Susag, Dorothea (1998). Native American Literature: Montana and Northcentral Regional Publications. This annotated bibliography is designed to help Montana K-12 teachers integrate authentic Native American literature into their curricula. A thematic approach to literature is encouraged, so that students may make meaningful connections between the classroom and their personal worlds. Accordingly, the entries are categorized according to the following themes and instructional levels: remembering the old ways (primary, intermediate, secondary); at home within nature (primary); at home within family (primary); at home within circles (intermediate, secondary); change and growth (intermediate); between two worlds (primary, intermediate, secondary); lifeways and stereotypes (intermediate, secondary); and cultural and personal loss and survival (secondary). The approximately 120 entries were produced by Northwestern and North Central publishers, including the Montana Office of Public Instruction, and by seven Montana tribal communities: Blackfeet, Crow, Flathead (Salish/Kootenai), Fort… [PDF]

Warner, Rachel, Ed. (1995). Voices from Sudan. African Voices Series. This multi-language collection of autobiographical writing from Sudanese children and young adults who are living in Britain as refugees is illustrated with photographs and children's drawings and includes comprehensive country introductions. In the collection, young people give their accounts of migration and explore how their identities are changing in their new country. The writings can be a useful resource for teachers, particularly those who want to bring a global dimension to learning. Following a "Factbox" (country introduction) and an introduction for teachers that provides a historical background for Sudan, the collection is divided into the following sections and each section has several writings: (1) "Memories of Sudan"; (2) "Koc Mac Thok" ("Family"); (3) "My Life in Sudan and Britain"; (4) "Yaang Ku Tong" ("Oppression and War"); (5) "Life in Britain"; (6) "Piir Cit Piir E Raan Ci Weike…

Warner, Rachel, Ed. (1995). Voices from Uganda. African Voices Series. This multi-language collection of autobiographical writing from Ugandan children and young adults who are living in Britain as refugees is illustrated with photographs and children's drawings and includes comprehensive country introductions. In the collection, young people give their accounts of migration and explore how their identities are changing in their new country. The writings can be a useful resource for teachers, particularly those who want to bring a global dimension to learning. Following a "Factbox" (country introduction) and an introduction for teachers that provides historical background on Uganda, the collection is divided into the following sections and each section has several writings: (1) "Memories of Uganda"; (2) "Life in Uganda"; (3) "War"; (4) "My Life"; (5) "Leaving Uganda"; (6) "Life in Britain"; and (7) "Hopes for the Future." Includes a resources section that lists books,…

Warner, Rachel, Ed. (1995). Voices from Zaire = Les Voix du Zaire = Mingongo ya Zaire = Ndinga ya Zaire. African Voices Series. This multi-language (French, English, Kikongo, and Lingala) collection of autobiographical writing by refugees from Zairean children and young adults living in Britain is illustrated with photographs and children's drawings and includes comprehensive country introductions. In the collection, young people give their accounts of migration and explore how their identities are changing in their new country. The writings can be a useful resource for teachers, particularly those who want to bring a global dimension to learning. Following a "Factbox" (country introduction) and an introduction for teachers that provides historical background on Zaire, the collection is divided into the following sections and each section has several writings: (1) "Souvenirs du Zaire" ("Memories of Zaire"); (2) "La Vie au Zaire" ("Life in Zaire"); (3) "Oppression et Guerre" ("Oppression and War"); (4) "Ma Vie" ("My…

Halls, W. D. (1983). Belgium: A Case Study in Educational Regionalism. Comparative Education, v19 n2 p169-77. Suggests that a successful regional policy for education can only be achieved when the question of language has been satisfactorily resolved. Demonstrates this using the case of Belgium. (AH)…

Salmon, Sue Anne; And Others (1996). Global Connections. Six Lesson Plans. Social Education, v60 n7 suppl p1-8 Nov-Dec. Presents six lesson plans that illustrate thematic strands contained in "Expectations of Excellence: Curriculum Standards for Social Studies." Each plan also relates to the ninth strand of the standards, "Global Connections." The lesson plans cover a variety of subjects, grade levels, and instructional strategies. (MJP)…

Carter, Christina E. (1996). Mixed Media: A Roundup of New Microform and Electronic Products. MultiCultural Review, v5 n3 p55-57 Sep. Introduces two microfilm collections, one on the Indian Wars of the 19th century and one on records of the Southern Christian Leadership Conference, and four CD-ROM references focusing on Amnesty International, multicultural America, Latin American studies, and North American Indians. (SLD)…

Foltz-Gray, Dorothy (1995). World Rhythms: Students Make Cultural Connections through Music and Dance. Teaching Tolerance, v4 n1 p58-61 Spr. Describes several programs in which music and dance are used to unlock doors that stereotypes of race, gender, language, religion, or ability have kept shut. Exposure to the music and dance of other cultures helps children's awareness of the diversity of the world and people's essential similarities. (SLD)…

