Vogelgesang, Lori J. (2004). Diversity Work and Service-Learning: Understanding Campus Dynamics. Michigan Journal of Community Service Learning, v10 n2 p34-43 Spr. This paper examines the challenges faced as higher education institutions consider integrating their commitment to service with their commitment to diversity efforts. Findings from four case studies of small- and medium-size private institutions explore the connections and divergences among institutional mission, campus leadership, curriculum integration, and organizational structure as contexts within which integration efforts emerge. (Contains 3 notes.)… [PDF] [Direct]

Dimmock, Clive; Walker, Allan (2004). The International Role of the NCSL: Tourist, Colporteur "or" Confrere?. Educational Management Administration & Leadership, v32 n3 p269-287. This article addresses the international positioning and role of the National College for School Leadership (NCSL). The article argues that the college stands as an initiator, exporter, importer and disseminator of leadership research and practice and that the role it adopts in regard to these will determine its international influence. The first part of the article discusses the uniqueness of the college and the possible pathways along which its influence could expand. It acknowledges that in building its sphere of influence the college faces a context of unpredictability and uncertainty. The second part of the article focuses specifically on the international role of the NCSL and suggests that from among a range of alternatives, the college would be wise to adopt a "confrere" role, that is, genuinely mutual dialogue and co-operative learning relationship with researchers and partners overseas. The third part of the article recognizes the associated difficulties and… [Direct]

Boyd, Brian A.; Correa, Vivian I. (2005). Developing a Framework for Reducing the Cultural Clash between African American Parents and the Special Education System. Multicultural Perspectives, v7 n2 p3-11 Apr. A conceptual framework was developed to provide proactive relationship building strategies for professionals in special education and the African American families they serve. Cultural clashes have occurred between the respective groups because of the dissimilar cultural and personal experiences that shape one group's perceptions of the other. Yet, collaborative parent-provider relationships can be established through deconstructing the disparate factors that influence both the perceptions of African American parents and those of professionals. Through utilizing a family- and culture-centered planning approach to services, professionals may begin to more fully understand the factors that shape their own experiences and those of the families they serve. This will serve to reduce the cultural clash between the respective groups and create more positive outcomes for parents and providers. (Contains 1 figure and 1 table.)… [Direct]

Norton, Nadjwa Effat Laila (2005). Permitanme Hablar = Allow Me to Speak. Language Arts, v83 n2 p118-127 Nov. This multicultural feminist critical narrative inquiry examines how one Dominican Spanish and English speaking poor immigrant first grader, Pam, utilizes her critical literacies to intervene against inequitable teaching practices and affirm her cultures. Implications for early childhood educators to develop culturally responsive practices that better support children are discussed…. [Direct]

Medina, Catherine; Minner, Sam; Prater, Greg; Redsteer, Denise (2002). An Evaluation of a Decade of a Rural Field-Based Special and Elementary Teacher Training Program. To address the need for special education teachers trained in rural and culturally diverse settings, a field-based special education program was implemented in Kayenta Unified School District (KUSD), Arizona, on the Navajo Nation. KUSD provided teacher housing, classroom space, sites for practicum coursework, and some student teaching placements. KUSD teachers and administrators were hired as instructors and guest speakers for some courses and were involved in the selection of participants. Northern Arizona University contributed tuition waivers and administrative support, and the U.S. Department of Education provided funding. Since 1992, 109 students have been admitted into the program, and 104 completed it; 67 students were Native American, primarily Navajo. The high retention rate was attributed to the field-based nature of the program. The Native American students were predominantly paraeducators for the KUSD and therefore were able to remain employed and maintain their… [PDF]

