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Secondary Education

• "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.
• "Speaking Up" and "Speaking Out": Examining "Voice" in a Reading/Writing Program with Adolescent African-Caribbean Girls
  Examines three significant moments in a weekly reading and writing workshop to reflect on the problematic notion of "coming to voice" for African Caribbean girls aged 14 to 15. Concludes by sharing how the inquiry taught the author some salient lessons in listening to research participants' voices and on the politics and ethics of participatory literacy inquiries.
• [Religious Art] Fulbright-Hays Project 1997. Fulbright-Hays Summer Seminar Abroad, 1997 (Mexico)
  This lesson is intended to be incorporated into an Art I unit on religious art that introduces the rise of Christianity as a guiding force in Western art. The goal of the lesson is to compare and contrast the artistic representation of the Virgin Mary most commonly seen in Soria, Spain, with that image most commonly viewed in Mexico.
• A Train of Thought
  Explains that multicultural literature should be taught because it reflects genuine family, socioeconomic, philosophical, and geographical circumstances. Proposes that students should read to not only include but to affirm multicultural voices.
• Affective Thought, Personalized Democracy, and the Council's Multicultural Mission
  Visualizes what embodied learning and shared authority looks like in an alternative high school for mostly Latino students. Argues for an approach to teaching that looks to teacher-student relationships.
• 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).
• Alternative Schools and Roma Education: A Review of Alternative Secondary School Models for the Education of Roma Children in Hungary. World Bank Regional Office Hungary NGO Studies
  In recent years, a number of experiments have been undertaken in Hungary with alternative approaches to secondary school education for Roma children. This report examines six different institutions that have attempted to help Roma children make the transition from basic to secondary school, and to improve their performance and future opportunities in education and in the labor market.
• 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.
• 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.
• Asian Heritage Pupils, PE and Language
  Investigated whether physical education (PE) classes could contribute to verbal skill development among limited English speaking Asian students. Surveys and interviews conducted at inner city English schools indicated that many PE teachers already planned lessons with such learning in mind, and relevant policies were well-developed.
• 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.
• 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.
• 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.
• 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.
• Community Service in a Multicultural Nation
  Examines human qualities that undergird citizens' commitment to the common good in diverse societies, suggesting that community service fosters such qualities. Planned interactions across social barriers are necessary to develop qualities of citizenship for pluralistic nations.
• Conditions, Concessions, and the Many Tender Mercies of Learning through Multicultural Literature
  Explores how students constructed their own texts and meanings when they were required to read, interpret, and critique unfamiliar text written about underrepresented people. Presents the concepts "conditions," "concessions," and many "tender mercies" of learning through multicultural literature when presented as new literature to a heterogeneous mix of students.
• Counselling Immigrants: School Contexts and Emerging Strategies
  Investigates strategies employed by Israeli secondary school counselors working with immigrant students from the former Soviet Union. Findings highlight the importance counselors attribute to the school context and its organizational culture when working with immigrants.
• Creating 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.
• 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.
• 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.
• 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.
• 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.
• 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.
• 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.
• 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.
• Earphone English
  Describes Earphone English, a student club sponsored through a partnership between Berkeley High School and the Berkeley Public Library that offers students whose primary language is not English to practice their spoken and aural English skills. Discusses the audiobooks used in the program and the importance of multicultural content and age appropriateness.
• Education Against Racism and Xenophobia in Europe
  Describes a combined initiative between Britain and Germany on educating secondary school students against racism and xenophobia. The development and planning of the initiative is outlined, including teacher responses.
• 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.
• 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.
• 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.
• Experiencing Things Not Seen: Educative Events Centered on a Study of "Shabanu."
  Describes the theoretical foundations, classroom context, and activities of a multicultural literature study (based on S. F.
• 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.
• 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.
• 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).
• 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.
• 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.
• 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.
• 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.
• 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.