Pang, Valerie Ooka; And Others (1995). Expanding Conceptions of Community and Civic Competence for a Multicultural Society. Theory and Research in Social Education, v23 n4 p302-31 Fall. Connects the concept of diversity to the symbiotic relationship between individuality and community in the United States. Maintains that cultural awareness is a valid and realistic response to global interdependence and changing demographics. Criticizes the notion of ethnic pluralism as a "balkanizing" influence on communities and the nation. (MJP)…

Harkness, Kathleen (1994). Civic Education: A Search for Virtue. New England Journal of History, v51 n2 p68-71 Fall. Asserts that, after reviewing current literature on civic education and reading William J. Bennett's "The Book of Virtues," students should learn more about the values, virtues, and literature that has had a positive influence on society. Concludes that the diminished common core of knowledge and values has had a negative impact on society. (CFR)…

Chisholm, Ines M. (1995). Equity and Diversity in Classroom Computer Use: A Case Study. Journal of Computing in Childhood Education, v6 n1 p59-80. A case study explored how an effective teacher in an urban multicultural classroom uses computers. Identified effective management and instructional strategies. Results support previous research findings that indicate that effective teaching of minority children involves children in decision making, challenges learners, offers meaningful learning experiences, provides autonomy, and holds high student expectations. (AA)…

Frederick, Peter (1995). Walking on Eggs: Mastering the Dreaded Diversity Discussion. College Teaching, v43 n3 p83-92 Sum. Nine strategies for opening and sustaining discussion of cultural pluralism in the college classroom are offered, including use of powerful evocative quotations, evocative visuals, student self-identification in cultural terms, pictographic autobiographies, student personal narratives, metaphors for America, concentric identity circles exercise, models for interpreting cultural experience, and paired readings. Guidelines for discussion management are also given. (MSE)…

Kindler, Anna M. (1994). Children and the Culture of a Multicultural Society. Art Education, v47 n4 p54-60 Jul. Maintains that the prevalent view of multiculturalism assumes that culture is portable and transferable from generation to generation within each cultural group. Argues that this view poses a narrowly defined cultural identity. Describes one child's attraction to and understanding of other cultural groups through visual art. (CFR)…

Hackney, Sheldon; Higham, John (1994). A Conversation with John Higham. Humanities, v15 n1 p6-9,40-41 Jan-Feb. Presents an interview by National Endowment for the Humanities chairman, Sheldon Hackney, with historian John Higham on multiculturalism and national identity. Contends that the centrifugal forces of national, ethnic, and religious diversity need countervailing forces to hold the nation together. (CFR)…

Kessler-Harris, Alice (1992). The View from Women's Studies. Signs: Journal of Women in Culture and Society, v17 n4 p794-805 Sum. Intellectual and political commitments of women's studies programs to multiculturalism allow such programs to influence debate inside the university, but the same commitment generates internal controversy. Issues of women's studies and political correctness are discussed. An approach respecting and incorporating diverse cultural traditions is essential to women's studies. (SLD)…

Duff, Patricia A. (1991). Innovations in Foreign Language Education: An Evaluation of Three Hungarian-English Dual-Language Schools. Journal of Multilingual and Multicultural Development, v12 n6 p459-76. The results of the first year of an ongoing evaluation of Hungarian-English dual-language programs in Hungary are reported, including foreign language proficiency for secondary school students, parent and student attitudes and motivation regarding participation in the programs, and problems in implementing the immersion model in Hungary. (seven references) (Author/LB)…

Zaslavsky, Claudia (1991). World Cultures in the Mathematics Class. For the Learning of Mathematics, v11 n2 p32-36 Jun. Introduces a cultural perspective in the teaching of mathematics. Describes the mathematical practices of African peoples and of the indigenous peoples of the Americas in relationship with numbers and numeration, design and pattern, architecture, and games of chance and skill. (MDH)…

Renyi, Judith (1991). Whose Religion? Intolerances Old and New. OAH Magazine of History, v6 n1 p18-24 Sum. Discusses the growing disagreement between Afrocentrists and supporters of Western tradition. Addresses separatism, ethnocentrism, and the push for a pluralistic national curriculum with national testing. Suggests that the more important question may be how and whether schools can function in the profound religiosity of both sides. (DK)…

Volker, Joseph A. (1992). Communicative Competence in the Multicultural Classroom. Journal of the Middle States Council for the Social Studies, v13 p30-37 1991-92. Maintains that communicative competence is the primary way of teaching about and learning to live in a multicultural society. Asserts that multiculturalism confronts errors of educational theory and illustrates how life's struggle is always a struggle for freedom and to assume responsibility. (CFR)…