Benton, Janet E.; Daniel, Patricia L. (1995). Involving Preservice Teachers in Discussions of Diversity. Creating a safe, open environment for discussion is a critical first step in examining topics of diversity. Because public schools may be the only social arena in the United States where different social classes, ethnicities, and genders come together on a regular basis, it is important to involve preservice teachers in discussions involving different perspectives. Three major sources of student resistance to talking and learning about race and racism have been identified by B. D. Tatum: (1) race is considered a taboo topic for discussion, especially in racially mixed settings; (2) many students, regardless of racial-group membership, have been socialized to think of the United States as a just society; and (3) many students, particularly white students, initially deny personal prejudice, recognizing the impact of racism on other people's lives, but failing to acknowledge its impact on their own. The specific experiences of two instructors (the authors) in two different universities… [PDF]

Smith, Iva A. (1979). Ethnic Studies Methods and Materials for Teacher Training: A Model for Schools of Education. Selected teacher resource projects for ethnic studies are identified and reviewed in this document. Developed at 16 educational institutions across the United States, the projects range in focus from general multiethnic education to specific minority groups including Japanese-, Afro-, French-, Polish-, Italian-, Mexican-, and Ozark-Americans, and Yakima Indians. Some focus on ethnic populations within a particular area, such as Chicago. Each project is identified in terms of location and address, project director, program subject, grade level, and subject areas into which materials can be incorporated. Grade levels range from kindergarten through college; most materials were designed for use in elementary and secondary classes. The reviews identify types of materials produced by each project (i.e., teacher's manuals, bibliographies, teaching units, audiovisual or print materials) and describe content and possible applications. (AV)…

Barnhardt, Ray; Brisk, Maria Estela; Herrera, Socorro; Rochon, Ronald (2002). Educators' Preparation for Cultural and Linguistic Diversity: A Call to Action. This policy paper provides information about issues surrounding the education of culturally and linguistically diverse (CLD) student populations, noting that preparing non-English speakers to survive in English-dominant schools and society is more complex than current policy debates would suggest. The paper stresses the need for teachers who can deliver classroom practice that respects the language and culture of the child and effective, accommodative instruction that results in literacy and academic success for second language learners. It also discusses the context that distinctly favors the assimilation of CLD students, with little thought to their rich cultural heritage or the language knowledge they bring to the classroom. The paper suggests that at the policy level, this sociopolitical context poses a challenge for future support and development, and at the level of praxis, this context threatens efforts to better prepare school educators for the differential learning and… [PDF]

Garcia, Eugene E. (2001). Hispanic Education in the United States: Raices y Alas. Critical Issues of Contemporary American Education. This book portrays what works in creating better educational opportunities and effective school reform for Hispanic Americans, offering a reflection on the bicultural experience of minority groups in U.S. schools and showing how and why educational reforms must seek to build upon rather than downplay the native culture and language of minority students. The book includes stories from the author's life and from the experiences of other teachers and students. The 10 chapters examine the following: (1) "An Introduction to 'Raices y Alas'"; (2) "Culturally Diverse We Are, Equal and United We Are Not"; (3) "It Doesn't Have To Be 'Either/Or'"; (4) "Hispanics: A Growing Immigrant People"; (5) "Culture and Education: Seeds of the Individual and Collective Identity for Hispanics in Schools"; (6) "Educational Approaches–What Works for Hispanics: General Constructs and the Early Years"; (7) "Educational Approaches–What Works…

Bliss, Ian (1990). Intercultural Education and the Professional Knowledge of Teachers. European Journal of Teacher Education, v13 n3 p141-51. Discusses in-service teacher training in England, proposing alternative models of professional knowledge which could change and improve teachers and teaching. The article considers alternative models derived from work with teachers and students in England and explains how such models can help in establishing intercultural education courses for teachers. (SM)…

Goulet, Linda (1995). Implementing Indian Curriculum in Indian Teacher Education: The Student Teacher's Perspective. Journal of Professional Studies, v3 n1 p11-20 Fall-Win. Interviews with Canada Native student teachers asked them to reflect on their practice following a final practicum at the Saskatchewan Indian Federated College. Results showed that they were using techniques appropriate to Indian education, though they felt there were additional areas of need in their preparation. (SM)…

