Ramirez, Bruce A.; Tippeconnic, John W., III (1979). Preparing Teachers of American Indian Handicapped Children. Teacher Education and Special Education, v2 n4 p27-33 Sum. Aspects discussed include federal responsibility in Indian education, the need for federal leadership and coordination, and the need for in service and preservice training. (Author/DLS)…

Gomez, Mary Louise (1996). Telling Stories of Our Teaching, Reflecting on Our Practices. Action in Teacher Education, v18 n3 p1-12 Fall. A teacher educator developed contexts in which White, middle class prospective teachers told each other teaching stories during weekly seminars. The goal was to consider alternative ways of thinking about and behaving toward diverse students. The experience enhanced participants' understanding of themselves and the strengths and limitations of their perspectives. (SM)…

Osajima, Keith (1991). Challenges to Teaching about Racism: Breaking the Silence. Teaching Education, v4 n1 p145-52 Sum-Fall. Describes a college course entitled "Race and Education" offered to students from all departments, most of whom are white. The course teaches students to think reflectively and analytically about the nature and impact of racism, examining educational institutions and their own educational experiences as the vehicle. (SM)…

Ammon, Paul; Black, Allen (1992). A Developmental-Constructivist Approach to Teacher Education. Journal of Teacher Education, v43 n5 p323-35 Nov-Dec. The University of California's Developmental Teacher Education program uses Piagetian developmental theory and research for preparing elementary teachers. The article describes the two-year postgraduate program, which features small student cohorts, multiple diverse student teaching placements, coursework that addresses key topics repeatedly and hierarchically, and master's projects on teaching-learning issues. (SM)…

Abt-Perkins, Dawn; Rosen, Lois Matz (2000). Preparing English Teachers To Teach Diverse Student Populations: Beliefs, Challenges, Proposals for Change. English Education, v32 n4 p251-66 Jul. 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. Provides an overview of the issues involved and practical ideas for programs or courses. Appends a 47-item annotated bibliography. (NH)…

Young, Lauren S. Jones (1998). Care, Community, and Context in a Teacher Education Classroom. Theory into Practice, v37 n2 p105-13 Spr. 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)…

Osler, Audrey (1999). Citizenship, Democracy and Political Literacy. MCT, v18 n1 p12-15,29 Aut. 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. (SM)…

Bruna, Katherine Richardson (2006). When \Other People's Children\ Are Your Own: A Multicultural Teacher Educator Learns about Difference from the inside out. Multicultural Perspectives, v8 n4 p49-54 Nov. As a multicultural teacher educator, the author has committed her professional life to helping future teachers understand their roles and responsibilities in working with the populations that Delpit (1995) referred to as \other people's children.\ Since the author is a former bilingual instructional assistant and English as a second language teacher, she takes a particular interest in understanding the experiences of linguistic \others\–children who come from homes and communities where their cognitive and socioaffective lives have been shaped through a language other than, or in addition to, English. Teaching about \otherness\ or \difference\ in a demographic context has its particular challenges. There are the frequently cited attributes of the \typical preservice teacher\ to contend with–ignorance of the history and cultural practices of nondominant racial/ethnic groups, disinterest in working with nonmajority students, negative perceptions of these students' abilities and low… [Direct]

(2006). Report [of the] Expert Meeting on Intercultural Education, Section of Education for Peace and Human Rights (UNESCO Headquarters, Paris, March 20-22, 2006). United Nations Educational, Scientific and Cultural Organization (UNESCO) The Section of Education for Peace and Human Rights of the Division for the Promotion of Quality Education held an expert meeting on Intercultural Education from March 20-22, 2006 at UNESCO Headquarters, bringing together international experts from Australia, Bolivia, Egypt, Finland, Hungary, Korea, Lebanon, Mexico, Nigeria, South Africa and the United Kingdom, including UNESCO Chairs and academics, as well as representatives of NGO's, National Commissions and UNESCO staff from various sectors. The meeting was organized as part of the Section's activities on intercultural education, which are placed more broadly within the framework of UNESCO's activities on the Dialogue among Civilizations, the Rabat Commitment and the concerns of document 33 C/5, which requests the Director-General to continue to "strengthen initiative in the development of materials for education and intercultural and interfaith understanding." Further context was provided by the World Programme for… [PDF]

