons for Courage, Caring and Community
    This book offers practical advice on how to rear sons to become the kind of men needed for a multicultural and democratic society. Suggestions are given for dealing with racism, homophobia, pornography, drugs, social class problems, consumerism, sex, and violence.
  • First Nations Studies: The Malaspina Success
    The articles in this issue of Learning Quarterly, published by the Centre for Curriculum, Transfer and Technology (British Columbia), discuss First Nations Studies (indigenous populations), a partnership between Malaspina University-College and First Nations of Vancouver Island and coastal British Columbia.
  • Project Change Evaluation Research Brief
    Project Change is a community-driven anti-racism initiative operating in four communities: Albuquerque, New Mexico; El Paso, Texas; Knoxville, Tennessee; and Valdosta, Georgia. The formative evaluation of Project Change began in 1994 when all of the sites were still in planning or early action phases.
  • Multicultural Mental Health Training Program: Researcher Projects with Ethnically Diverse Communities
    This paper contains summaries of research projects of three graduate students participating in the Multicultural Mental Health Training Program at the University of South Florida's Florida Mental Health Institutes. The students' work involved the development of evaluation or research projects with ethnically diverse minority communities.
  • It's Elementary: Special Topics in Elementary Education
    As elementary teachers work to educate and meet the needs of the students in their care, their job has become increasingly challenging and demanding. This volume addresses a variety of issues and topics related to elementary education around eight sectional themes relevant to the work of elementary teachers: celebrating diversity, classroom configurations, reading revisited, writing world, content connections, todays classroom, artistic avenues, and assessment alternatives.
  • The Effects of Special Training and Field Experiences upon Preservice Teachers' Level of Comfort with Multicultural Music Teaching Situations
    This paper reports on a study examining preservice teachers' level of comfort in working with students and colleagues of a different race, and exploring the effects of special training and field experience on their level of comfort with multicultural situations. The study involved 55 predominantly white preservice teachers enrolled in 2 different sections of an undergraduate music and related arts methods course at a large southeastern university.
  • Common Schools/Uncommon Identities: National Unity and Cultural Difference
    This book examines issues of national and cultural identity in a multicultural society. It focuses on the educational aims of societies that are committed to liberal democratic principles, societies that support members of different cultural groups so that these groups may flourish.
  • Sociopedagogy: A Move beyond Multiculturalism toward Stronger Community
    Examines how teacher educators can confront diversity while addressing preservice teachers' individual uniquenesses, describing one university's required course on pluralism. By critically examining their histories, educators learned the importance of going beyond issues of race and ethnicity.
  • Experiencing Literacy In and Out of School: Case Studies of Two American Indian Youths
    Focuses on the role of multiple literacies in the lives of Lakota and Dakota (Sioux) young adolescents who lived and attended school in a predominantly White, rural, upper Midwest community. Explores ways they constructed meaning through music, dance, and art.
  • Multicultural Is Who We Are: Literature as a Reflection of Ourselves
    This article discusses multicultural children's literature, the need for teachers to include multicultural children's literature in their teaching, how teachers can encourage pluralism, and evaluating and selecting multicultural literature titles. A selection of 17 multicultural books for use in the classroom is provided.
  • The World She Dreamed, Generations She Shared, Visions She Wrote: A Tribute to Virginia Hamilton 1936-2002
    Presents a tribute to Virginia Hamilton. Notes that at a time when Black people, especially girls, were seriously beginning to struggle with self-acceptance and self-worth, Hamilton's "bold and imaginative writing was nothing short of revolutionary." (SG).
  • Hidden Messages: Instructional Materials for Investigating Culture
    This book, intended to be used in the middle and high school classroom, provides teachers with unique ideas and lesson plans for exploring culture and adding a multicultural perspective to diverse subjects. "Hidden messages" are the messages of culture that are entwined in everyday lives, but which are seldom recognized or appreciated for the powerful influence they have on the way people think and behave.
  • Changing Selves: Multicultural Education and the Challenge of New Identities
    After introducing identity and discussing how it has been used in multicultural education, the paper notes general challenges to this paradigm and uses data from an ethnographic study of a multiracial South African high school to critique multicultural education's treatment of identity, suggesting alternate theoretical paradigms, research strategies, and pedagogical practices. (SM).
  • Diversity Issues in Educational Research. Keynote Address
    To be mindful of diversity issues, educational research must expand its dimensions, analyze assumptions, include researchers with authentic perspective, rethink the impact of research consumption, and redefine parameters of researchers' work. Also important are the gatekeeping function of refereed journals, multidimensionality of diversity, choice of research topics, and influence of politics.
  • The Power of the Word: Centrality of Diverse Literature in the American Canon
    Advocates the wide use of multicultural literature by English/language arts teachers. Suggests that good historical fiction teaches history.
  • The Problem of Interactions in World History
    Accepts cross-cultural interaction as an appropriate criterion for periodizing world history, but notes implications of this scheme that may be broader than they appear. Calls for an explicit contrast of periodizations based on different criteria to illustrate their strengths and weaknesses.
