(1993). Teaching for Change: Anti-Racist, Multicultural Curricula, Critical Teaching. This publication is a 60-item catalog listing of curricula, teaching guides, and other resources for teachers that focus on developing and promoting pedagogy, resources, and cross-cultural understanding for social and economic justice in the Americas. Many of the offerings particularly address racism and issues in Central America and South America. The selections are designed for elementary school and secondary school education, and also include newsletters, travel opportunities, and recommended professional books. Some of the topics covered are the following: (1) cooperative learning; (2) Malcolm X; (3) the labor movement; (4) Rigoberta Menchu; (5) Hispanic folktales; (6) civil wars in El Salvador and Guatemala; (7) Caribbean culture and history; (8) educational activism in the United States; (9) standardized testing; and (10) battling the school choice movement. Included are an order form and an information request form. (JB)… [PDF]
(1992). Arab Contributions to Civilization. ADC Issues #6. This booklet, designed to provide educational materials on Arab history and culture, describes the contributions of Islamic civilization to western civilization. To be Arab, like American, was and is a cultural trait rather than a racial mark. To be Arab meant to be from the Arabic speaking world of common traditions, customs, and values shaped by a single and unifying language. The Arab civilization brought together Muslims, Christians, and Jews. It unified Arabians, Africans, Berbers, Egyptians, and many other peoples. The tensions of this mixing and meeting of peoples produced a vibrant and dynamic new civilization. The years between the seventh and thirteenth centuries mark a period in history when culture and learning flourished in the Islamic empire from Spain and North Africa, through Southern Europe, to India in the east. The Arab world enhanced and developed the arts and sciences and preserved the libraries of the early centuries of the Greek, Roman, and Byzantine cultures… [PDF]
(1998). Counseling and Mental Health Services on Campus: A Handbook of Contemporary Practices and Challenges. The Jossey-Bass Higher and Adult Education Series. The provision of mental health counseling within student affairs in the context of a rapidly changing society, and ever broadening demands as issues such as prevention and diversity are integrated into the scope of counseling are challenged. Part 1, \Meeting the Need for Basic Counseling Services,\ discusses (1) \Counseling Needs of Today's College Students\; (2) \Brief Therapy: The Model of Choice for College Counseling\; (3) \Group Counseling: Treatment of Choice for Many Students\; (4) \Expanding Services with Faculty, Student, and Other Helpers\; (5) \Alternatives and Adjuncts to Counseling\; (6) \Meeting the Specific Challenges of Serious and Developmental Problems\; and (7) \Counseling with Special Populations.\ Part 2, \Strategies for Outreach and Systemic Interventions,\ presents (8) \Promoting Prevention through Outreach and Consultation\; (9) \Counselors as Initiators and Catalysts for Change\; (10) \Supporting Student and Faculty Development\; (11) \Educational and…
(1992). Redescubriendo America. Guia Pedagogica: Des-Cubriendo la Historia y Legado de la Conquista (Rediscovering America. Teaching Guide: Uncovering the History and Legacy of the Conquest). This document makes the argument that since the European conquest of the Western Hemisphere, society has had a policy of "covering" the history of the indigenous people. The systems of religion, farming, government, education, and the economy of native peoples from the Arctic to Tierra del Fuego were outlawed and repressed. Textbooks today either distort or have nothing to say about the history of indigenous resistance to conquest and African resistance to slavery. Covering goes beyond the lines of race and ethnicity to all subordinate groups. The world is in desperate need of rethinking. In this process children may begin to lose Columbus and other explorers and leaders as heroes. In exchange they may gain a much richer sense of their own history. Divided into five chronological, thematic sections, the book, through essays, poems, and stories: (1) seeks to encourage a comparative study of political and economic systems of Europe and pre-conquest America; (2) describes how…
(1979). Cultural Sight and Insight: Dealing with Diverse Viewpoints and Values. GPE Humanities Series. Intended to provide students in grades 6-12 with a global perspective, these ready-to-use activities deal with the concept of cultural differences. The materials can fit into courses dealing with cultures, American cultural diversity, and human relations. There are five parts. The activities in part 1 will help sensitize students to a multicultural world and help them to understand that the particular culture they live in has molded their own ways of acting and thinking. In part 2 students explore the ways we perceive and misperceive others. In part 3 they learn how and why we label people in certain ways. Students examine the cultural influences in their daily lives that often operate on a subconscious level in the activities of part 4, \The Power of Culture.\ Part 5 focuses on the roles students play now in their own interactions with others. Examples of activities include having students respond to a series of statements about cultural groups, analyze readings, judge photographs,… [PDF]