Chapman, Thandeka K.; Hobbel, Nikola (2006). Routing the Pipeline: The Structural Dilemmas of Urban Education. Journal of Urban Learning, Teaching, and Research, v2 p116-129. Using a collaborative program evaluation of a bridge program at a state flagship university, the authors argue that contradictions in student perceptions of their literacy learning are endemic to the effects of the structure of urban schooling. Overcrowding and underfunding of particular schools, in contrast with successful academic magnet schools, result in an uneven playing field as college-bound students of color enter competitive programs. The authors argue that programs designed to enrich college-bound students' experiences cannot work in isolation: better university/public school partnerships need to be pursued in order to ensure that students from urban settings do not arrive at elite universities lacking skills in academic writing. (Contains 2 footnotes.)… [PDF]

Gillan, Jennifer, Ed.; Gillan, Maria Mazziotti, Ed. (1994). Unsettling America: An Anthology of Contemporary Multicultural Poetry. This collection of poems by contemporary poets stretches across the boundaries of skin color, ethnicity, language, and religion to give voice to the lives and experiences of ethnic Americans. The poems address common themes of assimilation, self-perception, and communication. In recording everyday life in the many American cultures, the poems displace the myths and stereotypes that pervade America. The collection is organized to address the instability of American identity and confront the prevalence of cultural conflict and exchange within the United States, and to highlight the constant erecting, blurring, breaking, and crossing of boundaries that are a consequence of the complex intersections among peoples, cultures, and languages within national borders, which themselves are revised constantly. The collection is organized thematically into 5 extensive sections: (1) Uprooting; (2) Performing; (3) Naming; (4) Negotiating; and (5) Re-Envisioning. Poems in the collection are by…

Davis, Bruce (1995). How To Involve Parents in a Multicultural School. This handbook, written by the principal of an urban elementary school that serves a diverse student population in a low socioeconomic area, offers strategies for principals who wish to increase parent involvement in their schools. Chapter 1 presents a brief history of parent involvement in American public schools over the past 60 years. The next three chapters offer suggestions for laying the foundation, conducting a parent school-satisfaction survey, and building trust. The fifth chapter describes strategies for managing communication–for working with the media, students, parents, and staff. Guidelines for linking community agencies to the school and for working with ethnic groups are provided in chapters 6 and 7. Volunteering truthful information to those served by the school is identified as the key to successful parent-school relations. Five figures are included. (LMI)…

Melear, Claudia T. (1995). Learning Styles of African American Children and NSTA Goals of Instruction. The National Science Teachers Association (NSTA) policy statement on multiculturalism lists learning style as an important concern for science teachers. Several recent studies have considered the learning styles of minority children. Notable among them is the study of J. Hale (1986) that lists a number of characteristics of African-American children's learning styles. Young African-American children are perceived as successful in their homes, churches, and communities and only demonstrate a failure pattern after a few years in schools designed by the dominant culture. African-American children display culturally induced cognitions that should be considered in planning for their instruction. Four learning styles described by Hale and others are: (1) person centered; (2) affective; (3) expressive; and (4) movement oriented. Researchers are engaged in evaluating these learning styles in relation to the Myers Briggs Type Indicator, and they seem very promising for describing the… [PDF]

Princes, Carolyn D. W. (1994). The Precarious Question of Black Cultural Centers Versus Multicultural Centers. This paper discusses the role of black cultural centers on university campuses, focusing on whether black cultural centers or multicultural centers best meet the needs of an increasingly diverse student body and society. It examines the historical role of black cultural centers as vehicles to promote educational opportunity, student retention, and ethnic solidarity on predominantly white university campuses. In then looks at the transition from black cultural centers to multicultural centers on many campuses, discussing sensitive issues related to the maintenance of black cultural centers. Using examples from the experience of Indiana University of Pennsylvania (IUP) in dealing with these issues, it argues that, despite budget cutbacks, universities need to preserve black cultural centers as unique institutions while seeking to create multicultural centers or programs to meet the needs of other minority students. Five appendixes outline the services of the IUP Black Cultural Center,… [PDF]

