Kelly, Kenneth W. (1994). Teaching Minority Content: A Community Based Model. In an effort to develop a more effective means of teaching minority content, a course focusing on Native American issues was implemented at Northern Michigan University. The students involved in the project had very limited experience with minority group members, and those exposed to Native Americans often had negative stereotyped notions. The course consisted of six 2-hour integrative seminar sessions held with two tribal instructors at an Ojibwa reservation 70 miles from campus. The first half of the academic year focused on group work methods, while the second half focused on community practice, with students encouraged to develop relationships with tribal members at the reservation. The first field visit provided an orientation to Native American culture held at the Tribal Courtroom, while the second session provided a review of the initial meeting and additional time to meet with tribal members. The third session introduced the students to the human service units that existed… [PDF]

Tomlinson, Louise M. (1996). Teachers' Applications of Banks' Typology of Ethnic Identity Development and Curriculum Goals to Story Content and Classroom Discussion: Phase Two. Instructional Resource No. 35. This instructional resource presents ways in which teachers participating in a lesson bank exchange program for an ongoing research project have applied J. A. Banks' typology of ethnic identity development and related curriculum goals to literacy instruction. Banks' definitions of the stages of development and the curriculum goals for each stage are provided. Strategies for engaging students in the process of developing multicultural literacy through the use of relevant content and classroom discussion are provided in samples of lesson plans designed by participating teachers. The purpose of the instructional resource is to provide concrete examples of instructional material and the facilitation of classroom discussion and activity that is relevant to critical issues of ethnic identity development as they relate to multicultural competence and the development of multicultural literacy. Contains four figures. (Author/RS)… [PDF]

Abbott, Marti; Polk, Betty Jane (1995). Celebrating Our Diversity: Using Multicultural Literature to Promote Cultural Awareness Grades 3-6. This book enables teachers to provide students in grades 3-6 with a look into the diversity of the United States, as well as around the world, through multicultural literature. The book is divided into three general sections: Diversity in Common Experiences; Diversity in America; and Diversity around the World. For each story from a different culture, the book gives a synopsis, background, four topics of discussion to deepen understanding, and four activities to extend students' experience of a culture with which they may not be familiar. The "around the world" section in the book includes such activities as: writing about experiences, making star maps, preparation of an ethnic food, learning an ethnic dance, learning a few words of a different language, and making such items as simulated stone carvings and "pinatas." The book offers creative activities and critical thinking questions to accompany over 40 selected multicultural books and stories. It is intended… [PDF]

Steinbeck, Reinhold; And Others (1995). Unity in Diversity – The European Union: An Evolving Community. A Social Studies Unit Recommended for Grades 9-12. This unit introduces students to the concept of community in general and how individual entities cooperate to make decisions. By examining historical events that led to the formation of the European Community, students are introduced to a community in an international context. The six lessons include: (1) "Cooperation and Community"; (2) "An Evolving Community"; (3) "Decision-making Institutions of the European Union"; (4) "Cooperation Around Environmental Issues"; (5) "Admission of a New Member State-The Cases of Norway and the Czech Republic"; and (6) "The European Union: Visions for the Future." The document concludes with four appendices: a description of the European Union, a discussion of cooperative learning and the jigsaw approach, a list of frequently asked questions, and an extensive resource list. (EH)…

Williams, John A. (1994). Classroom in Conflict: Teaching Controversial Subjects in a Diverse Society. SUNY Series, The Philosophy of Education. This book address the underlying problems of teaching controversial subjects in the college and university history classroom. The volume criticizes both sides of the debate, rejects calls for a uniform, chronological history curriculum, and rejects the claims that only ethnic or racial 'insiders' are qualified to teach about their communities. The book offers rules of discussion by which sensitive issues can be discussed with diverse audiences, addresses the relationship of U.S. pluralism to a world perspective, and suggests what can be accomplished through an education in pluralism. The 16 chapters include: (1) \One Classroom: An Introduction\; (2) \Conflicting Views of the Classroom Revolution\; (3) \The Teacher's Pitch and the Student Audience\; (4) \Insiders and Outsiders\; (5) \The Colonizer and the Colonized\; (6) \The Uses of Comparative History\; (7) \Teaching a Racially Sensitive Subject\; (8) \On Understanding the South African Freedom Struggle\; (9) \Imperialism\; (10)…