(1993). Making Good on Our Promises…Moving beyond Rhetoric to Action. A Report. The Commission to Improve Minority Education (CIME) was established in 1990 to address problems hindering the education of ethnic minorities at community colleges. This report features the CIME action agenda for the national community college system for improving recruitment, retention and transfer rates of minority students. Part I features a prefatory message from the Commission, while part II includes a foreword from the Commission chair. Part III, "The Challenge that Words Alone Cannot Solve," is divided into five sections: (1) "The Nation's Community Colleges: Shouldering the Challenge," highlighting the role of the community colleges in providing access to education for minorities; (2) "Mandate for a Community College Action Agenda," detailing the foundations of the agenda in terms of the needs for improving minority opportunities; (3) "Making the Commitment: It's in Our Best Interest," describing the benefits of diversity for…

(1995). A Guide to Curriculum Development in Family and Consumer Sciences Education. This guide is designed to help educators develop a comprehensive and integrated family and consumer sciences educational program for all grades. Chapter 1 provides an overview of the family and consumer sciences program in Connecticut. Chapter 2 describes the various program elements local districts should consider when reviewing, modifying, or developing program offerings, such as program overview, program goals, core topic areas, integrative components, and program structure. Chapter 3 describes a curriculum development process that addresses factors influencing curriculum development, recommended steps in the curriculum development process, integration of Future Homemakers of America/Home Economics Related Occupations into the curriculum, and current perspectives on teaching and learning that affect curriculum development. Chapter 4 provides guidance and tools to assist with the tasks of organizing program topics and selecting student competencies at middle/junior and high school… [PDF]

Shepherd, Mike (1995). Hispanic American Heritage, Intermediate. This resource book features the cultural heritage of Hispanics living within the United States and includes ideas, materials, and activities to be used with students in the intermediate grades and middle school. This book explores the definition of the term \Hispanic Americans\ and suggests a multilayered population with a variety of cultural experiences. The book explores both the likenesses and differences and celebrates Hispanic American heritage as a whole. The book lists seven topics to explore: (1) \Our Heritage\; (2) \Coming to America\; (3) \Independence\; (4) \Hispanic Americans Today\; (5) \Customs and Traditions\; (6) \Hispanic Heritage Game\; and (7) \Management.\ (EH)…

(1992). Educational Opportunities for American Indians in Minneapolis and St. Paul Public Schools. This report is based on background research and a community forum held in September 1990 in St. Paul, Minnesota, and addresses issues related to equal education for American Indians in Minnesota public schools. Minnesota's Native American population is increasing, is younger than non-Indian Minnesotans, and is becoming more urban than rural. The dropout rate is higher for urban Indians than for rural Indians, and the educational attainment of American Indians still lags behind that of the total population. Most of the report consists of summaries of presentations at the forum from individuals, agencies, educators, state government officials, tribal government officials, and superintendents of school districts. Of central concern was the question of whether equal opportunity in public education means simply equal access to education, or whether it includes the certainty of equal attainment. Some participants called for Indian-controlled separate schools or a separate district to… [PDF]

(1996). Investigating Artifacts: Making Masks, Creating Myths, Exploring Middens. Teacher's Guide: Grades Kindergarten-6. LHS GEMS. This guide interweaves activities with major themes in science and the humanities. Drawing respectfully upon the deep, diverse, and living folkways of Native American cultures, these activities help provide students with a wider understanding of their world and a greater appreciation for cultural diversity. The unit integrates science, mathematics, art, language arts, and social science. Students use masks and myths as the subject areas in their study of cultures. Middens are introduced as a way to study archaeological findings and the process of discovery. The six sessions in the unit are entitled: (1) "Natural Collecting and Sorting"; (2) "Making Masks and Inferences"; (3) "Creating Myths"; (4) "Sharing Myths"; (5) "Uncovering the Past or What's Hidden in the Midden"; and (6)"Putting Together Clues from the Past." Resource pages accompany each session with a complete bibliography, resources listing, and literature…

