(1994). Building the Global Community: The Next Step. Report of a Conference Sponsored by the American Council on International Intercultural Education and the Stanley Foundation (Warrington, VA, November 28-30, 1994). In November 1994, 24 practitioners from the field of international education and the federal government met to clarify community college goals in international and intercultural education, articulate a clear mission statement, and determine strategies and plans of action. This document provides an overview of the discussions and conclusions reached by participants. First, an introduction describes the role of community colleges in international and intercultural education, pointing to the colleges' community-based and comprehensive mission, and suggests that colleges must develop students knowledge and understanding in the areas of global interdependence; human resources, values, and cultures; global environment and natural resources; global peace and conflict management; and change and alternate futures. The second section describes strategies to ensure that viable global education programs are established nationwide, covering six strategic areas: establishing support among college… [PDF]
(1995). A Gathering of Equals. A National Conversation on American Pluralism and Identity. Reading Selections [and] Guide for Leaders. This booklet contains texts of importance to all people with writings that have helped shape the U.S. identity. The texts are to serve as a springboard of discussion in a shared inquiry method of discussion of U.S. democracy. The documents in this volume include: (1) "The Declaration of Independence"; (2) "The United States Constitution: Preamble and Bill of Rights"; (3) "The Federalist #10 by James Madison"; (4) "Abraham Lincoln's Second Inaugural Address"; (5) "Letter from Birmingham Jail" by Martin Luther King, Jr.; and (6) "High School Graduation," from "I Know Why the Caged Bird Sings" by Maya Angelou. The guide is intended to help junior high and high school Great Books leaders enable their students to participate thoughtfully in "A Gathering of Equals: A National Conversation on American Pluralism and Identity." By study and reflection on the project readings followed by discussion of ideas, the… [PDF]
(1996). Racial and Ethnic Diversity in Higher Education. ASHE Reader Series. This anthology contains 52 papers on racial and ethnic diversity in higher education and is designed to reflect the collective ideas of those who teach in this area. Generally the manuscripts present ways of observing and experiencing racial and ethnic difference in American higher education institutions. Articles in part I titled "Racial/Ethnic Diversity in Higher Education History," demonstrate how a history of exclusion has influenced past and present outcomes for people of color in higher education. Part II titled, "Curriculum Teaching, and Learning," contains readings that present a view from the perspective of individuals who have traditionally been excluded in the creation of knowledge presented in the college curriculum. Part III titled, "Students," contains readings on students of color, student retention, the first-year college experience, and socialization experiences. Part IV titled "Faculty," contains articles on faculty…
(1995). [Independent Curriculum Project – India.] Fulbright Hays Summer Seminar Abroad 1995 (India). This unit provides a bibliography and lesson ideas on Indian culture for integration into the literature curriculum. The bibliography includes essays, novels, short stories, poetry, and videos, many by Indian authors. The unit is designed for high school students but could be adapted to other levels. This unit could be incorporated with a study of India's land, history, and geography, or used with cultural comparisons. (EH)… [PDF]
(1996). Cognitive Changes in the Course of Culture Contacts: Young Teachers Meet Migrant Youth. Handling of acculturation problems in multicultural classrooms requires the analysis of individual cognitive models of the process of cultural contacts. Culture contact is defined as individually oriented persons meeting socially oriented persons. Acculturation problems have no definite solutions, but through reconstruction of the pieces of knowledge involved the experiences of people undergoing cultural contact and conflict can be analyzed. Cognitive models can then be developed that serve as a didactic model for teaching how to handle these conflicts. A sample of 700 students, 50 percent with migrant family background, was used to characterize attitudinal differences among students. Twenty beginning teachers in multicultural schools with 30 percent migrant enrollment each moderated a group of 8 students selected according to their individual or social orientation with respect to family context and their parents' cultures of origin. A critical incident technique was used along with… [PDF]