Rendon, Laura I. (1995). Issues of Class and Culture in Today's Community Colleges. New researchers on community colleges, such as Rob Rhoads, Estela Bensimon, Bill Tierney, James Valadez, Berta Laden, and Romero Jalomo, are exploring new conceptual frameworks to guide thinking about the transformation of community colleges from mere open-access institutions into colleges that make a difference in the lives of students who have nowhere else to turn. Although current policies and practices are very entrenched, this research might come to influence the next generation of college leaders. Rhoads presents the notion of multiculturalism as a conceptual framework by which to restructure the colleges, positing border knowledge, or that which resides outside of the canon, as a legitimate form of knowledge which should be recognized and rewarded. Valadez finds that the community college is organized to meet the needs of community employers as opposed to the needs of students, while Jalomo and Laden examine the experiences of Latino students and the effects on their learning… [PDF]

Menkart, Deborah, Ed.; Sunshine, Catherine A. (1994). Teaching about Haiti. Caribbean Connection Series. Third Edition. These materials are designed to help students bridge the gaps in the news and their textbooks about the country of Haiti and to provide suggestions for further research. The following framework is suggested for studying Haiti today: (1) Haiti's current crisis is best understood in historical perspective; (2) the U.S. government has heavily influenced Haitian society in the 20th century; (3) racism has been an important factor in shaping United States/Haitian relations; (4) popular movements play a crucial role in Haiti; (5) President Aristide should be presented in his social context; and (6) a key concern is the role of the Haitian people in determining their country's policies. The volume contains: (1) "Haiti's History"; (2) "Maps"; (3) "Studying the Media"; (4) "Roots of Poverty"; (5) "Aristide"; (6) "Roots of Democracy"; (7) "Haitian Voices"; (8) "The Konbit"; (9) "Folktales"; (10)… [PDF]

O'Neill, Irma J.; Velsor, Kathleen (1993). The Logic of Language: A Paradigm for Multicultural Literacy. It is argued that in the culturally rich communities developing in the United States, educators can do much more to develop literacy programs that reflect real student needs, differences, and talents. Widespread dependency on pre-defined curricula and assessment is seen as perpetuating outdated classroom strategies and techniques that do not work. A new paradigm for multicultural literacy that acknowledges the role of language as a cognitive and affective factor in human development and learning is proposed. In this approach, schools should be \linguistic zones\ in which students and teachers learn to listen to different voices. Empowerment of each individual, by providing a social and cultural context for the use of language to solve problems, is the objective. It is suggested that to make this occur: (1) every classroom must be filled with varied vehicles for communication, (2) all students must enter into a critical dialogue with those outside their cultural communities, and (3)… [PDF]

Burke, Betty (1995). Celebrate Our Similarities, Primary. This resource book contains a whole-language, extended thematic unit about the ways in which all people are the same. The book includes the following sections: (1) \Everybody Eats Food\; (2) \Everybody Wears Clothes\; (3) \Everybody Needs a Place to Live\; (4) \Everybody Communicates\; (5) \Everybody Uses Transportation\; (6) \Everybody Goes to School\; (7) \Everybody Likes Stories\; (8) \Everybody Has Games and Toys\; (9) \Everybody Listens to Music\; (10) \Everybody Creates with Arts and Crafts\; (11) \Everybody Celebrates Special Days\; and (12) \Everybody Needs a Friend.\ The thematic unit has bulletin board ideas, planning guides, curriculum connections, suggested literature, writing ideas, group projects, hands-on activities, research topics, a bibliography, and culminating activities. (EH)…