(1982). Pupils. This chapter focuses on 1981 cases involving students. The author notes that litigation involving pupils occurred with greater frequency in the areas of handicapped students, student testing, and church-state separation. The most important cases involving students concerned circuit courts of appeal decisions in the handicapped and testing areas. Fewer cases addressed issues concerning student transportation and discipline. Desegregation litigation continued. Cases in this chapter are organized under the headings of handicapped and exceptional children, public school assignment, tuition and transportation, bilingual-bicultural programs, private and parochial schools, school sports, substantive rights of students, sanctions for student misconduct, testing and placement, and desegregation. (Author/MLF)…
(1986). Cultural Diversity: New Directions for Education. Perspectives concerning cultural diversity and the schools are presented. It is suggested that educational preparation is needed in the United States for the social, political, and economic realities brought about by the growth in both immigration and births among native minority groups. Schools should be aware of students' cultural diversity and such factors as the influence of family values and the community. Research suggests that the following factors have been found to be critical to successful completion of college: dealing with racism, positive self-image, realistic self-appraisal, preference for long-range goals, availability of a strong support person, successful leadership experience, and demonstrated community service. To promote cultural diversity, emphasis should be placed on: the meaning and nature of groups, how images of groups develop, different group perspectives of reality, and the value and possibility of cross-cultural communication. It is suggested that social…
(1989). Multicultural Implications for Teachers. This paper describes several differences between Anglo American children and their Hispanic and American Indian counterparts. The growth of the U.S. ethnic population is described, along with some implications for policymakers and educators in Montana and other affected states. According to census figures, the population of American Indians increased by more than one million people between 1950 and 1980. There is a greater proportion of young people within the American Indian population than within the U.S. population as a whole. Similarly, the average age of Hispanics is relatively low and is expected to remain so for some time. As an educational goal, assimilation of these minorities into White American culture has failed. Assimilation has, therefore, been replaced with a focus on cultural diversity and multiculturalism. Montana has 12 American Indian tribes whose members represent about 6% of the state population. A significant Hispanic population also lives in Montana. While…
(1990). The Multicultural Work Force. Trends and Issues Alerts. White males represent only 46 percent of the U.S. work force. Within a few years, 75 percent of those entering the labor force will be women and minorities, according to the U.S. Department of Labor. The work force is getting smaller as well as changing in nature. To attract and keep the most qualified and productive workers, businesses must make changes in their management policies and practices that few employers or workers have anticipated or are prepared for. Among the companies that have promoted the benefits of a multicultural, diversified work force are Procter and Gamble, Digital Equipment Corporation, Avon, Xerox, Mobile, Honeywell, Colgate-Palmolive, and Ortho Pharmaceutical. For example, Procter and Gamble has established special mentoring programs to help bring women and blacks into management by providing them information about organizational styles of management, leadership, communication, and networking. Digital Equipment Corporation has started a program to create… [PDF]
(1984). The Training of Teachers of Gypsy Children. Council of Europe Teachers' Seminar (20th Donaueschingen, Federal Republic of Germany, June 20-25, 1983). The seminar reported here was held to discuss the educational problems specific to gypsy children and to identify the principal elements of their culture and history with which teachers in Western Europe should become acquainted. Attended by gypsy representatives, teachers, teacher trainers, inspectors of education and ministerial representatives from eight European states, the seminar also allowed comparison of the schooling problems of other nomads. Discussion focused on gypsy illiteracy, the cultural inappropriateness of gypsy schooling, the place for gypsy culture in education, the environment as a determining factor in schooling, and teacher training. The seminar report includes summaries of two introductory addresses which deal with the schooling of gypsy children and the relationship of local and regional authorities to gypsies. Summaries of three talks given by gypsy representatives, which dealt with socio-educational problems of gypsy and nomad children and the… [PDF]