Lyle, Sue; Roberts, Maggy (1990). A Rainforest Child. An Active Learning Pack for 8-13 Year Olds [Second Edition.]. This resource packet includes a teacher's guide, reproducible student worksheets, posters, activity cards, and a music audiotape: "Song of the Forest," with a booklet of lyrics. The teacher's guide suggests interdisciplinary activities which meet the United Kingdom's National Curriculum requirements and encourage active learning as students explore ideas and discuss issues related to tropical rainforests. Activities will take about 10 half days to complete or may be used as a basis for a half term's theme work on tropical rainforests. Students are invited to consider the different lifestyles of indigenous Kelabit and Yanomamo peoples; explore different aspects of ecological, cultural, and economic interdependence; investigate the relative meanings of the terms wealth and poverty; analyze the power people have and how they use it; and raise questions about the long term effects of actions taken today. Students are involved in developing a range of skills, engaged in…

Brooks, Elizabeth (1994). Database of Teaching Materials on Japan: An Annotated Guide. This booklet is a selective guide to a larger computer-searchable database of teaching materials on Japan. The materials in the guide consist mainly of lesson plans, teaching guides, resource guides, and units on Japan. Each part contains bibliographic information on resources for teaching about Japan at specific grade levels or subject areas. "Elementary School Materials" include: (1) "The Arts"; (2) "Artifacts"; (3) "Multicultural/Global"; (4) "Multimedia Units"; and (5) "Varied Topics and General Overviews.""Secondary School Materials" contains: (1) "The Arts/Religion"; (2) "Artifacts"; (3) "Economy/Government"; (4) "Geography"; (5) "Multicultural/Global"; (6) "Multimedia Units"; (7) "Varied Topics and General Overviews"; and (8) "War.""Elementary to Secondary Materials" includes: (1) "The Arts/Religion"; (2)… [PDF]

Moomaw, Sally (1997). More Than Singing: Discovering Music in Preschool and Kindergarten. This book contains over 100 music activities to help teachers, child care providers, and parents bring the joy, theory, and practice of music to young children. An introductory chapter is followed by chapters on songs, rhythm, instruments, music centers, movement, music throughout the day, and group times. Chapters 2 through 8 each contain two sections–answers to questions that teachers frequently ask and activities that help children construct knowledge about sound and music. Photographs of instruments and whole-language extensions accompany guidelines on how to construct the materials. The cassette tape that accompanies the book contains all of the songs and rhythms described in the activities. The book suggests ways that music can be used for exploring multicultural dimensions in curriculum. Suggestions are also given for modifying music activities for children with disabilities. A \Resource Information\ section lists the books and recordings mentioned in each chapter. (LPP)…

Boykin, A. Wade (1992). Reformulating Educational Reform: Toward the Proactive Schooling of African American Children. Educational reform efforts to date in the United States have not been germane or responsive to the social problems of African American children. The reform efforts advanced to date have only been exercises in tinkering around the educational edges. Our educational focus, the origin of which is outlined, must shift in at least two major ways. First, we must turn from preoccupation with talent assessment and its trappings to a commitment to talent development. Second, we must as a nation move away from an obsession with social homogenization and social control to a system based on racial and cultural diversity. This paper discusses the traditional assumptions for psychological and pedagogical processes that underlie the present focus on talent assessment and compares them with alternative assumptions that underlie a focus on talent development. A second section makes a case for deep cultural structure and the incorporation of Afrocultural ethos into the pedagogical process at the… [PDF]

Kemp, Leroy (1993). Encouraging Preservice Teachers To Understand Student Diversity: Pedagogical and Methodological Conditions. Studies have shown that preservice teachers do modify their knowledge and value dispositions for teaching culturally diverse student populations. Continuing this line of research, this study focuses on pedagogical and methodological conditions in the education of preservice teachers. A class of preservice teachers was assigned to various public schools to observe how issues of cultural diversity were handled. They were asked to reflect on their observations, write an analysis for presentation and discussion, and determine how these observations would influence their future teaching behavior. The written observations of 10 students were randomly selected for analysis. In general, all 10 students exhibited a basic understanding of cultural diversity. Most indicated an understanding that: (1) in the classroom, more than academics must occur; (2) in order to teach a child, one must understand the realities that students bring to class; (3) the classroom is a training center for how… [PDF]