Davis, Kathleen S. (1997). Meeting the Special Needs of Girls and the Special Needs of Boys: Advocating for Equal Learning Opportunities in a Multicultural City Youth Club. The Foothills City Youth Club (Colorado) is a nonprofit organization in an urban community at the base of the Rocky Mountains. Most of the children it serves are disadvantaged, and the club's membership is racially and ethnically diverse. The present youth club was formed when two youth organizations, viewed as similar in mission and practice, but different in population, programming, and philosophy, were forced by economics to merge. Although the local government and the community funding agency saw this merger as a way to save money, the move actually cost money, as the unified club was required to hire more staff and develop more programs. Even as the youth club has grown, its funding has decreased. The mission statement calls for providing for the "special needs of girls and the special needs of boys," but this is not easy to accomplish. The club's leadership believes that girls face oppression in society daily because of their sex, and that gender-specific programming… [PDF]

(1995). Twinning and Winning! Hokkaido, Japan, and Alberta, Canada. A Grade 7, Topic B, Social Studies Teaching Resource. This teaching unit celebrates the 15th anniversary of the twinning of the prefecture of Hokkaido (Japan) and the province of Alberta (Canada) by providing students opportunities to learn more about the two areas and their relationships. Coordinated to address objectives in the grade 7 program of studies on cultural transition, the activities include: (1) introductory activities about twinning and a role play about a student exchange; (2) development activities describing where and what it is like in Hokkaido, and what students and adults do there; and (3) culminating activities that celebrate the twinning of Hokkaido and Alberta. The materials can be adapted to meet learner needs. (EH)… [PDF]

Byrnes, Ronald S. (1993). Exploring the Developing World: Life in Africa & Latin America. This book was designed with activities for students in grades 9-12. The activities are to increase student awareness about the developing African nations and the Latin American states. Each section contains numerous activities. Section titles include: (1) "Introduction"; (2) "Introductory Activities"; (3) "African Activities"; (4) "Latin American Activities"; and (5) "Concluding Activity." (EH)…

Clagett, Craig A.; Engleberg, Isa N.; Keeton, Morris (1998). 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. This paper reports how multi-institutional, theoretical research influenced the design and development of intervention programs at a large, predominantly African-American community college. Sections of the document include theory, research and planning, hypotheses regarding increased student achievement, the IRAHE study of risk and promise, and analyses of student success at PGCC. Information is also included about the R3 Academy, a two-semester program of developmental and credit instruction…. [PDF]

Osborne, Nancy Seale, Comp. (1990). Intercultural Communication and the College Campus: A Select Annotated Bibliography 1985-1990. This annotated bibliography was compiled by searching the ERIC and PSYC-LIT CD-ROM databases. While this is not a comprehensive treatment of intercultural communication, the 18 journal articles and single ERIC document cited offer the reader an opportunity to examine pedagogical and programmatic issues of intercultural communication. Individual items listed in the bibliography address the special needs of foreign students; identify the differences between the Asian-American, Hispanic American, and Afro-American cultures; explore aspects of verbal and nonverbal communication; and outline educational methodologies that target international students. (MAB)… [PDF]

Gillespie, LaVina; Grant, Agnes (1992). Using Literature by American Indians and Alaska Natives in Secondary Schools. ERIC Digest. Literature is a powerful vehicle for the transmission and interpretation of culture. Reading a variety of literature helps students to understand the principles underpinning values and traditions of their own culture and the cultures of others. Studying the myths, legends, and songs of traditional Native literature helps readers understand contemporary Native literature and appreciate its differences from the mainstream. However, the accepted canons of literature exclude works by American Indians and Alaska Natives. Furthermore, the few literary works about Native Americans that have secured a place in the secondary school curriculum were written by non-Natives, are unauthentic, portray cultural information inaccurately, and perpetuate negative stereotypes. Over the centuries, the stereotypical Native American in literature has shifted from simple, superstitious child of God to blood-thirsty savage to noble savage to victimized dispossessed nomad. Non-Native writers today continue… [PDF]

(1984). World Cultures: A Theme Guide to K-12 Curricular Resources, Activities, and Processes. This guide is for educators who wish to improve existing curricular frameworks for teaching about world cultures. The guide is anchored by six goal statements for student learning: (1) to begin to understand that cultures are complex and are made up of many components (values, behavior, habitat, aesthetics, etc.); (2) to recognize the part geographic setting and history play in shaping a culture; (3) to understand that change is natural and ongoing and that people are affected in different ways because of their value systems; (4) to understand the interdependence of people, groups, and nations; (5) to develop an awareness of how perspectives differ among individuals and between groups; and (6) to recognize the importance of individual and cultural differences within the context of certain cultural universals. Sample activities, separated by grade level, are organized to correspond to each of the six goals. Resources that teachers might use in conducting the activities also are…