Leong, Frederick T. L., Ed. (1995). Career Development and Vocational Behavior of Racial and Ethnic Minorities. This book is designed as a resource for graduate students learning about counseling or counselors and psychologists who provide career counseling to racial and ethnic minorities or who do research with minority groups. The book is divided into sections on "Theory and Research,""Assessment and Intervention," and "Future Directions." The following chapters are included: (1) "The Career Development of African Americans: Theoretical and Empirical Issues" (Michael T. Brown); (2) "Theory and Research on Racial and Ethnic Minorities: Hispanic Americans" (Consuelo Arbona); (3) "Career Development of Asian Americans: A Research Area in Need of a Good Theory" (Frederick T. L. Leong and Felicisima C. Serafica); (4) "Applications of Psychological Theories for Career Development with Native Americans" (Marilyn J. Johnson, Jody L. Swartz, and William E. Martin, Jr.); (5) "Career Intervention Strategies and Assessment…

Boyd-Batstone, Paul; Cox, Carole (1997). Crossroads: Literature and Language in Culturally and Linguistically Diverse Classrooms. This book is an exploration of the crossroads of reader-response and second language acquisition theories and research as a foundation for practice. It provides a model for teaching with literature that supports language and literacy development for students learning English as a first or second language. The book is organized in three parts. Part 1, Literature and Language Theory into Practice, begins with a conversation about a real classroom experience (Chapter 1), maps out the crossroads of reader response theory and second language acquisition theories and research as a foundation for practice in the context of current social constructivist approaches to teaching (Chapter 2), and bridges theory to practice by showing a model for student-centered and response-centered instruction that supports first- and second-language and literacy development (Chapter 3). Part 2, Case Studies of Children, describes and interprets the language and literacy development of three children from…

Guggenbuhl, Allan (1995). Steps toward Positive School Culture: Crisis Intervention with Teachers, Parents and Violent Youth. Although Switzerland is a small country, it has a highly diverse population, and with that diversity has come the potential for violence in the schools. In the last 2 or 3 years, school violence has become a major issue in Swiss education. This paper involves an intervention undertaken by specially trained school psychologists to reduce violence in targeted schools. The intervention begins with a conference with the teacher and evaluation of class problems. The teacher must agree to make at least one teaching change as evidence of the desire to cooperate with the intervention. A parents' meeting is then held, and parents also must agree to cooperate in the intervention. They are asked to talk to the students about violence and related issues. Intervention with the students follows, and the core of the intervention is a "mythodrama" presentation, in which students are told stories that relate to violence themes, but which have no resolution presented by the psychologists…. [PDF]

Essed, Philomena (1996). Diversity: Gender, Color, and Culture. This book serves as an introduction to issues of diversity. Each chapter addresses an issue relevant to life and work in gender-conscious and ethnically diverse environments. Taken together, the chapters challenge the reader to develop alternative views on gender, color, culture, and human relations. The first chapter introduces key notions, such as prejudice, discrimination, and the idea of "otherness." Other chapters present interrelated essays on the historical, economic, and cultural processes underlying racism. Chapters are titled: (1) "Common Sense about the 'Other': From Paternalistic to Competitive Racism"; (2) "Beyond Tolerance"; (3) "'As Long as They Don't Call Me a Racist': Ethnization in the Social Services"; (4) "Sexual Harassment in a Racial Context"; (5) "Multiple Identities: On Color and Migration"; (6) "How Positive Is 'Positive Action'"; (7) "Encouraging Diversity in Colleges and…

Rodriguez, Angela L. (1994). Maquiladora Industry: An Update from the Border. Fulbright-Hays Summer Seminar Abroad Project. This research discusses Mexico's maquiladora industry, its employees (mostly women), and how the working conditions and the living environment affect worker health. The paper also explores how the employers, mostly U.S.-owned companies, deny responsibility for worker health, safety, and well-being. This research examines how the continued growth of the maquila industry exerts pressure on the existing infrastructure that is already providing insufficient services. Statistical data are included where appropriate to support the information presented and provide opportunities for further research for high school students. (EH)… [PDF]

