(1975). Minneapolis Multi-Ethnic Curriculum Project–Ethnicity Unit. The student booklet presents short case studies illustrating the ethnicity unit of the Minneapolis Multi-Ethnic Curriculum Project for secondary schools. Twelve brief chapters describe various aspects of the life, values, behavior, education, culture, and religious ceremonies and feelings of different ethnic groups in the United States. They present stories of individuals in groups such as the Hutterites, Japanese Buddhists, Jews, Irish Americans, suburbanites, Polish Americans, Chinese Americans, American Indians, and Italian Americans. One chapter lists Polish customs throughout the year, another discusses Italian food, still another describes the Tamburitzan, an East European performing folk group. The chapter on American Indians focuses on the language and lists places and states with Indian names. Many of the stories are presented in first person accounts, although some are descriptive. All stress ethnicity. (CK)…
(1977). Solving Multi-Ethnic Problems (Lakemont High School: A Simulation Game for High School Teachers). Description of Teacher Inservice Education Materials. Summary Information. The learning module described is designed for the use of school personnel who deal with problems considered typical in desegregated and integrated secondary schools. The scope of the material is presented through a modified table of contents from the program director's manual. Activities and resources involved in use of the module are described. Also included are ordering information and a critique of the module. (JD)…
(1979). The City Kids' Teachers' Book. Curriculum Series No. 38. This curriculum program is designed to help children better understand the diversity of the multicultural society in which they live. The context is immigration and migration to Toronto, its causes, and the effect it has on the lives of the people who have migrated. Five themes are focused on within this context: the child, the family, the community, work, and migration and the city. Stories, poems, songs, activities, research projects, and photographs which relate to each theme are provided. Questions and/or activities that may be used by teachers to develop student understanding and to stimulate student interest in the program are outlined, and guidelines are provided to help teachers evaluate conceptual, skill, and attitudinal development among students in the program. In addition, resource lists for each section include suggestions for general reading, children's reading, useful directories, bookshops, publishers, resource centers, audiovisual distribution centers, and community…
(1976). Ethnic Heritage Studies: German-American Profiles and Contributions–Major Figures. Experimental Unit. This teaching guide focuses on several prominent German-Americans and their contributions to American life, and provides some insights into German culture. It is part of the Louisville Area Ethnic Heritage Studies Project described in ED 150 043. The project materials are designed to foster communication across intercultural/ethnic lines. The objectives for this unit are to acquaint students with German-Americans such as Albert Einstein, Dwight Eisenhower, Lilli Lehmann, John Steinbeck, "Babe" Ruth, and Karen Horney, to help students recognize contributions to and effects on American life of these prominent people; and to provide background information on German culture. Suggested time allotment is one to two weeks. The guide includes a pretest, posttest, and five behavioral objectives accompanied by instructional strategies and facilitating materials, including group discussion, independent research, and role playing. A worksheet, designed to aid the student in doing… [PDF]
(1969). Curriculum Guide for Teachers of English in Kindergartens for Navajo Children. In September 1969 the Bureau of Indian Affairs is instituting a bilingual-bicultural kindergarten program on the Navajo Reservation. A major aim of the program is to develop and implement a curriculum in which Navajo is the primary medium of instruction and English is taught as a second language. While the teaching of English is only one part of the total kindergarten curriculum, it is a part upon which future school achievement and social mobility largely depend. This preliminary guide outlines the distinctive sounds of English which need to be mastered, the basic sentence patterns of the language, and a vocabulary sufficient for classroom procedures and beginning reading texts. The content and ordering of the language lessons are based on a contrastive analysis of Navajo and English, which allows the prediction and description of problems the speakers of one will have in learning the other. This curriculum outline will be the basis of forthcoming teaching materials being prepared… [PDF]
(1985). Race, Class, and Gender in an Urban School: A Case Study. Urban Education, v20 n1 p37-60 Apr. Pupils from a multiracial, multicultural community were found to be relatively knowledgeable about and accepting of differences. The school, however, did little specifically to increase intergroup knowledge or understanding. (GC)…
(1986). Policy Issues in the Education of Minorities: A World View. Education and Urban Society, v18 n4 p395-97 Aug. Presents an overview of several countries and which factors produce difficulties in the education of minorities. Focuses on Australia, Canada, England, West Germany, India, Israel, Japan, and Malaysia. Suggests factors such as race, color, caste, religion, nationality, immigrant status, and worldview for consideration by policymakers. (SA)…
(1986). Fostering International Understanding: Cross-Cultural Issues in International Residential Settings. NASPA Journal, v23 n4 p55-59 Spr. Describes three areas in which international students have cultural differences: dietary laws and customs, contrasting approaches to socializing and entertainment, and obstacles to complete language comprehension. Suggests programs for residential halls and for increasing participation in community events. (Author/ABB)…