(1996). Reference Work in School Library Media Centers: A Book of Case Studies. School Librarianship Series, No. 1. This book addresses issues currently facing library media specialists. It is a collection of case studies designed for both the beginning and the experienced professional. The 48 cases cover all types of schools (elementary, middle, and high schools; public, private, or parochial in urban, suburban, and rural communities) and examine four basic aspects of reference work in today's school library media center: user instruction; information services; reader services; and the study, selection, and evaluation of reference works. Questions for discussion follow each case. The changing role of the school library media specialist and issues such as multiculturalism and new technology are emphasized. Appendices include: "Library Bill of Rights"; "School Library Bill of Rights"; "Freedom to Read"; "Freedom to View"; "Access to Resources and Services in the School Library Media Center"; "AASL Statement on Confidentiality of Library…
(1993). The Role of Educational Technology. Teaching multiform foreign languages in a multicultural "United Europe" cannot distinguish between instruction of culture and instruction of speech. The terms interculture and intercultural are used to refer to European culture instead of a particular national culture. This paper asks the following fundamental questions: (1) "What objects of study should be included in foreign language intercultural instruction which modern educational technology is called to support?"; (2) "Which research reports or educational productions are suitable for comparative studies in the classroom and could be implemented through a collaboration of various agencies from different European countries?"; (3) "Which production of comparative studies could be realized through collective processes among different classes of foreign languages students in different European countries?"; (4) "What kind of new educational support material would be required to implement… [PDF]
(1995). Creating a Culturally Enriched Curriculum for Grades K-6. This book provides a multicultural curriculum that can be used alone or as a supplemental program for language arts and social studies instruction in kindergarten through grade 6. It uses the pluralistic values of the students' heritages to develop their social and problem-solving abilities. Each of the 30 units contains quotations that exemplify the concept being studied; lists of selections from children's literature; and activities addressing a societal, educational, and content-area goal. Units help students appreciate the differences and similarities among 30 different cultural groups, and cover topics such as \being yourself,\\giving kindness,\\overcoming fears,\ and \valuing school.\ Students learn strategies for resolving conflict, develop self-management skills and self-esteem, and build stronger bonds between home and school. The book suggests 20 methods of assessing students' development of social educational strategies and applying their reading and writing skills and…
(1997). Experiencing Multiculturalism First Hand: Looking at Early Childhood Education in China Teaches Us about Ourselves. Recognizing and appreciating culturally diverse views of what is best for children is important, as underscored by the views of childhood evident in early childhood education programs in China. Families and schools in modern China experience unique social and political pressures, the most obvious of which is the "one child policy," which runs counter to traditional cultural values and creates ambivalence among parents who must sacrifice personal happiness for the common good. Parents who grew up with several siblings are mandated to have only one child. These parents are concerned that their children are lonely and are missing opportunities to develop socially desirable behaviors, such as sharing. Schools attempt to counteract perceived overindulgence of only children by sparsely equipping toy shelves so children are encouraged to share, wait their turn, and negotiate with peers. Popular residential programs for children 2 to 6 years accommodate child care needs of working… [PDF]
(1995). Using Picture Books with Older Students. Book 1: Caring for the Earth, Bridges across Generations, Who Are the Homeless? Grades 5-8. This book presents a research-based, three-sided, educational framework for incorporating picture books into the classroom. The triad integrates creative arts, cognitive skills, and learning styles. The purpose of the book is to provide a format that invites and encourages intermediate and middle school teachers and students to explore the rich content, visual beauty, and moving messages found in picture books. The lessons in each section are correlated to readily available picture books. \Caring for the Earth\ examines ways of appreciating and nurturing the gifts of the earth and includes: (1) \The Great Kapok Tree\ by Lynne Cherry; (2) \A River Ran Wild\ by Lynne Cherry; (3) \City Green\ by DyAnne DiSalvo-Ryan; and (4) \Just a Dream\ by Chris Van Allsburg. \Bridges Across Generations\ examines the role of the elderly in the circle of life and includes: (1) \The Patchwork Quilt\ by Valerie Flournoy; (2) \The Old, Old Man and the Very Little Boy\ by Kristine L. Franklin; (3)…