Boyle-Heimann, Kristen P. (1997). College Students' Perceptions on Interactions across Difference. This study examined college students' perceptions on interactions across racial and cultural differences at a major research university in the United States. Approximately 30 freshman students from various groups volunteered to participate in a year-long program intended to encourage students to become cross-cultural mentors and allies for each other. Participants completed a questionnaire and an in-depth interview during the program. Participant-observation audio recordings and a focus group session with three participants were also conducted. Extensive excerpts from the focus group discussions indicated that all three students demonstrated their cognizance of the role identity plays in interpersonal interactions. Their own descriptions of how they were both blind to and conscious of identity in their interactions illustrated the notion that these students may not have a singular perception of identity in all of their interactions. Although these students did not deny the existence… [PDF]

Cruz, Barbara C. (1994). Stereotypes of Latin Americans Perpetuated in Secondary School History Textbooks. Latino Studies Journal, v1 n1 p51-67 Jan. This study reviewed six history textbooks widely used in grades 7-12 across the U.S. Using a story-line analysis, the findings of this study suggest: (1) textbooks reinforce negative stereotypes of Latin Americans as lazy, passive, irresponsible, and, somewhat paradoxically, lustful, animalistic and violent; (2) the method of description employed was the use of subtle or not-so-subtle adjectives, adverbs and parenthetical comments of derision; and (3) when Latin America and Latin Americans are included in the text, the usual role is through conflict, either the Mexican-American War or the Spanish-American War. The study contends that textbooks can be a useful resource but that a balance of presentation must be maintained. Contains 21 references and a list of 9 textbooks reviewed. (EH)… [PDF]

Levine, David, Ed.; And Others (1995). Rethinking Schools. An Agenda for Change. Leading Reformers Speak Out. This collection presents the best of 8 years of "Rethinking Schools," an education reform journal created in Milwaukee (Wisconsin) in 1986 by teachers vitally concerned with educational change. This volume contains 29 essays by classroom teachers, as well as pieces by such national reform figures as Henry Louis Gates, Jr., Herbert Kohl, Bill Bigelow, Howard Zinn, Stan Karp, and Lisa Delpit. Topics include: (1) the theory of school reform, (2) the implications of reform for the day-to-day classroom, (3) current controversies, and (4) the different roles reformers can play. Each section is followed by a list of relevant books and materials. Sections are: (1) "Multiculturalism and Antibias Education"; (2) "Rethinking the Curriculum" for Social Studies and Language Arts; (3)"Stratification in the Classroom: Testing and Tracking"; (4) "Beyond the Classroom: National Policy Concerns"; and (5) "Building a Community: Teachers, Students,…

Day, Frances Ann (1994). Multicultural Voices in Contemporary Literature. A Resource for Teachers. Intended to be used as a resource guide, this book provides educators with information about writers and artists whose backgrounds and works reflect the diversity of our society. The guide includes 39 authors and illustrators who celebrate their diversity of cultures. These subjects represent a variety of minority and ethnic groups but have in common the recognition of cultural differences in their works. Biographical sketches are followed by descriptions of key works that are identified by the age at which the work would be most appropriately used and are supplemented with suggestions for classroom activities based on these works. Six appendixes list additional authors and artists, provide an assessment plan, offer additional activities, provide information about author birthdays and multicultural events, and list 16 additional professional resources. (SLD)…

Steward, Robbie J.; And Others (1994). The Multiculturally Responsive vs. the Multiculturally Reactive: A Study of Perceptions of White Counselor Trainees. As more Anglo trainees choose multicultural counseling as a specialty area, a closer examination of white on white professional activity would appear imperative. Researchers mailed questionnaires to 48 counseling psychology students in a graduate-level program at a Midwestern university. The surveys requested a general description of trainees' reactions to classroom sessions committed to multicultural literature presentations and discussions. Of the 39 students who completed the survey, 26 indicated an overall positive reaction to the presentation and discussion of multicultural issues, while 13 students gave an overall negative reaction. This latter group reveals that a critical mass of practitioners/researchers completed course work and yet rejected the concepts of multiculturalism and diversity. All trainees perceived each other as competent in service delivery, even though some trainees reported that multiculturally reactive (negative) students exhibited disrespect for content,… [PDF]