(2003). Getting Beyond "I Like the Book": Creating Space for Critical Literacy in K-6 Classrooms. Kids InSight, K-12. This book explores the ways in which teachers can use critical literacy as a framework for teaching and learning. The book shares the varied experiences of its authors as they attempt to put a critical edge on students' classroom discussions about books and other texts, and thus create spaces for critical literacy in the K-6 classroom. Each chapter in the book focuses on how the authors used children's literature in combination with other texts to introduce critical conversations and construct social action projects in their classrooms. The book shows how its authors used books in four ways: (1) Pairing everyday texts with texts written for children; (2) Focusing on social issues: Bringing the outside world into the classroom; (3) Using children's literature to unpack social issues in the school community; and (4) Integrating critical literacy, children's literature, and mathematics investigations. Central to each chapter are the issues that students raise about the world and the…
(1997). Living and Learning in the Global Village. This paper discusses some of the promises and pitfalls confronting education in the Information Age. It explores the business motivation that drives the education agenda, examines what some futurists call "the end of the job," and identifies four themes that could help transform education as the millennium approaches. Critical literacy, connectivity, a civil society, and critical multiculturalism can foster an educational system that could resolve economic, cultural, and social inequities. The information highway offers unprecedented opportunities for educators to create collaborative learning environments that will stimulate critical thinking skills and academic excellence among all students. Collaborative critical inquiry changes the nature of knowing from regurgitating and recalling information to defining and posing problems, locating, retrieving, using, and communicating information. Schools and teachers must establish connections with the communities they serve and… [PDF]
(1987). Racism, Popular Culture and Australian Identity in Transition: A Case Study of Change in School Textbooks since 1945. Occasional Paper No. 14. Since the second world war, significant changes have come about in the sense of Australian identity and historical self-consciousness. The nature and extent of these changes can be seen in an analysis of racism and conceptions of culture, and how the "other" is defined. The main interest of this paper is Australian popular culture, and the empirical focus is 630 texts widely used in Australian schools in the period from 1945 to 1985. Most of these texts achieved mass circulation. Changes in historical interpretation are cruder and much more clear in school textbooks, which usually contain large generalizations and simplifications. This paper traces a striking change in the cultural contexts of school textbooks since 1945 from the paradigm of assimilation to one of multiculturalism. This change should be seen in the context of an old story of Australia in which history is a narrative of progress and development, with cultural differences conceived as a matter of…
(1996). Mexico: A Transition to Democracy. Fulbright-Hays Summer Seminar Abroad 1996 (Mexico). This interdisciplinary unit is designed for secondary level history students but can be adapted for other levels. The focus of the unit is on Diego Rivera's mural "Dream of a Sunday Afternoon in the Alameda." Students use the mural to examine three major phases of Mexican history and to provide a basis of research of Mexican history and politics. Contemporary Mexico is addressed using the history as a background for study. (EH)… [PDF]
(1997). "Why Are All the Black Kids Sitting Together in the Cafeteria?" and Other Conversations about Race. A Psychologist Explains the Development of Racial Identity. This book explores the psychology and the development of racial identity. The book makes the following suggestions: for people of color, the development of a constructive racial identity means being able to resist the bombardment of negative stereotypes and to think of a history of resistance and empowerment rather than one of passive victimization; for white people, racial development must begin with the abandonment of individual racism and the recognition of and opposition to institutional racism. The racial identity development of other people of color, Latinos, American Indians, and Asians, is also discussed. In considering why black students sit together in the cafeteria, the formation of racial identity is explored with real-life examples. The first part of the book discusses racism and the complexity of identity. The second part contains chapters on understanding blackness in a white social context, from early childhood through adolescence and adulthood. The third part…
(1998). A Program for Change: Educating for Racial Diversity. The six stages of the concerns-based adoption model (CBAM) (G. Hall, R. Wallace, and W. Dossett, 1973) are the context for examining how one school sought to implement an inclusive vision of diversity within a gifted school program. The CBAM model informed the leadership style of the principal, but was not actually articulated as the model that the school would follow. The six stages are: (1) informational; (2) personal; (3) management; (4) consequence; (5) collaboration; and (6) refocusing. The informational stage involves a general awareness of the issues. In the second stage the administration and faculty began a focused process of examining student needs. The management stage of organization and implementation developed over 2 years and resulted in a stage of "consequence," in which some results became evident. In stage 5, the culmination of the faculty's work meshed with a formal review of the school's progress during the 10 years of the entire progress. Refocusing… [PDF]
(1997). An Invisible Crisis. The Educational Needs of Asian Pacific American Youth. An urgent educational crisis threatens the futures of a growing number of Asian Pacific American students, both immigrant and American-born. This crisis is largely invisible to most Americans, even to many in the teaching profession, because many see all Asian Pacific American students as members of a model minority destined to excel. This image is a destructive myth for the many Asian Pacific American children the schools are failing. The number of Asian Pacific American students is large and growing rapidly, and the context for educating these students effectively is changing. While immigrants who came to this country after 1965 were well-educated and well-off, more recent groups of Asian Pacific Americans are poor and poorly educated. The schools' task is complicated by historic problems of poverty and racial discrimination. Language and literacy issues are foremost in the problems of these students. In addition, most schools do not have curricula appropriate to educate… [PDF]