• Improving Pupil Attendance: Inclusive and Sensitive Approaches
  Describes a British secondary school's efforts to improve student attendance by promoting social inclusion. The project involved a first day absence monitor, school counselor, Education Welfare Officer, and specialist teacher.
• 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.
• 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.
• 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.
• 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).
• Learning Me Your...Science Language
  Demonstrates how science instruction can only be effective when teachers are aware of differences in children's language and their culture. The author argues that it is important to recognize when linguistic or cultural understandings lead children to wrong answers that to them seem totally logical.
• 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.
• Mentors in Medicine
  Introduces the Health Sciences and Technology Academy (HSTA) which was created by West Virginia University for secondary school students to address the shortage of minorities pursuing science careers. Aims to improve science and mathematics education and increase the college attendance rate among underrepresented students.
• 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.
• Multicultural Central Asia
  This article addresses the multicultural aspect of Central Asia in response to the discussion on diversity in U.S. classrooms.
• 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.
• 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.
• 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.
• 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.
• 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.
• 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.
• 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.
• Professional Development School Trade-Offs in Teacher Preparation and Renewal
  Examined the preparation of student teachers at four Professional Development Schools (PDSs) longitudinally, comparing their experiences with those of traditional student teachers. Data from meetings with administrators; site visits; document analysis; graduation and professional status information; student teacher surveys; and graduate surveys indicated that students appreciated PDSs' camaraderie, support, collaboration, and effectiveness.
• 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.
• Reading Engaged Readers: A Cross-Cultural Perspective
  Describes the importance of understanding that engaged readers can make commitments or promises to understand other readers' perspectives of a text and their interests in using it. Describes how the author's demonstration lesson to a group of Kazakstan educators was transformed into a site for exploring the educators' practices for using a folktale.
• 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.
• 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.
• Secondary Schools in a New Millennium: Demographic Certainties, Social Realities
  This report examines the demographic trends, social realities, and complexities that can potentially transform American secondary schools. It describes the nature of diversity in the world and nation and between and within states and school districts.
• 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.
• 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.
• 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).
• 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.
• 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.
• 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.
• 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.
• 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 "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.
• The Business Education Index 1996. Index of Business Education Articles and Research Studies Compiled from a Selected List of Periodicals Published during the Year 1996. Volume 57
  This index, which was compiled from a selected list of 45 periodicals published in 1996, lists more than 2,000 business education articles and research studies. Articles are listed under the following subject categories and subcategories: basic business, communications, curriculum, document, general educational issues,information systems, personnel issues,teaching issues,teaching strategies .
• 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.
• 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.
• The Interconnection between Personal Liberation and Social Change: Coming Out in the Classroom as a Transformative Act
  Presents one teacher educator's experiences working to transform the classroom by telling his own stories and coming out to his students early in the semester. The author believes that by sharing his story with his students, he shows them how to embrace freedom and enter into communication with each other in states of being, not seeming.
• 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.
• 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.
• The Necessity of the Literary Tradition: Gabriel Garcia Marquez's "One-Hundred Years of Solitude."
  Argues that literature from other countries, taught as multicultural literature, must be taught in the context of its own literary tradition in order to provide high-quality academic instruction. Offers an example with Gabriel Garcia Marquez's "One-Hundred Years of Solitude" to show how teaching multicultural literature can live up to its ambitious goal of illuminating different cultures.
• The 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.
• The Permanent Exclusion of Asian Pupils in Secondary Schools in Central Birmingham
  Examined the permanent exclusion of Asian students from secondary schools in Birmingham (England). City school records show that exclusion of Asian male students, particularly of Muslims, is on the increase.
• 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.
• 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.
• Unequal Resources: A Group Simulation
  Presents a lesson plan designed to create an understanding of the concepts of interdependence and cross-cultural communication. Students are divided into groups.
• Unity 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.
• 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.
• 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.
• 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.
• Why Not Start a Steel Band?
  Suggests expanding the eclectic nature of a band program by creating a steel band, a Caribbean-based percussion ensemble. The steel band complements multicultural education and attracts students to the music program.