Hood, John (1991). A Passage to Africa. Diversity: A Critical Journal of Race and Culture, v1 n4 p9-13 Jun-Jul. The Afrocentric curriculum in many schools tends to oversimplify history in general and African history in particular. Although Afrocentrists want a curriculum that informs and strengthens African-American students, they forget the real need to teach that Western Civilization is a truly multicultural body of knowledge, ideas, and values. (SLD)…

Tye, Barbara B.; Tye, Kenneth A. (1998). Global Education as a Strategy for School Improvement. Social Studies Review, v37 n2 p9-12 Spr-Sum. Outlines the processes, and some of the obstacles encountered in promoting global education within the schools. Identifies the most prominent obstacle as competing demands for time and resources. Maintains that teachers and principals must take the lead in integrating global education into their local curriculum. (MJP)…

Freeman, Robert E. (1998). Guide to the Concept: Conflict. Social Studies Review, v37 n2 p27-30 Spr-Sum. Presents a working definition of the concept of conflict and considers this phenomena from a political science, psychological, and historical perspective. Discusses conflict in terms of its nature and origin, universality, dynamics, development, and resolution. Includes a student activity illustrating each of these components. (MJP)…

Cloud, Jaimie P. (1998). School Community Partnerships that Work. Social Studies Review, v37 n2 p45-48 Spr-Sum. Profiles a number of working partnerships between schools and community organizations that involve service learning. The various projects include neighborhood mapping, study of local ecology, environmental testing, recording local ethnographies, and letter-writing campaigns. Includes a list of helpful hints for starting a school community partnership project. (MJP)…

Carson, Terry; Johnston, Ingrid (2000). The Difficulty with Difference in Teacher Education: Toward a Pedagogy of Compassion. Alberta Journal of Educational Research, v46 n1 p75-83 Spr. In a course preparing student teachers for culturally diverse classrooms, passionate debate about racism and affirmative action revealed some students' entrenched resistance to \difficult knowledge\ about oppression and white privilege. A pedagogy of compassion builds trust by recognizing the need to learn about other peoples' realities through acknowledging each person's subject position and point of departure. (TD)…

Gibson, Linda S. (1998). Teaching as an Encounter with the Self: Unraveling the Mix of Personal Beliefs, Education Ideologies, and Pedagogical Practices. Anthropology & Education Quarterly, v29 n3 p360-71 Sep. By audiotaping and analyzing class discussions with graduate students in education, the teacher confronted her own personal beliefs in the context of cross-cultural perspectives on child rearing and traditional educational ideologies. Examining the intersection of belief and practice resulted in more culturally aware teaching. (SLD)…

Hawkins, Joseph A.; Heller, Carol (1994). Teaching Tolerance: Notes from the Front Line. Teachers College Record, v95 n3 p337-68 Spr. The Southern Poverty Law Center's (Alabama) Teaching Tolerance Project provides free products and services to teachers and schools working to promote racial tolerance. Other programs combatting racism include the Westridge Young Writers Workshop, Facing History and Ourselves, the Sidewalk Theatre of New York, the Fratney School (Wisconsin), and the Highlander Research and Education Center (Tennessee). (SM)…

Peters-Johnson, Cassandra (1996). ASHA Completes National Schools Survey. Language, Speech, and Hearing Services in Schools, v27 n2 p185-86 Apr. A national survey of speech-language pathologists working in school-based settings examined such topic areas as caseload characteristics, service delivery models, bilingual/bicultural services, support personnel, shortages of speech-language pathologists, and demographic information. (DB)…

Eisikovits, Rivka A. (1995). An Anthropological Action Model for Training Teachers to Work with Culturally Diverse Student Populations. Educational Action Research, v3 n3 p263-77. Describes the Teacher-as-Ethnographer inservice training program, an anthropological model for training Israeli educators to diagnose and cater to the learning needs of culturally diverse students. Participants, including teachers of all levels and other school staff, learned and used ethnographic methods of data collection and analysis to conduct research projects. (SM)…

Ross, Ann (1996). Welcoming Bilingual Pupils: Admissions and Induction. Multicultural Teaching, v14 n2 p18-21 Spr. Describes the development of procedures, strategies, and resources to welcome new students into a British elementary school. Parent visits to the school and supporting the child's language needs were important features. A truly multicultural school is welcoming and accepting of diversity from the child's first entrance. (SLD)…

De La Torre, William (1996). Multiculturalism: A Redefinition of Citizenship and Community. Urban Education, v31 n3 p314-45 Sep. Argues that urban public schools' multicultural curriculum either bridges or fragments students' racial and ethnic differences. Further, it maintains that racial and ethnic conflict intensifies when school officials attempt to design their multicultural curriculum around the themes of citizenship and community which makes student differences transparent and masks existing economic inequality. Suggestions for providing an effective curriculum are provided. (GR)…