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World Views

• Escaping Education: Living as Learning within Grassroots Cultures. Counterpoints: Studies in the Postmodern Theory of Education, Vol. 36
  This book challenges the modern certainty that education is a universal good and a human right and celebrates the well-being still enjoyed in the commons and cultures of people living at the grassroots. The first section describes how education is an instrument of acculturation.
• 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.
• 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.
• The Native American Learner and Bicultural Science Education
  Explanations of natural phenomena within a traditional Native American context are often at odds with Western scientific philosophy and what is taught in school science. Herein lays a very real conflict between two distinctly different worldviews: the mutualistic/holistic-oriented worldview of Native American cultures and the rationalistic/dualistic worldview of Western science that divides, analyzes, and objectifies.
• The Native American Learner and Bicultural Science Education
  Explanations of natural phenomena within a traditional Native American context are often at odds with Western scientific philosophy and what is taught in school science. Herein lies a very real conflict between two distinctly different worldviews: the mutualistic/holistic-oriented worldview of Native American cultures and the rationalistic/dualistic worldview of Western science that divides, analyzes, and objectifies.
• The Place of Political Education in the Classroom
  Demonstrates the ability of children to understand global and political issues in a framework of interdependency and justice, as established in the "Children and Worldviews" Project. Children's responses and thinking are provided as well as examples of classroom strategies.
• 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.
• 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.