  • Why Aren't Teachers Being Prepared To Teach for Diversity, Equity, and Global Interconnectedness? A Study of Lived Experiences in the Making of Multicultural and Global Educators
    Investigated why and how teacher educators bridged the gap between multicultural and global education to prepare teachers for diversity and equity. Respondents wrote about lived experiences which shaped their world views.
  • Hispanic Literature: A Fiesta for Literacy Instruction
    Discusses how literature can facilitate students' appreciation of the multifaceted Hispanic culture. Offers advice on merging Hispanic literature and literacy instruction, organizing children's books by category to help structure classroom activities, exploring themes and cultural concepts, and integrating literacy/thinking strategies with Hispanic literature.
  • Dimensions of the Community College: International, Intercultural, and Multicultural Perspectives. Garland Studies in Higher Education, Volume 6. Garland Reference Library of Social Science, Volume 1075
    This two-part monograph provides a theoretical and practical analyses of intercultural and multicultural education programs.
  • Value Commitment, Social Change, and Personal Narrative
    Inspired by Paulo Freire, Professor Peter Mayo subscribes to a value-committed sociology--an inclusive social vision that embraces social relations and human-earth relations. Critical pedagogy figures prominently in the sociology of education group within the University of Alberta's educational foundations curriculum.
  • Integrating Western and Aboriginal Sciences: Cross-Cultural Science Teaching
    Addresses issues of social power and privilege experienced by Aboriginal students in science classrooms. Presents a rationale for a cross-cultural science education dedicated to all students making personal meaning out of their science classes.
  • Messing with Mr. In-Between: Multiculturalism and Hybridization
    Outlines characterizations of discussions of "raced media representations," based on a review of 40 interviews with classroom media teachers, classroom visits, and a provincewide (Ontario) survey. Finds that teachers either become cautious and very politically correct; adopt a liberal multiculturalist position; or take up an actively antiracist view, attempting to confront the hard issues head on.
  • The Multicultural Movement and Its Euphemisms
    Discusses educational implications of the multicultural movement, highlighting: relativism versus anti-relativism; consequences of institutionalizing differences; implications of confusing culture with identity; tensions involved in cultural identification; African Americans as an example of race, class, and education; the neglected variable of social class; black culture versus black identity; subjective culture, self-esteem, and community; and positive approaches to these debates. (SM).
  • Teaching Tools
    Reviews books and videos for multicultural education and cultural awareness in elementary and secondary classrooms. The 28 works reviewed focus on gender and minority experiences, U.S.
  • "Leyendas" (Legends): Connecting Reading Cross-Culturally
    Describes how using the Hispanic tale "La Llorona" can help teachers connect cross-culturally with their students for enhanced literacy instruction. Describes ways "La Llorona" may be used in courses for preservice education majors and in elementary and middle-grade classes.
  • 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.
  • Foreign Language and Culture: Some Background and Some Ideas on Teaching
    Educators should combine foreign language study with discovery of another culture. Several postsecondary institutions are adopting Language Across the Curriculum, which allows students to apply their second-language knowledge in various courses or integrate other disciplines into language courses.
  • Exploring Culture through Children's Connections
    Shares one teacher's attempts to highlight diversity and children's cultures in authentic ways. Examines three children's connections to culture and their own cultural identities by looking at issues they explored across the school year (family, family and religion, and ethnicity).
  • This Is Me: In Search of Your Own Story. Working Papers in Early Childhood Development No. 24
    Consisting of both a theoretical and practical component, this paper describes the development of the educational kit, "This is Me," a Dutch program to prevent the development of prejudice in young children.
  • Bilingual Education: Beyond Linguistic Instrumentalization
    Examines potential ways to view bilingual education in a more liberatory perspective. Summarizes the global, historical context of bilingual education, and outlines principles and features of six models of formal bilingual education.
  • Write the Vision: Teaching Multicultural Literature from a Global Perspective (Global Issues)
    Outlines the use in senior high school of the Canadian novel "Obasan" by Joy Kogawa. Suggests that not only the novel's social vision but also the call for personal integrity and expression against the status quo will appeal to the adolescent reader's sense of justice and idealism.
  • Multicultural Education in Teacher Training (Curriculum Guide for Universities)
    The Slovak society is in the process of transformation. The main direction of transformation is political, from the totalitarian to the democratic society.
  • Promoting Tolerance through Multicultural Education
    This paper describes a program designed to increase student awareness and appreciation of their own culture and the cultures of others. The study was conducted in a northern Illinois junior high among 30 eighth grade language arts students.
  • Children and Place: Stories We Have, Stories We Need
    Examines the nature of disadvantage for minority students, solutions offered by radical theorists, and roles that stories play in furthering progress with antiracism. The paper examines the centeredness of the white middle class; teachers' perspectives; monocultural curriculum; shortcomings of multicultural education; possibilities from critical theory; learning from students' stories; facilitating stories among students; and teachers sharing stories with each other.
  • Reflections on the Challenges, Possibilities, and Perplexities of Preparing Preservice Teachers for Culturally Diverse Classrooms
    Describes one professor's personal struggle and growth in facing the challenges and perplexities of planning and developing strategies to initiate the critical process of teaching multicultural concepts to teacher education students early in their education by providing them field experiences in urban schools. Student attitudes and attitude changes are discussed.