Holmes, Tony (1991). Indigenous Bilingual EC Programmes in Aotearoa, Wales and the U.S. This paper examines bilingual early childhood programs in Aotearoa, New Zealand, in Wales, and among the indigenous people of the United States. The first section of the paper describes bicultural programs as programs that promote an acknowledgement of the ways people of each culture live, communicate with one another, and understand their world. A bilingual program is a bicultural program that involves the learning of a minority language. The advantages of bilingual programs in Aotearoa, New Zealand include fostering the Maori people's access to their language and culture, providing individual and societal enrichment, and promoting enhanced academic achievement. The second section of the document outlines the history of Maori educational initiatives. Research that exposes nonegalitarian practices in New Zealand educational policy is cited and Maori attempts to achieve autonomous control over their educational development are described. The third section contains observations on…

Swadener, Elizabeth Blue (1988). Teaching toward Peace and Social Responsibility in the Early Elementary Years: A Friends School Case Study. Scholarly Report Series No. 27. A 1-year, school-based collaborative research project explored ways in which children from 5 to 10 years of age learn social concepts related to acceptance and understanding of human diversity, strategies of conflict resolution, social problem solving, and ways to promote peace. The study was carried out by an educational anthropologist, three teachers at a Friends (Quaker) elementary school, and a research assistant. An ethnographic case study approach which employed repeated participant observations and spontaneous and semi-structured interviews with teachers and students was used. Videotapes of activities, discussions, and classroom and playground interactions were made and analyzed. Findings document group processes and classroom discourse, planned and spontaneous activities, and children's perspectives on issues related to their school, strategies for social problem solving, and peace. This paper presents an initial analysis of over 200 hours of observation data and interviews… [PDF]

Stanley-Baker, Penny (1988). Australia: On the Other Side of the World. Young Discovery Library Series: 15. Part of an international series of amply illustrated, colorful, small size books designed for children ages 5 to 10, this volume presents information on the life and customs of Australia and what it is like to live on the biggest island in the world. Color illustrations and maps show the habitats of birds, flowers, and animals native to Australia and what everyday life is like. The early history of Australia, modern life, the experiences of school children, childhood games, and the history of the aborigines are covered. (NL)…

Bahree, Patricia (1986). Asia in the European Classroom: The CDCC's Teachers Bursaries Scheme. Asia now claims more than half of the world's population and economically presents a challenge to the former western domination of the world's markets. With these changes, education for international understanding is essential. How can the classroom become the site for effective and balanced instruction about Asia? This document presents numerous classroom approaches for teaching about Asia in a non-fragmented way. A multidisciplinary approach is suggested, employing art, history, current events, music, literature, religion, foods, and using the school as a cultural broker, rather than simply introducing courses labeled Asian history. Teaching students to question and challenge stereotypes, and to evaluate and compare Asian systems against their own will lead to global understanding and a lessening of racism. Sections on teaching materials, learning resources, and how to incorporate teaching about Asia in the existing curriculum are included. (NL)…

Baker, Catherine A. (1984). Toward a Rationale for a Supervisory Model of Instruction in Multicultural Student Populations or Sweathogs Won't Bite. This monograph, intended for training teachers to deal with multicultural groups, focuses upon the realities of the counter-culture of lower socioeconomic group minority students. In a discussion of the rationale for a supervisory model of instruction for these students, it is noted that most of the severely isolated minority groups within the lower socioeconomic group live almost completely within a folk culture that is communal and oral. The program focuses on the ability of teachers to incorporate the strengths of an oral culture into instructional methods and the realization that reading and writing present grave difficulties for their students. To give a teacher with a middle-class orientation an idea of what to expect in the classroom behavior of these students, a list is provided of general characteristics of lower socioeconomic minority children. Suggestions are offered for the teacher on how to deal with a group that appears to be strange or hostile. The content of a series…