Daniels, Leroi (1993). Diversity as an Educational Principle. Journal of Curriculum Studies, v25 n1 p65-76 Jan-Feb. Argues that school systems should tolerate, accept, and promote diversity in both the formal curriculum and informal policies of school management. Contends that citizens have the primary responsibility for pressuring school officials to develop curricula that promote diversity. (CFR)…

Bigelow, Bill (1999). Why Standardized Tests Threaten Multiculturalism. Educational Leadership, v56 n7 p37-40 Apr. Oregon's statewide social-studies assessment (a randomized, multiple-choice maze) is part of a "democratic" national standards movement that threatens good teaching and multicultural studies. If multiculturalism's key goal is accounting for historical influences on current social realities, then Oregon's standards and tests earn a failing grade. (MLH)…

Romano, Tom (1999). Dramatized Experience, Civil Discourse, Sensitive Issues. Voices from the Middle, v6 n4 p28-31 May. Describes the author's experience when the director and teacher-trainers of a writing program persuaded him that the oral interpretation he wished them to perform was too troubling and explosive to use. Outlines his questions and anguish about the incident, and the urgency of dealing with the dilemmas of multiculturalism, racial intolerance, and the teaching of writing. (SR)…

Cifuentes, Lauren; Murphy, Karen L. (2000). Promoting Multicultural Understanding and Positive Self-Concept through a Distance Learning Community: Cultural Connections. Educational Technology Research and Development, v48 n1 p69-83. Explores the effectiveness of distance learning and multimedia technologies in facilitating an expanded learning community between geographically separated elementary and secondary schools with Hispanic students in Texas. Highlights include the Cultural Connections program; teacher collaboration; curricular activities; identity-forming multicultural activities; interactive videoconferencing; multicultural understanding; and students' positive self-concept. (Contains 52 references.) (Author/LRW)…

Wrigley, Terry (1997). Raising Achievement for Asian Pupils. Multicultural Teaching, v16 n1 p21-25,30 Win. Analyzes why ethnic minority groups, such as Asians, are achieving marginal academic success. Analysis of the management, pedagogic, curriculum, resource, and community issues indicates what political guidance might be effective to help improve academic achievement. (GR)…

Chiang, Linda H. (2000). Teaching Asian American Students. Teacher Educator, v36 n1 p58-69 Sum. Uses data from interviews with parents of Asian American students, observations, and literature reviews to identify cultural and language issues that must be considered in teaching this population. The paper discusses the history of Asian immigrants, attitudes toward education among Asians, the relationship between teaching styles and Asian culture, and suggestions for teachers working with Asian American students. (SM)…

Pembrook, Randall G.; Robinson, Charles R. (1997). The Effect of Mode of Instruction and Instrument Authenticity on Children's Attitudes, Information Recall, and Performance Skill for Music from Ghana. Bulletin of the Council for Research in Music Education, n133 p115-20 Sum. Determines whether modes of instruction and uses of different instruments affect students attitudes, recall, and performance skill for Ghandian music. Stresses that authentic instruments are important in achieving optimum attitude and knowledge outcomes in multicultural music instruction. Identifies the benefits of live instruction as opposed to videotape for performance measures. (CMK)…

Kennedy, Ann Marie; Krasny, Marianne E. (2005). Garden Mosaics. Science Teacher, v72 n3 p44-48 Mar. This article describes Garden Mosaics, a program funded by the National Science Foundation. Garden Mosaics combines science learning with intergenerational mentoring, multicultural understanding, and community service. The program's mission is \connecting youth and elders to explore the mosaics of plants, people, and cultures in gardens, to learn about science, and to act together to enhance their community.\ Students conducting the Garden Mosaics investigations develop interviewing, observation, and data-recording skills, and make important contributions to their community. The Garden Mosaics investigations are termed \i.m.science investigations\ and consist of four investigations–Gardener Story, Community Garden Inventory, Neighborhood Exploration, and Weed Watch. Although the investigations were designed primarily for youth programs conducted in cooperation with community gardens, they can be adapted to school gardening, environmental sciences, and other educational programs. To… [Direct]

Hill, Bob; Thomas, Noel (2005). Making Sense of Bali: Unintended Outcomes of Study Abroad Programs. Teaching Education, v16 n3 p197-211 Sep. Study abroad programmes for teacher education students are increasingly being evaluated to determine their effectiveness in achieving intended outcomes. There is a danger, however, that such evaluations will ignore valuable but unintended and serendipitous outcomes of such programmes. This paper investigates an example of such an outcome, the development of a critical perspective towards media constructions of "otherness". In 2002 a group of Australian teacher education students undertook an intensive in-country Indonesian language programme. The course included mornings of formal immersion language classes and afternoons of cultural experiences with local students. Throughout and following the programme the students were interviewed and wrote about their changing perceptions of Indonesia and the implications of the experience for their professional development. Soon after their return Indonesian-Australian relations were challenged by the terrorist attack in the tourist… [Direct]