  • The International Assembly
    Looks at the missions and goals of the International Assembly of the National Council of Teachers of English, a global multicultural network promoting communication and cooperation for international exchange of teaching practices, literature, literacy, curriculum development, and research in English. Suggests some criteria to look at when developing an international curriculum.
  • Reducing Education Students' Ethnocentrism: Difficulties and Possible Solutions
    Many universities promote cultural awareness by directly teaching sensitivity toward cultural diversity. Because students tend to be somewhat ethnocentric, which is not consonant with the display of culturally tolerant attitudes, multicultural education can help them acquire more tolerant attitudes.
  • 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 is highlighted.
  • Intercultural Education in European Classrooms: Intercultural Education Partnership
    This collection of papers demonstrates the role of the Intercultural Educational Partnership in the United Kingdom. It offers contributions from teachers, educationalists and academics in the field of second/additional language learning.
  • Tibetans and Tibetan Americans: Helping K-8 School Librarians and Educators Understand Their History, Culture, and Literature
    Provides a review and listing of literature for K-8 school librarians and teachers that focuses on the geography, history, and culture of Tibet and the diverse experiences and folklore of Tibetans. Includes references, other recommended works, and an annotated bibliography divided into folklore, biography, culture and history, fiction, videos, and Web sites of interest.
  • Diversity Initiatives in Higher Education
    Describes university intergroup dialogue programs, which bring together diverse students to discuss issues related to their diversity and develop comfort with and skills for discourse on difficult topics. Examines their basic tenets, themes, and variations.
  • Multiculturalism in the Community College Curriculum. ERIC Digest
    This digest introduces some definitions of multiculturalism, demonstrates why a multicultural curriculum is particularly important to community colleges, and provides case studies to illustrate ways in which multiculturalism is being incorporated into the curriculum. It suggests that multicultural courses be designed and offered to enhance students' ability to function in an increasingly diverse society and empower them as citizens.
  • Teaching and Learning about the Holocaust through Visiting an Exhibition
    Evaluates a teaching initiative that aimed to teach about the Holocaust through a traveling exhibit on Anne Frank. Data from 10 case study schools show the success of the approach and some ways in which the teaching relevance might have been strengthened.
  • Opening Doors with Informal Science: Exposure and Access for Our Underserved Students
    The Young Scholars Program at The Ohio State University is a 6-year pre-collegiate intervention program designed to prepare academically talented, economically disadvantaged minority students for college education. This study describes the success of this effort to reshape the traditional presentation of agriculture.
  • 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.
  • Multicultural Child Care. Bilingual Education and Bilingualism 9
    In child care centers, parental involvement as well as staff sensitivity toward children and parents are essential for managing cultural diversity in a way that is beneficial for both migrant and indigenous families. Defining and improving the quality of center education from a multicultural perspective require discussions between staff and parents about educational goals and the means to achieve them.
  • Strategies for Preparing Culturally Responsive Teachers
    Describes the efforts of a teacher-preparation program to improve the multicultural awareness of preservice teachers. Focuses on efforts toward curricular change to infuse academic knowledge about best teaching practices for diversity throughout the curriculum.
  • The Colorful Flags Program: A Proactive-Interactive Approach to Bridging Cultural Differences
    Describes the Cultural Flags program, which teaches students to be proactive in engaging in cultural learning through learning a few basic phrases in the five most spoken languages in their community along with cultural facts about other countries. Some program evaluation results and project guidelines are presented.
  • Where Does Ethnomathematics Stand Nowadays?
    Shares perspectives on the history and current status of ethnomathematics. Speculates as to whether this field is revisionist and discusses the features of ethnomathematics that distinguish it from mathematics.
  • Creating Multicultural Understanding and Community in Preservice Education Classes via Email
    Examines e-mail as a viable instructional tool to enable preservice teachers to bridge multicultural-education theory and practice. Explores students' construction of knowledge about diversity, and considers the development of community, professional and personal links between Saginaw Valley State University and Purdue University students resulting from e-mail conversations.
  • Big as Life: The Everyday Inclusive Curriculum. Volume 2
    This guide is intended to assist early childhood teachers in integrating multicultural, anti-bias education into the curriculum. Following an introduction discussing the goals and elements of a transformative curriculum, Part 1 of this volume presents curriculum units on animals, community, foods, friends, heroes and "sheroes," money, senses, and work.
  • Constructivism and Multicultural Education: A Mighty Pedagogical Merger
    Examines three ways that constructivism is aligned with multicultural education in formal educational environments: (1) learners organize ideas in unique ways; (2) learners' self-awareness and self-concept influence learning; and (3) a learner's personal history filters new information. (GR).
  • Multicultural Literature and Gifted Black Students: Promoting Self-Understanding, Awareness, and Pride
    This article focuses on recommended literature for gifted black and other minority students. The use of bibliotherapy with gifted students is described and recommendations are presented for using multicultural literature, along with guidelines for selecting high quality multicultural literature.