(1994). Cultural Diversity: A Dialogue on Dropout Prevention from a Conference & Task Force Proceedings. Today, over 70 percent of the students of the Providence (Rhode Island) public schools are people of color. The dropout rate in Providence has been steadily decreasing over the last decade, but it remains high, ranked 16th among large cities in 1992. Race and ethnicity are relevant factors in scholastic achievement in Providence, and for that reason a conference on dropout prevention among culturally diverse student populations was held. In one session teachers, students, parents, and community members attended a keynote address on diversity and education by Peter J. Negroni, followed by local perspectives on issues of education and diversity. In the second session, participants divided into small groups to discuss barriers to school completion and solutions to difficulties. A task force reviewed notes from these groups and prepared nine recommendations for policies to increase the graduation rate. In the keynote address, Dr. Negroni, Superintendent of Schools in Springfield,… [PDF]

Legowski, Margaret (1992). Destination: Sri Lanka. Video Guide. This video guide was developed by the Peace Corps' Office of World Wise Schools. The activities it describes are designed to supplement elementary and secondary students' exploration of South Asia and to enhance their correspondence with a Peace Corps volunteer. Used in conjunction with the videotape "Destination: Sri Lanka," the activities in the guide provide students with the opportunity to: (1) identify similarities and differences between their lives and the lives of young people in another country; (2) apply fundamental geographic themes to Sri Lanka; and (3) research the geography and culture of the Peace Corps volunteer's host country. Teachers should select tasks from each section that are most appropriate for the interest and experience levels of their particular students. For ease of selection, activities and worksheets are arranged first by level and then by topic. A list of 56 references and 5 organizations is attached. (LBG)…

(1989). Asia Wise Workbook Number One. This workbook is a compilation of work sheets from the teacher's sections of the 1989 issues of "Asia Wise," an Auatralian magazine devoted to the study of Asia. Profiles and worksheets are provided for the countries of China, Indo-China, Indonesia, Japan, Philippines, and Thailand. Worksheets feature the following themes: Asian Australians; food and agriculture; and festivals and leisure. The worksheets are filled with maps, graphs, charts, and student exercises. Suggested curriculum ideas and games also are provided. (DB)…

Lockledge, Ann (1991). The Geography of Caribbean Holidays. This paper describes Caribbean street festivals as celebrations that reflect the historic, climate, and movement patterns of the region. Celebrations such as Carnival, Hosay, and Jonkonnu are discussed, and it is proposed that study of these and other festivals can be linked to the five thematic generalizations often utilized by geographers. These themes are location, place, relationships, movement, and region. It is concluded that placing holiday celebrations into the framework of the themes of geographic education will lead children to look beyond the celebration to the culture and the environment that created it. A perspective are suggested, as are a number of learning activities. An 11-item list of references also is included. (DB)…

Jackson, Gloria D. (1991). Multiethnic Children's Literature in the Elementary School Curriculum: Rationale, Criteria, and Implementation. A study was done to provide research-based rationale and criteria to support the reading and study of multiethnic literature with the goal of persuading educators to prescribe these books. Information on multiethnic children's literature was obtained by reading, reviewing, and discussing over 200 of these books published mainly within the last 2 decades, and by researching the professional literature relating to the evaluation and use of African American, Hispanic, and Native American children's literature. This portion of the study developed criteria to evaluate children's literature so that unworthy books are not prescribed to perpetuate stereotypes or negative images. Related research was conducted in the fields of demographics and education, and the sociology of minority cultures. Experiential sources included workshops introducing this literature to educators and parents and committee discussions relating to the selection of such literature for classroom use. The study…