(1983). Navajo Changes–A History of the Navajo People = Dinetahgi Lahgo Ahoodzaa–Dine Bahane. Fifth-Eighth Grade Navajo Bilingual Bicultural Social Studies Curriculum. The Navajo bilingual-bicultural social studies curriculum for grades 5-8 contains six chapters of Navajo history. The chapters trace Navajo history beginning with legends of the first Navajos and life in Dinetah and continuing through early contact with the Spaniards, conflict and defeat at the hands of the United States government, and the establishment of the reservation, to the changes taking place today. The bilingual chapters are presented with the Navajo text above and the English below, and are illustrated with black and white maps, drawings, and photographs. Following each chapter is a Navajo-English vocabulary list. (SB)…
(1985). Folklore in the Classroom. Workbook. Written by experts in the field of folklore for laymen, this three-part volume is intended to help teachers of English, social studies, mathematics and science, home economics, the arts, and other subject areas to become more knowledgeable about folklore and to inject this knowledge into their existing curricula. The first part, on introducing folklore, deals with defining folklore, folklore genres, finding folklore, and the folk cultural approach (putting folklore in context). The second part explores folklore in relation to the subjects of English and the language arts, history and social studies, domestic life, and mathematics and science. The third part, on folklore and issues in education, discusses making sense out of contemporary phenomena, using local resources, and cultural diversity and folklore. Suggested classroom exercises are provided. Appendixes contain an article on identifying folk art in one's community, a selected bibliography on Indiana folklore, an article on… [PDF]
(1982). America's Women of Color: Integrating Cultural Diversity into Non-Sex-Biased Curricula. Filmstrip User's Guide for Not About to Be Ignored. This document is one of five filmstrip users' guides that can be used to increase understanding of minority women in the United States by supplying basic information on their histories, current concerns, myths, and misleading stereotypes. The guide was designed to be used with a filmstrip entitled \Not About to Be Ignored,\ to help teachers of secondary and postsecondary students to integrate ethnic group information about black women into existing curricula. A discussion guide presents four program objectives, discussion questions and topics, and references to sources of additional topics. Narration to the 64-frame filmstrip is supplied. Seven charts supplying employment, education, and income statistics for black women are included. A teacher-developed 5-day lesson plan for seventh through ninth grade students is presented, using the five filmstrips in the series to explore the roles of minority women. An essay is appended on the historical background, stereotypes and myths,… [PDF]
(1984). Cultural Immersion for Inservice Teachers: A Model and Some Outcomes. The Inservice Teacher Cultural Immersion Model of Indiana University has placed 122 inservice teachers in summer graduate practicum positions in distant Native American communities. The model was developed so that teachers can have an innovative and personal experience learning about Native Americans in their own cultural setting. The program involves graduate courses, practicum site preparation, and independent and group preparatory activities before teacher placements. Teachers are placed in Native American sites with host site supervisors for a period of 6 to 10 weeks. The participants are responsible for keeping detailed weekly summaries of their experiences as well as preparing lesson plans and/or materials for "back home" teaching. A series of evaluation activities are carried out by the project director, host site supervisors, and project staff. At the end of the practicum placement, participants provide structured, evaluative information on their experiences. The…
(1977). The Indians of Puerto Rico. Produced for use in a coordinated program of studies for students in the Connecticut Migratory Children's Program and for other students whose native language is Spanish, this book about the Indians of Puerto Rico is intended as supplementary reading material for pre-school through fifth grade. The book, illustrated with black and white drawings, traces the history and culture of the various Indian groups who settled in Puerto Rico, and describes the environment in which they lived. The narrative section is followed by eight learning activities (putting events in order, drawing an Indian village from its description, comparing two Indian groups, defining words, completing sentences, writing a story, comparing Indian and European life, and a crossword puzzle). (CM)…