  • Bilingual School Teachers' Cultural Mission and Practices in Alberta Before 1940
    Explores how bilingual school teachers in the past (1934-39) in Alberta (Canada) responded to competing Francophone and Anglophone ideological cultural reproduction discourses in their curriculum practices. Studies how the exercise of power can influence teachers' decisions to either give legitimacy or resist reproducing in their classrooms certain forms of knowledge and cultural orientations.
  • Reflections and Visions: An Interview with Rudine Sims Bishop
    Discusses Rudine Sims Bishop's allegory of "window and mirrors" in relation to multicultural children's literature. Notes that Sims insists that children need to be involved with literature which not only allows them to see through the window to the world around them, but also to see themselves mirrored in the texts with which they come into contact.
  • Archaeology and Intercultural Education in the Elementary Grades: An Example from Minnesota
    Advocates the use of archaeology and anthropology as tools for delivering multicultural education in the elementary setting. Argues that archaeology demonstrates to children the ways that various cultures have solved problems related to a common set of human needs.
  • Preparing Science Teachers for Diversity through Service Learning
    Discusses challenges teachers face with learners from different backgrounds. Presents service learning as an alternative framework for teacher education with the potential for engaging teachers in an active construction of knowledge and development of connections between community and multicultural teaching practices.
  • Text and Context: Using Multicultural Literature To Help Teacher Education Students Develop Understanding of Self and World
    This study compares the responses of black and white preservice teachers as they engaged about a young adult novel which addressed racial and sexual diversity. Student teachers used young adult literature with protagonists from diverse backgrounds as one means of coming to understand and value children of all backgrounds.
  • Growing Good Citizens with a World-Centered Curriculum
    Advocates changing world history curriculum to emphasize multiculturalism and global citizenship. (PKP).
  • Three Ways To Achieve a More Equitable Representation of Culturally and Linguistically Different Students in GT Programs
    This article posits that increasing minority teachers in gifted and talented (GT) programs will lead to an increase of minority students in GT programs. Ways to recruit and prepare minority teachers are discussed, as are multicultural and bilingual options for GT programs.
  • Cultural Awareness Education in Early Childhood Education
    A cultural awareness curriculum was implemented in one multicultural kindergarten class in a Los Angeles suburb school. The project, intended to foster ethnic pride and reduce ethnic prejudice, began the first week of school and extended for 2 months.
  • The Family Tree: Nurturing Language Growth through "All the Parts of Me."
    Describes a month-long project in an eighth-grade English classroom in which students (from many countries, many of them immigrants) read an array of bicultural literature, and each researched, wrote, and compiled a many-faceted Family Tree notebook. Shows how students can achieve both their own cultural authenticity and English language competence without loss of personal voice.
  • Then the Beauty Emerges: A Longitudinal Case Study of Culturally Relevant Teaching
    Explores the classroom curriculum and instructional strategies of a white, second career teacher who created a culturally relevant teaching practice. Longitudinal data chronicled the development of her beliefs, values, and dispositions for meeting diverse student needs.
  • Bearing the Image of Model Minority: An Inside Look behind the Classroom Door
    The diversity that actually exists among Asian-Pacific American students is explored, and the most common stereotypes that mainstream teachers have of them are described. Teachers often express a preference for working with Asian-Pacific American students, but judging students on stereotypes, even positive ones, neglects individual differences and may limit students' opportunities to develop their potential.
  • Reinvented inclusive schools: A framework to guide fundamental change
    This report presents a systemic change framework for creating inclusive urban schools. It explains that if a key feature of reform focuses on multicultural education as a fundamental social and educational transformation, then opportunities for all students to achieve educational equity will be realized in U.S.
  • Equity for Black Americans in Precollege Science
    Explores many of the experiences that Black Americans have in science education in the United States and proposes changes so that Black Americans have an equitable opportunity to engage in and learn quality science. Suggestions include preparing multicultural science teachers, eliminating tracking in schools, equipping classes with science curriculum materials and technology, and supplying financial resources.
  • Teacher Education in Plural Societies. An International Review
    The 13 chapters in this volume, contributed by specialists from 11 countries, deal with how best to prepare teachers to meet the needs of both minority- and majority-culture pupils who are growing up in plural societies.
  • Multicultural Education: Reflection on Theory and Practice
    The 21 papers review the most recent research approaches to multicultural education and discuss initiatives for new methods of teaching and learning.
  • Beyond the Boundaries of Tradition: Cultural Treasures in a High School Theatre Arts Program
    Argues that canonical plays must be critically engaged rather than "handed down," with students discovering much about themselves and each other through their own engagement. Describes how a high-school acting class examined the dramatic work of Latino/a playwright for their in-class scene work, and used student experiences to create their own scenes about experiences with prejudice.
  • Elastic Geometry and Storyknifing: A Yup'ik Eskimo Example
    Introduces elastic geometry, or topology, into the elementary classroom through the study of connecting the intuitive, visual, and spatial components of storyknifing as well as other everyday and ethnomathematical activities. (ASK).
  • Salary-Trend Study of Faculty in Multi/Interdisciplinary Studies for the Years 1996-97 and 1999-00
    This report is part of an annual national survey that examines salaries of full-time teaching faculty in 54 selected academic disciplines. Data for the study were collected from a total of 296 public and 390 private four-year institutions from the baseline year of 1996-97 to the trend year of 1999-2000.