Standley, Melissa (1998). Sharing Stories and Conversation: Teaching Culture(s) in a College Literature Class. An overriding concern in the teaching of literature from cultures other than the instructor's own is how to go about selecting appropriate literature. When selecting course texts, the question should be whether literary scholars write respectfully about the work. A sophomore-level Introduction to African-American Literature course has been structured historically (starting with the Harlem Renaissance) around canonical African-American authors, beginning with Richard Wright's "Native Son" and Zora Neale Hurston's "Their Eyes Were Watching God." A Toni Morrison novel is also taught as is one other contemporary text towards the course's end. Some local African-American history and literature are also included. The course is reading- and writing-intensive. Other classes include a sophomore-level Postcolonial Literature course and a junior-level American Multiethnic Literature course. These courses are begun by trying to subvert the idea of "white" as normal… [PDF]

Finkelstein, Martin J.; Schuster, Jack H.; Seal, Robert K. (1998). The New Academic Generation: A Profession in Transformation. This book suggests that radical changes are occurring in academe as more women, foreign-born, and minority scholars enter the professorate and as alternatives to full-time tenure track appointments take hold. It is based on an analysis of data from the 1993 National Study of Postsecondary Faculty on new faculty and senior faculty. The study concludes that the two cohorts differ more in who they are than in what they do, with seven major trends identified: (1) new faculty are demographically different from the senior cohort; (2) the increased diversification of faculty is likely to accelerate movement toward greater multiculturalism in the curriculum; (3) there are far more foreign-born faculty in the younger cohort, and this is increasing internationalization; (4) support among faculty for the traditional liberal arts may come under increasing pressure; (5) a shrinking proportion of faculty are now tenured or on a tenure track; (6) the new-faculty cohort is even more oriented toward…

Barry, Patricia (1997). Literary Vision of Symbolic India: Removing the Veil and Stepping into Spiritual India. Fulbright-Hays Summer Seminars Abroad 1996 (India). This curriculum guide was developed to assist middle-school students in understanding the complexity of India. A slide presentation is used in combination with several activities for interdisciplinary study of India through literature and social studies. A comprehensive bibliography provides suggestions for further reading. Sections of the guide include: (1) Preface; (2) "Sacred India"; (3) "Hinduism"; (4) "Sadhus"; (5) "Buddhism"; (6) "Islam"; (7) "Sikhism"; (8) "Jainism"; (9) "Zoroastrianism"; (10) "Christianity and Judaism"; (11) "The Vedas and Upanishads"; (12) "The Ramayana"; (13) "The Mahabharata"; (14) "The Bhagavad Gita"; (15) "Music"; (16) "Dance"; (17) "The Mughals"; (18) "Sati"; (19) "The Ganges"; (20) "Nataraja"; (21) "Mahatma Gandhi"; (22) "The Bhagavad Gita and Henry… [PDF]

Doeksen, Peggy (1997). India Culture Trunk. Fulbright-Hays Summer Seminars Abroad, 1997 (India). This unit is intended to provide students with a general knowledge of the history and culture of India. Activities include: (1) "What Do You Know about India?"; (2) "What Is All This Stuff For?"; (3) "Name That Spice and Why It's Nice"; (4) "Where and How Are These Elephants Marching?"; (5) "Why Is India What It Is?"; (6) "Why is India the Cover Story in the May 1997 'National Geographic Magazine?'"; (7) "Who Are We, The Indians?"; (8) "What about This Monsoon?" and (9) "Let's Have That Energy Drink That Indians Know and Love." The unit contains a list of materials in the culture trunk as well as additional resources for teaching about India. (EH)… [PDF]

Hare, Delmas E. (1997). The Edicts of King Ashoka and Character Education: An Approach, Rationale, and Procedure. Fulbright-Hays Summer Seminars Abroad, 1997 (India). This paper examines the Georgia law mandating character education and how India has addressed a similar situation with its diversity by using the "Jakarta Tales." These children's tales are Buddhist in origin, have clearly stated morals, but lack a distinct Buddhist doctrinal bent. The paper advocates that a similar orientation could be developed by building a character education program based upon India's "The Edicts of King Ashoka." The report describes how the Edicts could be presented, how they could be applied to the historical situation as well as the contemporary situation, and how they could be reformulated into final student projects. (EH)… [PDF]

