(2002). Pluralism and Science Education. MCT, v20 n2 p40-46 Spr. 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. Student surveys indicate that the student teachers valued the experiences, which raised their awareness of pluralist issues. (SM)…
(1991). Education for All. South East Asia and South Pacific Sub-Regional Conference Report (Darwin, Northern Territory, Australia, October 14-19, 1990). In October 1990, 223 delegates from 22 nations of Southeast Asia and the South Pacific met in Australia to discuss plans and strategies for achieving universal education in the region. To inform planning and action, the conference defined five groups of people for whom universal education is a priority: indigenous people and minorities, people in poverty, people in remote areas, people with disabilities, and women and girls. This report contains summaries of 25 workshops and 25 round table discussions that examined education for each of these groups from the standpoint of access and equity, curriculum and professional development, literacy, elementary education, and the school/work interface and continuing education. These sessions included descriptions of how various countries are addressing each of these issues, and recommendations for further action. Appendices contain background information on the region; proposed areas for cooperative action; conference organization; highlights… [PDF]
(1995). The Etiology of Conflict in Multicultural Relations. This paper focuses on the common sources of etiologies of conflict in multicultural contexts. Multicultural communication is the creation and sharing of meaning among citizens of the same geopolitical system who belong to divergent tributary cultures. The sources of conflict in multicultural relations can be grouped into five broad categories. These include: (1) the allocation of resources; (2) historical legacy; (3) attitudinal interference; (4) lack of cultural literacy; and (5) variations among people. Of the five categories, the greatest source of conflict is the allocation of resources, whether human, natural, or institutional. Conflicts usually occur due to a combination of these sources. The probability of solving multicultural conflicts is greatly increased when the communicators are aware of the contributing factors. An appendix contains a statistical analysis of the Tolerance for Human Diversity Inventory, an instrument to measure interaction and tolerance of difference…. [PDF]
(1995). The Effects of Instructional Interaction Guided by a Typology of Ethnic Identity Development: Phase One. Reading Research Report No. 44. This study collected baseline data on the nature of elementary and middle-grade students' reading engagement level, locus of control, and stage of ethnic identity development (based on J. A. Banks' typology of ethnic identity), and to determine the extent to which selected literature and the instructional interaction in these students' classrooms included content relevant to the curriculum goal of Banks' typology. Participants were 346 fourth- to eight-grade students in classrooms in 5 southeastern and northeastern states. Relationships between age, gender, and ethnic group and reading engagement level, locus of control, and stage of ethnic identity were examined. Literature used in these classrooms during reading, language arts, or social studies instruction was coded and classified according to the content characteristic of the ideology of each stage of ethnic identity. The content of interaction between teacher and students during audiotaped sessions of reading, language arts, or… [PDF]
(1997). Chesterfield/Marlboro Technical College, AACC Progress Report. In 1996, South Carolina's Chesterfield-Marlboro Technical College (CMTC) participated in the Exploring America's Communities project sponsored by the American Association of Community Colleges (AACC). The project works to strengthen the teaching and learning of American history, literature, and culture at community colleges. The primary goal of CMTC's action plan was to broaden the scope of its existing course offerings to include resources that could be used concurrently with both literature and history. These resources would focus on cultural pluralism and how that pluralism shaped the American identity. The strategy was to develop and implement concurrent U.S. History and American literature courses focusing on the period following the Civil War and Reconstruction. The plan also included the development of a one credit hour seminar course that would address the theme of integrating American history and American literature. Course revisions have been completed and reviewed for a… [PDF]
(1997). Nunez Community College, Exploring America's Communities. Progress Report. In 1996, Louisiana's Nunez Community College (NCC) participated in the Exploring America's Communities project sponsored by the American Association of Community Colleges. The project works to strengthen the teaching and learning of American history, literature, and culture at U.S. community colleges. NCC's primary goal was centered on providing its community with opportunities to learn about the cultural diversity which exists in its midst and the commonalties which bind the people of diverse cultures together. NCC had three main objectives for its program: incorporating a greater emphasis on cultural diversity in existing courses; providing opportunities for students to be exposed to various cultures by scheduling curriculum-related field trips and visits to various activities throughout the area; and including service-learning in the college's curriculum. A Multicultural Advisory Committee, whose tasks included recommending to the project team activities for implementation, was… [PDF]
(1992). In Front of and Behind the Camera: Two Perspectives on "Morning Meeting.". In Judith Richards' ethnically diverse third and fourth grade classroom, the morning meeting is a time for discussion. The functions these discussions serve range from sharing personal news to talking about problem-solving strategies. During these meetings, the teacher has a polyphonic role. She participates, moderates, and sometimes writes students' contributions on a chalkboard. She thus creates an orchestration of voices in which children respond both to other children and to what is written on the board. In this paper, the teacher gives the in-front-of-the-camera perspective, describing how she brings diverse voices into contact and what effects her organization of discussion has on children's discourse skills. The behind-the-camera perspective focuses on turn taking behavior that takes place during morning meeting. Specifically, the observer draws on methods from conversational analysis to show the placement of one instance of classroom discussion on a continuum with other… [PDF]