  • Social Constructivism and the School Literacy Learning of Students of Diverse Backgrounds
    Suggests social constructivism offers implications for reshaping schooling to correct the gap between the literacy achievement of students of diverse backgrounds and that of mainstream students. Proposes a conceptual framework.
  • Language, Literature, and Learning in the ESL Classroom
    Argues that English-as-a-Second-Language (ESL) teaching should begin with meaning through immersion in literature and incorporate language study. Describes offering an inclusive sampling of North American literature.
  • Toward an Integrated Curriculum: A Music Education Perspective
    This project was designed to develop a model for teaching general music methods for elementary/early childhood education majors using musics of diverse cultures as discrete and infused entities, integrated across the curriculum. The proposed model's primary goal was to develop student awareness of sources of culturally diverse music and related materials.
  • Redefining "American" and "Literature": Bridging the Borders with "La Llorona."
    Describes the authors' experiences teaching the "weeping women" archetype in the oral tale of "La Llorona," and involving students in the tradition of story telling and folklore. Shows how these activities helped to redefine "American" and "literature," to link diverse cultures and communities, and to introduce students to literary terminology and critical approaches.
  • Christianity in Public Schools: Perspective of a Non-Christian Immigrant Parent
    Presents the dilemma of infusion of Christian ideology in public education faced by ethnic-immigrant families. Explores three factors challenging the validity of non-Christian beliefs and disfavoring bicultural and bilingual socialization of ethnic children: family structure and religiosity, community orthodoxy, and Christian education in public schools.
  • Moving from an Obsolete Lingo to a Vocabulary of Respect
    In the postcolonial era, vocabulary must be developed that communicates a belief in equality through word choices that promote respect. Citizens of the global community have the right to name themselves, define their histories, and live according to their cultures.
  • 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.
  • Native American Perspectives
    On the Fajada Butte in New Mexico, 11th-century Anasazi constructed a site that marks the high and low points of the orbits of the sun and the moon. This unit on astronomy challenges students to think differently about the moon and about the ability of native people to understand the natural world.
  • Nailing Jell-O To the Wall
    Discusses various facets of curriculum theorizing in education, describing five characteristics of contemporary curriculum theorizing and expanding on two: (1) the politics of social and cultural theory and social difference, which undergirds and is the dominant premise from which much curriculum, theorizing is currently undertaken and (2) the struggle between traditionalist and reconceptualization approaches to curriculum theorizing. (SM).
  • Multicultural Strategies for Community Colleges: Expanding Faculty Diversity. ERIC Digest
    This digest explores the community college's mission to increase student attendance and performance by improving faculty diversity. Community colleges are filled with multicultural, diverse students who bring different knowledge and skills to educational institutions.
  • World Saver Center
    Conservation is a concern for all cultures, and children are familiar with this concept because of recycling in their homes and home towns. The World Saver Center, an example of the thematic approach to learning, is designed to allow children to experiment with concepts of conservation in a familiar setting.
  • Religion and Multiculturalism in Education
    Provides a concise historical overview of theological thinking concerning fundamentalism, absolutism, and relativism. Considers corresponding responses to issues regarding multiculturalism.
  • Promoting Multicultural Understanding and Positive Self-Concept through a Distance Learning Community: Cultural Connections
    Explores the effectiveness of distance learning and multimedia technologies in facilitating an expanded learning community between geographically separated elementary and secondary schools with Hispanic students in Texas. Highlights include the Cultural Connections program; teacher collaboration; curricular activities; identity-forming multicultural activities; interactive videoconferencing; multicultural understanding; and students' positive self-concept.
  • Children's Understanding and Attitudes about People from Other Countries
    This study compared the impact of an international educational program with that of a multicultural educational kindergarten program. A convenience sample of 13 children participated in a university-based full day international education kindergarten program.
  • Recommended Books about Latinos for Children and Adolescents
    Reviews children's and adolescents' literature on the influence of Latinos in the United States, focusing on books in the following categories: the arts, fiction, literature, simple and interesting, and reference materials (encyclopedias and reference guides). (SM).
  • Television: A One-Way Bridge between Cultures? Objectives for a Curriculum on Television
    Examines television as a means for providing multicultural education. Discusses the influence of television on children, the stereotypical message of television, how ethnic groups are portrayed, and objectives for a curriculum on television.
  • Implementing Change at the Pre-Primary Level in a School in India
    Examines an initiative to introduce a multicultural- and whole-language-based early childhood curriculum in a private school in New Delhi, India. Considers the planning of the change from traditional education; the creation of an activity room for free play; parental responses to the new program; and factors that facilitated the change process.
  • Understanding Puerto Rican Culture Using Puerto Rican Children's Literature
    Presents examples of Puerto Rican children's literature, explaining how these books facilitate understanding of Puerto Rican culture. Describes criteria used to evaluate Puerto Rican children's literature and how to acquire the books using Puerto Rican bookstores, publishers, and distributors.
  • Supporting Multicultural Awareness at Learning Centers
    Suggests that through the integration of positive multicultural experiences and materials into common classroom activities, teachers can help ensure an understanding of these concepts and enrich children's experiences with diverse populations and subjects. (SW).