Davis, Geneva Idell (1998). Bookwise and Culture Smart. A study examined whether multicultural literature used within the classroom increases respect for differences among kindergarten children. Subjects for the study were 12 students ranging in age from 5-6 years old from two classrooms. Ethnic breakdown of the subjects was four Black students (two boys, two girls), four Hispanic students (two boys, two girls), two Asian students (one boy, one girl), and two Caucasian students (one boy, one girl). The book "Amazing Grace" was read to the experimental group. Discussions were lively. Results indicated that gender stereotypes seemed to be somewhat of a problem, but obvious ethnic biases were not found. Findings suggest that longitudinal studies should be conducted to determine if multicultural literature is an effective tool in the fight to increase respect for differences. Since several books in the classroom collection may promote gender stereotypes, a criteria for book selection needs to be developed and implemented within the… [PDF]

Duea, Joan; And Others (1990). Australia: An Instructional Unit for Elementary Grades. Designed to provide elementary teachers with materials for the study of Australia, this unit contains 19 lessons that include objectives, materials, procedures, suggested extension activities, and answer keys where needed. Following the 19 lessons are blackline masters for teacher transparencies, student worksheets, and extension activities. A 19-item bibliography also is provided. The lesson titles are: (1) What We Know about Australia; (2) Locating Australia; (3) Countries and Water Surrounding Australia; (4) States, Territories, Capitals, and National Capital; (5) Geography; (6) History; (7) Aborigines; (8) Government and Symbols; (9) Cities; (10) Transportation and Communication; (11) Schools; (12) Plants, Birds, and Animals; (13) Agriculture and Industry; (14) Natural Resources; (15) Folktale; (16) Holidays; (17) Beach Party; (18) Review; and (19) Evaluation. (DB)…

Burroughs, Robert (1993). Breaking the Mold of Literature Instruction: Recent Findings from the National Research Center on Literature Teaching and Learning. The close scrutiny of literature study and how literature is currently taught and learned reveals major findings in four crucial areas of educational concern: critical thinking, cultural diversity, assessment of achievement, and at-risk students. Currently, literature instruction is focused on information retrieval, and remains unconcerned with critical thinking skills. However, students must be taught how to foster literary understanding and interpretation, and numerous methods of attaining such interpretive and critical skills can aid the teacher in doing this. Concerning cultural diversity, currently literature instruction is largely monolithic and traditional. Essentially, there is no need to return to a traditional canon, since literary instruction has never left the tradition. Thus, the canon still needs to be broadened at the elementary and secondary levels. One promising technique is to tap the low-art world of mass culture and media, the main cultural world of today's… [PDF]

Castelle, Kay; Nurkse, Dennis (1990). In the Spirit of Peace: A Global Introduction to Children's Rights. This curriculum guide is a companion volume to a textbook created by Defense for Children International-USA to meet demands for a course on children's rights and the United Nations Convention on the Rights of the Child. This guide addresses 23 key children's issues from the perspective of the experiences of children of diverse cultures. The issues include the definition of a child; children's best interests; freedom from discrimination; survival and development; nationality; health; parental care; children without families; family reunification; education; armed conflicts; refugees; disabilities; abuse and exploitation; child labor; juvenile justice; narcotics; rehabilitative care; freedom of thought; freedom of expression; protection of privacy; and leisure. Readings for each of these issues portray children in real-life situations. Each lesson includes background information, discussion questions, and suggested activities. The text is illustrated with maps, cartoons, and resource…

Lynn, Karen (1991). The Africa Collection: An Annotated Historical Resource Bibliography for the Student of Africa. This annotated bibliographic collection of resources on Africa including non-fiction, fiction, texts, poetry, draft papers, addresses, periodicals, film, records, and travel agencies is designed to aid secondary students and their teachers interested in research on Africa. An instructional approach is taken, drawing upon examples to demonstrate the wide range of sources from which one may select topics. The included resources are compiled in a listing of 128 topics. Page numbers of chapters, indexes, subjects, addresses, and telephone numbers, if available, are included. The main body of this bibliography lists a geographical area or general subject, identified by a number. Dates of publication, authors, titles of work, places of publication, periodical titles, volumes, numbers, annotations, and quotations complete the entries. Titles have been written in sentence format for clear interpretation of work. Quotations have been included for illustration of style. Page numbers have been…