(1993). The Best of the Network 1993. This booklet presents descriptions of 19 reading programs that encourage Indiana middle-grade students to read. The programs described in the booklet were part of the Middle Grades Reading Network and were funded with competitive $5000 "minigrants." Essays (descriptions of the reading programs) in the booklet are: "Building a Community of Readers: Reading, Sharing, and Learning" (Susan Nowlin and Helen Holingsworth); "Reading Is Our Priority" (Deborah Du Four Bova and Kathleen Hurley); "A Tale of Three Students" (Lois Overton); "Bag of Book Tricks" (Mary Lue Binning); "Read-Ins: Colts in Action" (Eugenia Sacopulos); "The East Side 500: Race to Read–Read to Win!" (Kathryn Carmody); "Students Promote Their Own Literacy" (Ronald Bush); "Multicultural Awareness through Reading" (Artis Hoffman and Virginia Mankin Lake); "Hooked on Reading" (Sue Layman and Steve Spradley);… [PDF]
(1991). Cases of Culturally Responsible Pedagogy: Reflecting on the Past and Present To Realign for the Future. This document consists of workshop materials used during a paper/poster session at the Association of Teacher Educators (ATE) summer conference. Presenters modeled the use of case literature as a tool for teaching about culturally responsible pedagogy and effective instruction. The cases were developed from observations of and interviews with middle school teachers in a large metropolitan school district. The cases modeled a tenet of research findings on culturally responsible pedagogy: an active learning model in natural environments fostering cooperation and interdependence encourages development of self-esteem and maximizes learning for students regardless of differences related to culture and ethnicity, social status, gender, religion, home environment, genetic and biological factors, cognitive skills, learning styles, or personal experiences. Through role playing, participants were actively involved in analyzing case vignettes. The materials include a page of background… [PDF]
(1983). Simulation as a Method of Teaching Communication for Multinational Corporations. Interpersonal simulations may be used as a module in cultural awareness programs to provide realistic environments in which students, supervisors, and managers may practice communication skills that are effective in multicultural environments. To conduct and implement a cross-cultural simulation, facilitators should proceed through four stages: preparation, introduction, operation and postsimulation disscusion-critique. To prepare for the simulation, facilitators must first define the learning objectives that are obtainable and observable. Second, the simulation must be integrated with other training materials used in the course. Third, a pilot simulation should be run to discover the dynamics of the exercise. After participants have been given culture-general and culture-specific information and have been permitted to practice universal communication skills, the facilitator should introduce the simulation to them. Dyads are then formed, with one participant serving as the…
(1986). Assessment and Placement in a Multicultural School. The wide range of languages, cultural backgrounds, and educational experience of the children attending the United Nations International School, a college preparatory school with students from over 100 countries, requires adaptation in assessment, placement, and curriculum practices. Students in this school face, in addition to the usual adolescent adjustments and anxieties, some unique problems due to the international nature of the school and its lack of cultural homogeneity as well as to the different and sometimes conflicting demands of two other subcultures, namely, the city of New York and the home environment. Many students have already attended a number of schools and may also suffer from homesickness. In this situation, counselors must come to terms with their own biases, refute cultural generalizations, step outside their own cultural boundaries, and free themselves from cultural biases. Assessment and placement provide special challenges because of the diversity of…
(1981). Second-Language Acquisition: An Investigation of a Bicultural Excursion Experience. The purpose of this study was to examine some correlates and consequences of a four-day trip to a French-speaking community by grade eight English Canadian students. The major findings are that: (1) parents of the participants in comparison with those of the non-participants express more favorable attitudes toward their children having contact with French-Canadians, and toward learning French, and are less well-educated; (2) no relationship was found between the parents' language-related attitudes and their children's attitudes/motivation to learn French and their French proficiency; and (3) students who have more interaction with French-Canadians, as assessed by either self-report or peer judgments, return from bicultural excursions with more favorable attitudes toward the community and the language, less anxiety when using the language, and more intention to speak it than non-participants. (Author)…
(1976). Same But Different: An Intercultural Training Workshop Manual. This manual is a product of the Intercultural Training Program (ICT) Workshops which were originally designed to provide experiential training to Hawaii's teachers, students, and administrators. The training, however, may be useful to anyone interested in acquiring the experience and knowledge necessary to communicate effectively with varied cultural groups. The ICT combines the characteristics of culture-general and culture-specific training. As a culture-general training program it strives to increase the self-awareness and sensitivity of the participants. In its culture-specific training, the ICT uses research data dealing with four of Hawaii's major ethno-cultural groups. This manual explains the training of the staff, the development of materials for the content of the training, the setting up of the mechanics for bringing about the workshop, the actual day-by-day reporting of the workshop, and the evaluation of the workshop. Among the activities are the following: non-verbal…
(1976). Looking at Books about Latin Americans. Language Arts, 53, 3, 267-71, Mar 76. …
(1996). Activities toward Understanding Mexico's Transition to Democracy. Fulbright-Hays Summer Seminar Abroad 1996 (Mexico). This unit for high school social studies and Spanish language students deals with Mexico's transition toward democracy. Lesson activities include: (1) "What Is An Early Democratic Family Incident That You Remember?"; (2) "What is Democracy?"; (3) "Locating the Five Nations of Mexico"; (4) "Scenes from the Five Nations of Mexico"; (5) "Profiling Party Members"; (6) "Identifying Party Membership"; (7) "Economic Integration: NAFTA, Maquilas, and the 50 Billion Dollar U.S.-IMF Loan"; (8) "Immigration: Myths and Realities"; and (9) "El Grito de la Independencia." (EH)… [PDF]