Cerri Negrini, Maria Ausilia (1986). Intercultural Education and Migrant Women. The CDCC's Project No. 7: "The Education and Cultural Development of Migrants.". The paper reports issues and outcomes of a seminar on intercultural education and migrant women organized by Italy as part of the Council of Europe's 1981 Council for Cultural Co-operation (CDCC) Project No. 7. Sub-themes of the seminar were the migratory situation at the local level (departures and returns, particularly in the context of the situation of women), school and out-of-school experiments in the light of relations between school and family, and education in human rights and the situation of migrants. Work in the plenary session focused on migrant women and children as the "weak link" in the chain of emigration, the March 1984 Regional Act No. 10 covering returning emigrants, returning migrant women as a "mediating resource," intercultural education as a means to combat discrimination, features of intercultural education, and implementation of human rights education. Proposals of four working parties included formation of a permanent team of teachers,…

Ferguson, Henry, Ed. (1981). Handbook on Human Rights and Citizenship: Perspectives of Five Nations. This handbook was designed to help students learn the cultural contexts in which human rights are variously defined. It provides a comparative study of five nations, selected for their geographic and cultural scope, as a unique way to study human rights. Chapter 1 sets the stage for the study by presenting activities for establishing class objectives and examining the definition of human rights. Chapter 2 contains 90 readings from the five countries. These materials were selected for their value in illustrating the human rights situation in the five countries. International documents are included in chapter 2 which broaden the knowledge and understanding of human rights, such as "The Helsinki Agreement." Chapter 3 presents different activities and instructional strategies for presentation of the materials. Activities are included for different grade levels. Chapter 4 is the evaluation component in which an attitudinal questionnaire is administered to students to assess the… [PDF]

Antell, Lee (1981). Indian Education: Guidelines for Evaluating Textbooks from an American Indian Perspective. Since most textbooks and instructional materials are designed to appeal to the majority market, they often are written from an ethnocentric viewpoint. American Indian viewpoints are either stereotyped, distorted, or omitted. To assist educators and publishers in developing awareness of American Indian heritage and culture and contemporary issues facing American Indians, general guidelines and a rating scale have been compiled by the Ethnic Heritage Project Advisory Council, to be used when evaluating textbooks and instructional materials. The guidelines may be applied at all grade levels and concentrate on content, language, and illustrations. Content considerations include awareness of American Indians' perspective; contemporary as well as historical activities, contributions, and concerns; and avoidance of inferences that American Indians are \all the same\ or that different lifestyles or customs are undesirable. Textbook language must: explain that the term \Indian\ is a… [PDF]

Johnson, Gene; And Others (1981). Developing Culture Curriculum for Native American Children: The Rough Rock Experience. The booklet uses both narrative and line drawings to outline Rough Rock Demonstration School's process of developing a K-12 Navajo language and culture curriculum for Navajo children at Rough Rock and other schools on and off the reservation. There are suggestions for writing the proposal, getting community support, and recruiting staff. The next sections discuss finding out what the community perceives to be its needs and problems (including a sample needs assessment survey), and assessing available native-based curriculum materials. The booklet next discusses developing a philosophy of education, setting up a curriculum model, and translating the needs assessment survey into ideas for curriculum. The sections on developing curriculum content, scope and sequence, and writing teacher objectives are followed by a sample fourth grade social studies program. The booklet ends with suggestions for implementation of the curriculum, evaluation, and working with others. A summary of the…