(1991). Southeast Asian Americans. [Multicultural Studies for] Grades 3 and 4. Reproducible [Workbook]. This workbook for use with third, fourth, or fifth grade elementary school students focuses on the people and cultures of four mainland countries of Southeast Asia: Vietnam, Laos, Cambodia and Thailand. The book offers an introduction for teachers and 14 lessons. Lesson 1 helps students recall what they may already know about Southeast Asia and its culture. Lesson 2 focuses on the geography of Southeast Asia. Lesson 3 presents an overview of this area's diverse peoples and their history. Lesson 4 presents a myth from Thailand. Lessons 5 through 8 cover topics related to classical or traditional culture in each of the four countries. Lesson 9 focuses on Tet, the Vietnamese lunar new year celebration. Lessons 10 and 11 deal with the civil wars in Southeast Asia and the resultant flow of refugees to other countries. The final three lessons look at the varieties of ways in which people adjust to new cultures, covering maintaining tradition and adapting to new ways, tensions between…
(1995). Coat of Many Colors. Reflections on Diversity by a Minority of One. The essays in this collection stress that cultural diversity has always provided the real strength of America. It is argued that Western culture itself is founded on principles that favor a multicultural vision, and that America should reclaim its multiethnic and multilingual heritage. The greatness of America has always depended on the quality of its immigrants. In reality, there are no foreign languages in America, since the native languages of American citizens constitute virtually all the languages of the world. The following essays are included: (1) \The Semiotics of 'We': First-Person Pluralities in 'Us'\; (2) \Taking the 'Foreign' Out of Foreign-Language Teaching\; (3) \Seeing with Another I: Our Search for Other Worlds\; (4) \Literati and Illiterati: Continuities in the Oral and Written Traditions\; (5) \China and the United States: Reflections on the Old and the New\; (6) \The Three L's: Liberalism, Liberty, and the Liberal Arts\; (7) \The Complexities of Complexion: The…
(1992). Learning about Minority Cultures and Improving Reading Skills through the Use of Good Literature. This paper describes the development and implementation of a culture-based literature program to improve the reading skills and understanding of minority cultures in students with mild disabilities. Steps in developing such a whole language approach program include: (1) identifying the cultural groups to be studied; (2) choosing both fiction and non-fiction books which reflect the groups in a realistic manner; (3) self education by the teacher on the cultures of the groups to be studied; (4) and application of appropriate reading activities involving assessing students' prior knowledge, guiding student reading, and evaluating attitude changes. (Seven references) (DB)…
(1993). Valuing Diversity: The Primary Years. Noting that children who learn to accept and value human diversity will develop the open, flexible approach to life that is needed in today's world, this book examines ways to help young children learn to appreciate cultural diversity in the classroom. Following introductory chapters on the value of diversity and a child's right to the valuing of diversity, the first part of the book examines educational goals and describes a unique, unfolding perspective on education that values human diversity. Commitments teachers must make to themselves and their communities are also discussed. This section includes guidelines for selection of learning materials and activities as well as ideas for a well-rounded environment. The second part suggests ways to expand familiar teaching strategies and curriculum ideas with other appropriate resources to create a truly integrated approach to learning and teaching. The third part includes a list of over 100 children's books and recordings, a resource… [PDF]
(1992). What Differences Do Racial, Ethnic, and Cultural Differences Make in Youth Development Programs?. Research concerning the roles that race, ethnicity, and culture play in youth development is reviewed; and the implications of this research for the design of youth development programs are analyzed, with recommendations for program planners. The analysis focuses on the various assumptions that have been used with respect to minority youth, the ecological constraints that influence their lives, and the benefits that multicultural perspectives can bring to youth development programs. The information and discussion represent a triangulation of data from published research, unpublished research, and interviews. Chapter 1 provides definitions and cross-cutting themes of race, ethnicity, and culture. Chapter 2 examines issues of racial and ethnic identity at the family and individual levels. Chapter 3 summarizes some ecological concerns of minority youth, including poverty and ethnic stratification, prejudice, racism, discrimination, and factors surrounding refugees and immigrants…. [PDF]