(1996). Who Are My Sisters and Brothers? Reflections on Understanding and Welcoming Immigrants and Refugees. The essays in this collection are presented as reflections to accompany an educational guide on the response of the Catholic Christian to immigrants and refugees. The following essays are included: (1) \Refugees Today: Rescue or Containment?\ (Richard Ryscavage); (2) \Catholic Church Teachings and Documents Regarding Immigration: Theological Reflection on Immigration\ Michael A. Blume); (3) \The Rights of People Regarding Migration: A Perspective from Catholic Social Teaching\ (Kenneth R. Himes); (4) \Immigrants, Catholics, and the Making of the American People\ (William A. Barbieri, Jr.); (5) \United States Immigration and Refugee Policy: The Legal Framework\ (Wendy Young); and (6) \Immigrant Families in Cultural Transition\ (Gelasia Marquez Marinas). (Contains 29 references.) (SLD)…

Powney, Janet (1996). Gender and Attainment: A Review. This report covers studies and statistics that provide information about the attainment of Scottish boys and girls by the time they leave school. The report considers their performance in public examinations, differences in attainment between boys and girls in primary and earlier secondary school, and differential staying on rates and uptake of opportunities in further and higher education with particular reference to Scotland from 1985-95. The review concerns equality of outcome in terms of groups performance in examinations but also addresses issues of equity and factors contributing to gender differences in outcomes. These factors include equality of formal and actual access to educational resources and opportunities and experiences that promote educational achievement. The suggestions for action which conclude the report concentrate on monitoring the effects of policies and practices on the attainment of boys and girls. The report is divided into three sections with 15 chapters….

Algee, Alan (1995). The Development, Implementation, and Evaluation of a Model for Teaching Intercultural Competency through the Content Areas at Faith School of Theology. In light of the cross cultural understanding and communications skills likely to be demanded of those in evangelical Christian ministry working all over the world, this project developed, implemented, and evaluated a model for infusing intercultural competency (ICC) into a seminary curriculum at the Faith School of Theology in Maine. From a study of the literature, extant models, and the perceptions of consultants and participants, a 4-quadrant scheme for classifying 36 extant ICC models emerged and a 7-step curriculum infusion model was developed. The model contained four domains–cognitive, affective, behavioral, and organizational–and involved leadership, administration, and faculty in a comprehensive program to infuse ICC into all aspects of the seminary program. The project led to the following conclusions: (1) it was difficult to establish a clear theoretical basis for ICC due to the wide band of theories among interculturalists; (2) developing such a program requires support… [PDF]

Zawierucha, Christina F. M. (1995). A Journey through India beyond the Textbook. Fulbright Hays Summer Seminar Abroad 1995 (India). This unit is designed to accompany a video presentation that focuses on India from the perspective of a participant in the Fulbright-Hays Seminar Abroad Program. This unit can be incorporated with a study of India's land, history, and geography. The text provides a narrative as students view contemporary pictures of India and is intended to enhance discussion and study of this major world area. (EH)… [PDF]

Shih, Tzymei Alexasia (1994). My Fulbright Experience in Mexico. This packet shares general impressions and interpretations of Mexico offered by a participant in a 5-week Fulbright-Hays Seminar. Included are suggestions on how to use this information to open up communication between the school and Mexican students and their parents. In addition to the background information and statistics, the material also has included personal interpretations and observations. The packet includes the following sections: (1) "Geography of Mexico"; (2) "The North and the South"; (3) "The Mexican Education System"; (4) "Parent Involvement"; and (5) "Children's Literature." Curriculum guides from Mexico written in Spanish are provided. (EH)… [PDF]

Nelson, Regena Fails (1997). Teaching Student Teachers How To Promote Cultural Awareness in Urban and Suburban Schools. This study compared ways student teachers in urban and suburban schools learned how to analyze school communities and create curricula that would affirm the diverse cultural backgrounds of their students. Ten student teachers participated in the study, six in an urban cluster site and four in a suburban cluster site. Participants attended a weekly seminar; kept journals in which they documented their practice, observations, and reflections; and developed lessons to teach about other cultures or strategies that addressed the diverse needs of their students. The six students in the urban cluster site all reported that they had a positive experience and increased interest in teaching in an urban school. The suburban cluster site did not provide student teachers much exposure to racial diversity, and the student teachers questioned whether they would be prepared to teach in an urban school. In the urban sites the student teachers focused more on developing strategies that met the needs… [PDF]

Shropshire, Stacey M. (1994). U.S. Immigration: Creating a Human Tapestry from Prehistory to the Present. Self-Directed Study Units for Grades K-3 and 4-8. The content of this book is divided into two complete units: unit 1 designed for K-3; and unit 2 for 4-8. Suggestions for adapting either of the levels to fit any individual classroom are included. The study unit provides opportunities for students to address aspects of immigration from historical perspectives, as well as examine future issues related to the topic. The unit emphasizes the use of higher-level thinking skills, and are interdisciplinary in content. Contains a three-page bibliography and learning center ideas. (EH)…