  • Trends and Issues in Urban Education, 1998
    This report examines several important trends and issues in urban education and minority education. It reviews major principles for rethinking urban schooling so that students from diverse racial, ethnic, linguistic, and gender groups will be able to receive a more equal education, and it considers specific issues in their education.
  • 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).
  • 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.
  • Developing Globally Literate Leaders
    Suggests a need to reexamine core competencies of executives and developing world-class organizations. Provides 12 steps to achieving globally competent leaders.
  • Multicultural Service Learning: Educating Teachers in Diverse Communities
    This book explains the complex interplay of service learning, multicultural education, and teacher preparation. It shows how the author collaborated with community partners and preservice teachers to jointly construct the service learning supplement to a multicultural education course, from the bottom up.
  • Text Design Patterns in the Writing of Urban African American Students: Teaching to the Cultural Strengths of Students in Multicultural Settings
    Detailed text analysis was used to examine the expository writing patterns of four academically successful African American high school students. These bidialectic students brought culturally influenced text design patterns into the classroom.
  • 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.
  • Pioneers of Multicultural Counseling: An Interview with Paul B. Pedersen
    This interview with Dr. Pedersen highlights his contributions to the field of counseling and psychology in general and to the field of multicultural counseling in particular.
  • 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.
  • Multicultural and Globalized Education: International Students' Perspective
    This study examined the nature and needs of international students in American higher education within the context of multicultural and globalized educational programs and support services. Most international students are considered developmental upon admission into postsecondary institutions.
  • Partnership Teaching: Success for All Children Using Math as a Vehicle
    Using a constructivist and multicultural approach, math skills were taught in urban elementary classrooms. Acceptance of self and others, teamwork, problem solving, and critical thinking were emphasized.
  • 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.
  • 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.
  • Helping Students Learn to Get Along: Assessing the Effectiveness of a Multicultural Developmental Guidance Project
    Tested the effectiveness of a framework that linked developmental and multicultural counseling theories for use among elementary-school-age students (n=117). Designed to help students develop a variety of social and interpersonal skills that would increase their ability to resolve conflicts resulting from negative prejudices, the intervention was successful.
  • Cultural Diversity and Conflict Resolution: An Interdisciplinary Unit for the California Fourth-Grade Classroom
    Proposes an interdisciplinary, fourth-grade conflict resolution curriculum that integrates content area activities that take into consideration the cognitive and moral development of fourth graders. The curriculum focuses on conflict resolution skills, diversity and conflict, and mediation.
  • The Structuring of the Mediterranean Space within the Education System in Australia
    Examines how the Southern European Mediterranean immigrants to Australia attempted to contribute to the making of an educational system that would cater to their real or imagined cultural ecology and educational curriculum. An economic rationale is suggested for the Australian model of multiculturalism and its impact on education.
  • Technology Meets Diversity
    Describes the development of an electronic book that provides a forum on the history and culture of Native Americans in the Lakota Nation. Illustrates how such multimedia programs can help teachers with multicultural education.
  • Report on the Status of Implementation of Education That Is Multicultural in Maryland. Corp Author(s): Maryland State Board of Education, Baltimore
    This report tracks the 1997-98 state and local progress in implementing Maryland Education That Is Multicultural (ETM) Regulations adopted by the Maryland State Board of Education (MSDE) in 1994.
  • "Festivals of Light": A Multicultural Celebration in Brooklyn
    Describes a celebration developed by children, staff, and parents at Morris L. Eisenstein Learning Center (Brooklyn, New York) to share the customs of Diwali, Hannukah, Loi Krathong, Kwanzaa, Nacimiento, and Christmas with the diverse student population.
  • The "Strangers" among Us. The Social Construction of Identity in Adult Education. Linkoping Studies in Education and Psychology No. 61
    A study examined the labeling practices in the multicultural discourse in two adult education settings in Sweden: a day folk high school and a municipal adult education center. A total of 33 students and 9 staff members from two adult education programs were interviewed.
  • Classroom and Curriculum Accommodations for Native American Students
    This article explores culture-specific approaches to enhance the classroom and curriculum of Native American students and to improve their academic performance, social understanding, and acceptance by peers. It considers educational goals for these students, characteristics of Native American learners, and teaching strategies.
  • Cultural Diversity: Masking Power with Innocence
    Responds to three articles from this issue on universalists versus multiculturalists. Explores the idea of an effective teacher as a culture broker.
  • Power and Contact: Transcending Authority in the Classroom
    One of the prerequisites or unavoidable results of multiculturalism is that the classroom becomes what Mary Louise Pratt calls a "contact zone." But how does the teacher keep discussion productive without taking sides? How does the teacher abdicate enough authority to diminish the asymmetricality but not so much that the class becomes a shapeless mass?.
  • Teacher Education's Responsibility to Address Diversity Issues: Enhancing Institutional Capacity
    Preservice teachers must be prepared to address substantial student diversity and to educate all students to higher levels of understanding and competence. Many teacher educators are not competent to prepare new teachers in this area.
