NCCRESt

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Social Change

• 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.
• 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).
• 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.
• 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.
• Bilingual Education and Social Change. Bilingual Education and Bilingualism: 14
  A case study is provided of dual-language planning and implementation at the Oyster Bilingual School, a successful Spanish-English public elementary school program in the District of Columbia. The first three chapters offer background information for understanding how the program interacts with the larger sociopolitical context of minority education in the United States.
• 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.
• 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.
• Community Leadership in a Pluralistic Society
  Describes the characteristics of effective leadership and leaders, observing that good leadership entails the judicious balancing of stability and change, the incorporation of diverse opinions including those of subordinate as well as dominant individuals and groups, and the ability to learn from school discord and failure. Asserts that good leaders are people who live in, between, and beyond their indigenous groups.
• 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.
• Cultural Diversity and the Structure and Practice of Art Education
  This monograph presents a viewpoint of the nature of art education today. To provide more perspectives on past changes that help in grasping today's circumstances, the monograph offers lectures and papers that address the changing nature of the U.S.
• 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.
• 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.
• From Metaphoric Landscapes to Social Reform: A Case for Holistic Curricula
  The article 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.
• 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.
• Going Beyond Cultural Pluralism: Science Education for Sociopolitical Action
  Combines some guiding principles of antiracist education with Vygotskian notions of education as enculturation to produce a set of proposals for a radical form of multicultural science education for sociopolitical action. Outlines a radical form of curriculum development involving the politicization of teachers as the only effective way of implementing such a curriculum.
• Improving Literacy Skills through Jamaican-Style Play Building
  Describes a unit that allows students to recognize diversity, understand why diverse perspectives are held, and harness this diversity to improve society. Describes how students use and refine their literacy skills as they first research and report on Jamaica, and then use a Jamaican-created model to build a play that addresses a serious problem in their community.
• 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.
• 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.
• 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.
• 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.
• Power and Empowerment in Multicultural Education: Using the Radical Democratic Model for Rehabilitation Education
  Considers advantages and disadvantages of four different sociopolitical approaches to multicultural studies: corporate, liberal, essentialist, and radical democratic. Suggests the use of a radical democratic perspective because this approach acknowledges the need for changes in the power structures of society.
• 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.
• 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.
• 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.
• Roots of the Future: Ethnic Diversity in the Making of Britain
  The aim of this book is to show that Britain has benefited enormously from immigration and ethnic diversity throughout history. The first part of the book, "Immigrants Past and Present," gives an account of the role played by a few of the migrant communities who came to Britain and settled before the end of World War II.
• 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.
• Taking Children's Literature Seriously: Reading for Pleasure and Social Change
  Investigates how multiple stances in reading can reveal new insights into texts. Demonstrates three ways that a single text can be read from the perspectives of a pleasurable reading, a postcolonial reading, and a critical multicultural reading.
• The Economics of Foreign Language Competence: A Research Project of the Swiss National Science Foundation
  Describes a study of the economics of language competence in Switzerland and the efficacy of education systems undertaken to develop guidelines for language policy. This study was mandated by such issues as the reassertion of local identities, unprecedented migration flows, the emergence of the European Union, and the intensification of international trade.
• The First Twenty-Five Years: LaGuardia Community College CUNY. LaGuardia Works. Corp Author(s): La Guardia Community Coll., Long Island City, NY
  This document chronicles the 25 year history of La Guardia Community College. Chapter 1, "A Sign of Its Times," describes the beginnings of La Guardia Community College, including the first buildings, departments, faculty, and staff members.
• 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 Politics of Multicultural Education in South Africa: Vogue, Oxymoron or Political Paralysis
  Argues against using American-style multicultural education in South African higher education and suggests that transitory nation-states would first need to adopt Africentric reformism in order to recapture their value system before incorporating multiculturalism into the curriculum. The relevance of the multicultural model to South Africa and why its implementation should be deferred is discussed.
• The Role of Adult Literacy & Numeracy in Lifelong Learning and Socio-Economic Well-Being: ALNARC National Research Program, June 2001-June 2002. Feature
  An Adult Literacy and Numeracy Australian Research Consortium (ALNARC) program comprised four projects designed to integrate new research with analysis of past practices and provision. Preliminary themes were the perception of a "policy void" in regard to literacy and numeracy skills; professional development's tie to workplace practice and understanding of and compliance with reporting mechanisms; and problems when literacy and numeracy are collapsed as one.
• The Transformation of the Teachers' Role at the End of the Twentieth Century: New Challenges for the Future
  Rapid global changes have transformed education for the elite into mass education, resulting in the following: new teacher responsibilities, less educational activity by families, mass media access to learning, multicultural education models, change in the social worth of education and status of teachers, fewer resources for education, decline of authority and discipline, and teacher overload. (SK).
• 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).
• 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.
• Urbanization in the Northwest. Issues and Implications for Policy
  In the Northwest, as across the rest of the United States, the basic characteristics of the U.S. household are changing.
• 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.