Kershaw, Terry (1992). Toward a Black Studies Paradigm: An Assessment and Some Directions. Journal of Black Studies, v22 n4 p477-93 Jun. A model for a proposed African-American studies discipline is based on the assumptions that African-American experiences are worth studying, historical experiences of peoples of African descent can inform others about human issues, and distinctive historic and cultural African-American experiences exist. Five steps in a African-American studies method are defined. (SLD)…

Mackey, Gerald; Tolbert, Gail W. (1995). Teaching African American History: A Literary Perspective. Exercise Exchange, v40 n2 p12-15 Spr. Describes a unit which offers high school students a broader perspective on African American history in general and African American writers in particular. Describes how students choose a book (from a list with synopses) to read and then choose at least one activity (again from a list) to complete. (SR)…

Zamani, Eboni M. (2000). Sources and Information Regarding Effective Retention Strategies for Students of Color. New Directions for Community Colleges, n112 p95-104 Win. Reporting literature from the ERIC system, highlights issues and concerns regarding minority student retention and learning success within community colleges. Discusses factors contributing to declining retention rates and effective programming strategies designed to address continued participation of students of color. (KS)… [Direct]

Miller, Frank (1999). Understanding Multicultural Perspectives: A Project Approach. Social Studies and the Young Learner, v11 n3 p22-23 Jan-Feb. Illustrates how the transformation approach can be used to enhance the social studies curriculum. Describes a project where elementary students analyze primary documents and firsthand accounts of a shared, class experience in order to help them understand the role that cultural perspective plays in the recording of history. (CMK)…

Ribeiro, Michele D. (2005). Fostering Multicultural and Identity Development in Adult Learners through Study Tours. ADULTSPAN Journal, v4 n2 p92-104 Fall. The author qualitatively examined adult learners' experiences on a study tour to South Africa and assessed the effectiveness of the tour as a tool for enhanced multicultural awareness. The findings may be of interest to counselors/educators who teach about multicultural issues or wish to enhance their personal growth in multiculturalism…. [Direct]

Kahn, Richard; Kellner, Douglas (2005). Reconstructing Technoliteracy: A Multiple Literacies Approach. E-Learning, v2 n3 p238-251. Much has been written that describes the history of the concept of "technological literacy" and, more recently, a literature attempting to chart emancipatory technoliteracies has emerged over the last decade. Our article begins with a brief examination of the meanings that "technology" and "literacy" have received towards achieving insight into what sort of knowledge and skills "technoliteracy" hails. We then summarize the broad trajectories of development in hegemonic programs of contemporary technoliteracy from their arguable origins as "computer literacy" in the "A Nation at Risk" report of 1983 up to the present call for integration of technology across the curriculum and the standards-based approach of the No Child Left Behind Act of 2001 and 2004's US National Educational Technology Plan. In contradistinction, we reveal how this approach has been tacitly challenged at the global institutional level through the United… [Direct]

Deal, Kathleen Holtz; Hyde, Cheryl A. (2004). Understanding MSW Student Anxiety and Resistance to Multicultural Learning: A Developmental Perspective. Journal of Teaching in Social Work, v24 n1-2 p73-86 May. This article situates expected anxiety and resistance to multicultural learning within the broader context of cognitive, behavioral and affective stages through which MSW students typically progress. The authors discuss the challenges to multicultural learning and the developmental phases of students. The ways in which these developmental stages shape multicultural learning are examined. Implications for course placement, content, and student evaluation are made. (Contains 1 table.)… [Direct]

Moore, Rock; Suleiman, Mahmoud F. (1996). Instilling Civic and Democratic Values in ALL Students: A Multicultural Perspective. The key elements of promoting human traits such as building trust through proactive communication, empowering individuals, affirming civic values through diversity, serving as a symbol, and increasing accountability and responsibility as they relate to teachers and students are the focus of this article, which provides educators with useful guidelines to instill these virtues in themselves and their students in U.S. schools. It also offers suggestions for playing the role of cultural mediator in democratic institutions. If teachers are to promote global and multicultural perspectives in their leadership roles, they will need to develop new plans of interaction in diverse settings. This should be the axiom on which reflection, dialogue, and action in academic institutions are based. Teachers as civic leaders must work with students and collaborate with other educators in myriad ways to create a communal democratic culture at schools. A pragmatic model is presented to enhance… [PDF]

Harvey, Barbara, Comp.; McGinty, Suzanne, Comp. (1988). Learning My Way. Papers from the National Conference on Adult Aboriginal Learning (Perth, Western Australia, September 1988). A Special Edition of Wikaru 16. These 31 papers dealing with adult aboriginal learning are divided into three sections. The keynote speakers' papers appear first in each section. Section 1, Learning Our Way, contains these papers: "The Invasion of Aboriginal Education" (Christie); "The Drover's Daughter" (Bedford); "Nyungar Women Returning to Education" (Bennell); "Learning Patterns of the Songwriter's Workshop" (Borneman); "Nyungar Language Project" (Calgaret et al.); "Aboriginal Knowledge: Does It Count?" (Crawford); "A Practical Lesson" (Hayward); "Teaching Reading to Aboriginal Adults from Traditional Communities" (Langlands); "Karrayili (Bayulu)" (Lennard); "'Learning Our Way: Coonana Womens' Group' Coonana Aboriginal Community" (Nudding); "Language Programmes for Tradition or for Today?" (Thieberger); and"Empowerment through Learning from a Black Perspective" (Yavu-Kama). Section 2, Our… [PDF]