  • Multiculturalism and Multicultural Curricula in the United States
    Argues for more multicultural education in the United States at all levels, but particularly in higher education. Earlier conceptions of multiculturalism (assimilation, transitional multiculturalism, residual multiculturalism/tokenism) have not succeeded; a variety that both emphasizes the core values of cultures, and serves as a unifying factor in a culture of difference, is proposed.
  • 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.
  • Multicultural Matters: An Interview with Philip Lee of Lee and Low Books
    Presents an interview with Philip Lee of Lee and Low Books about his experience in the specialized field committed solely to publishing books about Asian Americans and other diverse cultures in the United States. Discusses how the future of multicultural literature depends upon the concern and advocacy of interested individuals.
  • CES--Cultural, Experiential, Skill Building: The Cognitive Foundation
    Critiques the assimilation strategy and the hero-heroine-ritual approach to multicultural education, and offers a third model, the Cultural, Experiential, Skill Building (CES) approach, as an alternative for teacher training. Effects of the CES model on potential teachers and the implications for teacher training are addressed.
  • Understanding Diversity: How Do Early Childhood Preservice Educators Construct Their Definitions of Diversity
    Because of the increasing diversity of ethnic, cultural, religious, and socioeconomic groups in public schools, the preparation of teachers for multiethnic, multicultural settings is a critical issue facing teacher educators.
  • Multiculturalism: Moral and Educational Implications
    Considers multiculturalism as a moral issue. Notes scarcity of authentic multicultural classrooms and identifies four underlying factors.
  • A Theoretical and Pedagogical Multicultural Match, or Unbridled Serendipity?
    Describes development of a multicultural education model by students in a high school mass media class. Using a literary and social action approach, students examine issues of empowerment, prejudice reduction, ethnic identity, school reform and discipline.
  • Multiculturalism as Jagged Walking
    Argues that teacher educators must find ways to move beyond student teacher resistance to multiculturalism so that future teachers are prepared to understand and teach diverse students, proposing a model that examines the multidimensionalities of place and memory as they shape multicultural identities, discussing social bias in education in the American south, and examining memory as ambiguity, complexity and history. (SM).
  • 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).
  • Multicultural Education and School Leadership
    It is a report of a study of principals' and teachers' perceptions of implementing multicultural education. The results are presented for four areas: (1) a multicultural education plan; (2) limitations and constraints of implementing multicultural education; (3) expectations of administrators' support; and (4) administrators' plans of support.
  • "Reading the Word and the World" within a Literature Curriculum
    Describes 19 children's books (published between 1196 and 1998), in categories of poetry, picture books, participation books, chapter books for older readers, and nonfiction. Discusses them in tandem with landmark books to reflect on social and historical contexts and to help teachers talk with children about the enduring images and changing perspectives that affect their views of themselves and others.
  • Implementing Multicultural and Global Studies: Selected Resources about Materials and Their Uses by Teacher Educators, Inservice Providers, and K-12 Educators
    Presents an annotated bibliography that represents the varieties of materials which may be useful for those who plan, develop, and implement multicultural and global studies; infuse them throughout the curriculum; and strive to develop personnel with the attitudes and skills to collaborate and empathize with youth. (SM).
  • 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.
  • Inside City Schools: Investigating Literacy in Multicultural Classrooms. The Practitioner Inquiry Series
    The members of the Multicultural Collaborative for Literacy and Secondary Schools (the M-CLASS Project) wrote chapters in this book. Their essays deal with classroom research on learning, diversity, bias, inequality, and real teaching issues in a culturally responsive framework.
  • White Students' Resistance to Multicultural Literature: Breaking the Sullen Silence
    Describes a writing assignment in which students study and imitate the language of a minority author. Discusses how the assignment helps negotiate conflicts when students resist multicultural literature, as their creative responses mediate between themselves and works they might otherwise find foreign and antagonistic.
  • Preparing Tomorrow's Journalists for a Multicultural America
    Describes activities to enhance multicultural awareness for high school journalism students. Provides step-by-step instructions for 15 exercises.
  • Language as Constitutive: Critical Thinking for Multicultural Education and Practice in the 21st Century
    Asserts that working through postmodern positions on language offers nursing different approaches to critical thinking and cultural competence, two components of multicultural education. Describes examples relevant to topics in nursing education.
  • The Use of Hypermedia in Effective Diversity Training
    A qualitative study examined the effects of a hypermedia program on diversity training completed by 65 undergraduate students. Results showed that when different types of implementation groups were utilized, discussion (considered vital to diversity training) only occurred on a regular basis in facilitated groups, and to a lesser degree in pair groupings, when mixed by gender and ethnicity.
  • An Ethnographic Study of Preservice Teacher Resistance to Multiculturalism: Implications for Teaching
    This paper examines student teachers' resistance to multicultural education, contrasting the expectations of teacher educators, as expressed in the literature, with the perspectives of preservice teachers from a required multiculturalism course. The study involved participant observation, with the researcher participating in the course as a student, completing all assignments and readings, and participating in class discussions and group projects.
  • Preparing Anglos for the Challenges and Joys of Multiculturalism
    Discusses the multicultural training process with Anglo trainees as it relates to supportively assisting Anglos with the difficult task of confronting White racism, teaching Anglos to respond empathetically to challenges from ethnic-minority colleagues and clients, and introducing Anglos to the joys inherent in multicultural counseling. (RJM).