Winokur, Marshall (1979). How to Have a Successful Fulbright. The Fulbright-Hays Teaching Exchange with Germany is a one-for-one exchanqe for approximately twenty pairs of American and German teachers. American elementary and secondary school teachers as well as college instructors and assistant professors replace their German counterparts for an academic year at either a "Hauptschule" (a non-college track school with qrades one through nine), a "Realschule" (a step up from the Hauptschule with grades one through ten), or a "Gymnasium" (a college preparatory school). This exchange provides the Fulbrighter with the opportunity to: (1) promote international understanding; (2) present American views on problems in the Unites States; (3) improve one's knowledge of the German language and school system; (4) increase one's awareness of German life and customs; (5) make German friends; and (6) explore many countries in Europe. This article focuses on three aspects of the Fulbright Teachers Exchange: (1) the teaching…

Pistone, Kathleen A. (1978). Cultural Arts Handbook. The handbook presents activities to aid elementary school classroom teachers as they develop and implement cultural arts lessons. A cultural arts program is interpreted as a way to help students develop perceptual awareness, build a basic vocabulary in some art cultural form, evaluate their own works of art, appreciate creative expressions, and think divergently through experiences in creative expression. Activities are presented in seven categories–visual art, arts and crafts, ethnic crafts, sculpture and modeling, collage, textures, and photography. Activities include finger printing, relief printing, making geometric designs, mosaics, creating string and box sculptures, tracing rubbings, cutting out paper silhouettes, and designing wooden jewelry. Many activities direct students to produce ethnic art forms including early American Shaker rugs, Czechoslovakian dolls, French puppets, Greek straw scenes, Irish felt painting, Spanish fishnets, and Ukrainian glass paintings. For each…

(1978). Curriculum and Instruction: Cultural Issues in Education. A Book of Readings. The 1976 Claremont, California, symposium to exchange and clarify ideas regarding the study and implementation of new alternatives to quality cultural education focused on two main concepts. The first was the concept of transcultural education design; the second, that cultural uniqueness in our society results from the capability to be responsive and responsible to opportunities of having cultural options with more than one defined culture. Fifteen presentations from the symposium have been collected in this book of readings intended for teachers, counselors, curriculum planners, resource specialists, teacher trainers, and administrators. The articles address the rationale, design, and instructional process of transcultural education; bilingual transcultural education; teacher preparation for a pluralistic society and for bilingual teachers; materials evaluation and selection; curriculum development; testing and cultural diversity; and social studies and transcultural education…. [PDF]

Kawamoto, Kevin, Ed.; McGregor, Davianna, Ed.; Odo, Franklin, Ed. (1992). Topics in Hawaii's History: Resources and Lesson Plans for Secondary School Teachers. Twenty-nine teachers participated in a 4-week National Endowment for the Humanities institute which covered topics from pre-contact Hawaiian population estimates to formation of plantation workforces to contemporary sovereignty issues. The lessons the participants developed are divided into nine sections. Section 1, "Geography," contains articles on the origins of the Hawaiian Islands and the geography of the Pacific. Section 2, "Religion and Mythology," covers Hawaiian legends, myths, and creation stories. Section 3, "Voyages, Migration, and Contact," covers the origins, migrations, and early settlements of the Hawaiian population. Section 4, "Monarchy," includes histories of the Hawaiian monarchy and its effect on the politics and economics of Hawaii. Section 5, "Plantation Life," contains articles about the influx of Japanese and Chinese workers and how this influenced the racial makeup of the islands. Section 6, "Labor and… [PDF]

Levine, Daniel U.; Lezotte, Lawrence W. (1995). Effective Schools Research. Research studies that have focused on identifying the characteristics or correlates of elementary and secondary schools that are unusually effective are reviewed, concentrating on the \effective schools\ movement. Research on effective schools supports the conclusion that they rank high on certain characteristics frequently referred to as \effective schools correlates,\ here reviewed for elementary schools in the general groupings of: (1) productive school climate and culture reflecting shared values; (2) a focus on student acquisition of central learning skills; (3) appropriate monitoring of student progress; (4) practice-oriented staff development at the school site; (5) outstanding leadership; (6) salient parent involvement; (7) effective instructional and organizational arrangements; (8) high operational expectations and requirements for all students; and (9) multicultural instruction and sensitivity. Research has concentrated on the elementary grades; the applicability of these…