Martin, Jim, Ed. (1991). Strong Like Two People: The Development of a Mission Statement for the Dogrib Schools. Elders and young members of the Dogrib Indian Tribe of Canada met in November 1990 to redefine the mission of their schools. In April 1989 the Dogrib Divisional Board of Education was established, giving local control of the schools back to the Dogrib people. Previously the schools were run by the government and staffed by teachers from the south, who used traditional Anglo teaching techniques. These meetings were conducted in the Dogrib language and later transcribed into English. The Dogrib people explain that the schools have failed to incorporate the Dene culture (the Indian nation of which Dogrib is a tribe). Young members can read and write but do not have survival skills, and do not know the history, language, and culture of their people. Members advocate an educational system that is built upon a foundation of Dogrib values, that integrates the knowledge and skills of both the Dogrib and English, and that recognizes parents as the first teachers of their children. The Dogrib…

Lundin, Janet, Ed.; And Others (1989). Visual and Performing Arts Framework for California Public Schools: Kindergarten through Grade Twelve. Two approaches to teaching dance, drama/theatre, music, and the visual arts are interwoven into a comprehensive whole in the framework described in this document. The first approach views arts instruction as direct student involvement in the expressive modes of the arts. The second approach views the arts as a means of acquiring cultural literacy. The framework is constructed on these two complementary approaches, which are expressed in four components of arts education: aesthetic perception; creative expression; arts heritage; and aesthetic valuing. The framework is organized to assist curriculum planners design an arts curriculum that has a triple thrust that: (1) develops the unique characteristics of each of the arts; (2) interrelates the arts; and (3) infuses the arts into the general curriculum. Chapter 1 addresses the commonalities among the arts; chapters 2 through 5 present the unique aspects of each discipline. The individual discipline sections follow similar formats to… [PDF]

(1978). Report of the Ad Hoc Committee on Integrated Educational Programs. In this report, 22 successful integrated educational programs in California are described in terms of school environment, services offered, grade levels served, curriculum emphasis, number and ethnic composition of participants, funding, location, staffing, special facilities, method of bringing students together, time students spend in program, visitor information and descriptive literature available, and program contact. The histories and activities of the programs, which range from preschool through secondary levels, are summarized. Appendices provide definitions of terms, samples of Ad Hoc Committee on Integrated Educational Programs correspondence, and information on programs nominated for consideration by the Ad Hoc Committee. (WI)…

Serrano, Vicente Z. (1980). A Legacy of Four Cultures: Education and the Mexican Americans. Working Papers on Meeting the Education Needs of Cultural Minorities. Because Hispanics are the fastest growing minority in the United States and are projected to become the largest minority during the 1980's, the education system must be more responsive to their needs. Fewer Hispanic children enroll in school than do non-Hispanics, many of them fall behind in school, and they have higher attrition rates than non-Hispanic students. Mexican American students are more often retained in grade, placed in low ability groups, or placed in classes for the educationally or mentally retarded than are other students. Mobility and language factors create educational problems for the migrant student. After providing information on historical background and present status of Hispanic students, the report describes the contributions of the following school programs and approaches: Title I, Head Start, Migrant Education, Bilingual Education, Vocational Education, and Special Education. Also discussed is the need for bilingual teachers and texts. Recommendations for… [PDF]

Ducharme, Edward R.; Ducharme, Mary K. (1998). The American Association of Colleges for Teacher Education: A History. On the 50th anniversary of the American Association of Colleges for Teacher Education (AACTE), this book examines the history of AACTE's work. Section 1 describes the early history, from 1902-1947, when it was the American Association of Teachers Colleges (AATC). Section 2 discusses the years from 1948 forward, when the AACTE was formed and the constitution and bylaws were drawn up. AACTE was the result of a merger between the AATC, National Association of Colleges and Departments of Education, and National Association of Teacher Education Institutions in Metropolitan Districts. AACTE's purpose is to provide, through professional organization and cooperation, for the continuous search for and promotion of ideas and practices which are most effective in the education of teachers. Section 3 discusses AACTE's publication efforts, including the Journal of Teacher Education and books, pamphlets, and monographs related to teacher education. Section 4 examines recurring themes in AACTE's… [PDF]

Carter, Kathy; Edwards, Sarah; McNamara, Karen (2000). Teacher Education: Preparing Teachers for Diversity. This qualitative case study documents how one student teacher was able to enrich her understanding of what it means to work in a multicultural environment. The study examined what the student teacher considered to be culturally responsive teaching and how she described culturally responsive teaching. As part of a larger study, she read 12 teaching cases on culturally relevant teaching and wrote a well-remembered event (WRE) in order to gain understanding of her beliefs about culturally responsive teaching. This led to the creation of categories and concepts that enabled her to engage in reflective discourse on issues related to diversity. The categories were interaction, ownership, accommodation, and opportunity. The student teacher noted three reasons for her struggle to incorporate culturally relevant teaching techniques: not taking the chance to try her ideas, being prevented from trying the ideas, and trying the ideas with no noticeable student response. The study shows that…

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]