  • White Teachers at the Crossroads
    Two multicultural educators discuss how white teachers can help dismantle a legacy of racial domination and injustice. One describes the role for white teachers in multicultural education and their need to address issues of white privilege.
  • Multicultural Education for Learners with Exceptionalities. Advances in Special Education Series, Volume 12
    This volume contains a collection of chapters written by individuals in the fields of general and special education on multicultural education and students with exceptionalities.
  • From Co-Cultures to Community: Diversity at Miami-Dade Community College
    Presents findings from extensive interviews with faculty, administrators, and staff describing how Miami-Dade Community College serves its multiracial and multicultural district through curriculum design, professional development, and hiring policies. Argues that diversity is a characteristic of quality education.
  • Cultural Proficiency: A Manual for School Leaders
    Developed for work in mental health agencies, cultural proficiency is a relatively new approach to diversity that can be applied in educational and community settings. Cultural proficiency refers to the policies and practices of a school or the behaviors of a person that enable the school or person to interact effectively in a culturally diverse environment.
  • Evaluation of the Bridge Builders Program: Students Involved in Multicultural Activities
    Bridge Builders is a 2-year program intended to develop leadership in high school students. Programmatic goals include enhancing the participants' understanding of other racial and ethnic groups, socioeconomic groups, gender awareness, social responsibility, and the value of community service.
  • An Anthropological Action Model for Training Teachers to Work with Culturally Diverse Student Populations
    Describes the Teacher-as-Ethnographer inservice training program, an anthropological model for training Israeli educators to diagnose and cater to the learning needs of culturally diverse students. Participants, including teachers of all levels and other school staff, learned and used ethnographic methods of data collection and analysis to conduct research projects.
  • Integrating Lifelong Learning Perspectives
    This publication is comprised of 43 papers on the topic of promoting lifelong learning.
  • Strategic Plan for International Education, Phase I. Exemplary International Programs.
    The document presents the proceedings of a meeting convened to design a strategic plan for international education to be adopted by Pima Community College (PCC) (Arizona).
  • Using Student-Generated Film To Create a Culturally Relevant Community
    Encourages modification of teaching strategies to facilitate academic achievement among students from diverse groups. Describes how the author collaborated with professionals from the Folger Library's Teaching Shakespeare Institute to develop a better way to teach Shakespeare to her predominantly African-American students.
  • A Survival Kit for the Elementary/Middle School Art Teacher
    This book is for art teachers looking for a new approach to the traditional lesson. The projects can be used at most grade levels.
  • The 21st-Century College Student: Implications for Athletic Training Education Programs
    Discusses impending demographic changes in the 21st-century college-student population, addressing implications for athletic training education programs and the profession. The paper discusses multicultural diversification and nontraditional student status, noting that 21st century higher education must offer multicultural training, flexible scheduling, accelerated programs, and practical learning experiences.
  • The Search for the Great Community: The Multicultural Community and Its Problems. Draft
    This paper addresses issues surrounding the ideal of community in American undergraduate education and the challenge of multiculturalism in the context of a feminist interpretation of the pragmatism of John Dewey. A contradictory relationship is seen to exist between higher education's definition of community and multiculturalism; and this paper's interpretation of Dewey is thought to resolve these contradictions.
  • Joining the Dialogue: Six Teachers Discuss Making Changes toward a Multicultural Curriculum (Rainbow Teachers/Rainbow Students)
    Presents six brief articles by six Arizona teachers offering their reflections about practices, strategies, and vision as they make changes toward a multicultural curriculum. (SR).
  • 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.
  • Bridging the Gap between Theory and Practice: Integrating Multicultural Theory into an Undergraduate Foundations of Education Class
    This paper describes an action plan for integrating multicultural theory into a teacher education social foundations course and presents results from an evaluation of this effort. The action plan for the course was to integrate the theory and practice of multicultural education across five master questions posed by T.
  • Common Sense about Uncommon Knowledge: The Knowledge Bases for Diversity
    This book explains knowledge bases for teaching diverse student populations. An introduction displays one first-year teacher's experiences with diverse students in a high school classroom in San Angelo, Texas in 1961.
  • 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.
  • The Colorful Flags Program: A Proactive-Interactive Approach to Bridging Cultural Differences
    Describes the Cultural Flags program, which teaches students to be proactive in engaging in cultural learning through learning a few basic phrases in the five most spoken languages in their community along with cultural facts about other countries. Some program evaluation results and project guidelines are presented.
  • How Can a Teacher Save a Program That Administrators Want To Cut?
    Describes the Multicultural Advancement Program at the author's school. Illustrates how the teachers within the program sing its praises, but it appears that they are always in a defensive position repeatedly compelled to validate themselves.
  • Gender Stereotypes in Children's Picture Books
    Research has examined how gender stereotypes and sexism in picture books affect the development of gender identity in young children, how children's books in the last decade have portrayed gender, and how researchers evaluate picture books for misrepresentations of gender. A review of the research indicated that gender development is a critical part of the earliest and most important learning experiences of a young child.