Coffey, Rosemary K.; Howard, Elizabeth F. (1997). America as Story: Historical Fiction for Middle and Secondary Schools. Second Edition. Intended for use with grades 5-12, this book offers 201 titles of carefully selected novels as an antidote to students' laments about history being boring–good historical fiction that animates the data found in textbooks. The book is an expanded and updated edition of an earlier publication and includes 86 new titles, as well as 40 titles recommended for advanced readers. Each entry in the book includes brief annotations, comments on what readers will learn about historical events, and suggestions for reports and activities. The book should be useful for librarians as an expert selection guide; for teachers as a tool to blend fiction into their curriculum; for homeschooling parents as assistance in lesson planning. The book contains an expanded section for eighth graders on the American Revolution and the Civil War. The stories in the book reflect the many cultures of America, including African Americans, Asians, Europeans, Latinos, and Native Americans. (CR)…

Hall, Tammy Watanabe; Roberts, Joyce (1995). Using Picture Books with Older Students. Book 2: Cultural Identity, Times of Pain, Times of Healing. 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. \Times of Pain\ looks at history to learn lessons in humanity and includes: (1) \My Hiroshima\ by Junko Morimoto; (2) \Rose Blanche\ by Roberto Innocenti; (3) \Now Let Me Fly\ by Dolores Johnson; and (4) \The Bracelet\ by Yoshiko Uchida. \Times of Healing\ observes the power of harmony, peace, and cooperation and includes: (1) \The Wall\ by Eve Bunting; (2) \Smoky Night\ by Eve Bunting; (3) \Sadako\ by Eleanor Coerr; and (4) \Let the Celebrations Begin!\ by Margaret Wild. \Elements of Cultural…

Goddard, J. Tim (1997). Learning To Teach Ethnoculturally Diverse Students: The Role of Teacher Educators. In Canada there exists a need to prepare the teaching force, which is primarily monocultural and monolingual, to work with an increasingly ethnoculturally diverse student population. This paper defines the term "ethnocultural," and presents three dimensions of ethnocultural knowledge that are essential to the ongoing professional and pedagogical development of preservice and inservice teachers. "Ethnocultural" has been chosen as a term that appears to incorporate all the facets that make up a person or a group. It encompasses ethnicity, or racial background, and the aspects of culture that include nuances of language, heritage, personal behavior, and self-identification, and it is free of the political connotations of the term "multiculturalism." Three key variables constitute the core meaning of the term: ethnicity, shared patterns of socially acceptable behavior, and language. Three dimensions of ethnocultural knowledge are required of teachers. These… [PDF]

Bishop, Rudine Sims, Ed. (1994). Kaleidoscope: A Multicultural Booklist for Grades K-8. NCTE Bibliography Series. Serving as a resource for K-8 teachers who wish to offer children books that reflect the cultural diversity of American society, this book presents annotations of nearly 400 books (published between 1990 and 1992) about African Americans, Asian Americans, Hispanic Americans/Latinos, and Native Americans. The annotated bibliography also lists books involving people and countries in Africa, Asia, South and Central America, and the Caribbean, as well as relevant books set in Mexico, Canada, or England. Also included are works that focus on interracial and intercultural topics, issues, and relationships. The book groups the entries according to 15 genres or themes: (1) Poetry and Verse; (2) the Arts; (3) Ceremonies and Celebrations; (4) People to Know and Places To Go; (5) Concepts and Other Useful Information; (6) Biography: Individuals Who Made a Difference; (7) History: The Way We Were; (8) Immigrants and Immigration: Coming to America; (9) Folktales, Myths, and Legends: Old and New;… [PDF]

Altamura, Marilyn T. (1993). A Multicultural Awareness Program To Improve Language and Thinking Skills to a Group of Language Deficient Preschool Students. This practicum project exposed seven preschool students with language deficiencies to multicultural experiences and strategies, resulting in improvements in both language and thinking skills. The children were included in a regular preschool program serving low-income families. The program was based on a multicultural awareness curriculum which utilized such teaching strategies as role playing, parental involvement, storytelling, puppet play, cooking, show and tell, and arts and crafts. Language enhancement activities included group size variations, field trips, microphone and tape recorder use, interactive communications, story drawing, picture and story captioning, multicultural literature, and use of big books as part of whole language activities. Vocabulary was introduced through concrete objects, stories, books, games, songs, and activities. This practicum report presents numerous ideas for multicultural learning activities, using the culture of a different geographic area as… [PDF]

Lutzker, Marilyn (1995). Multiculturalism in the College Curriculum: An Handbook of Strategies and Resources for Faculty. The Greenwood Educators' Reference Collection. This book is a guide to incorporating multiculturalism in college curricula and offers practical pointers and strategies as well as a collection of useful references. Part 1 contains specific, practical ideas designed to be useful to instructors in all disciplines. Chapter 1 examines objectives and priorities, the structuring of syllabi, and the use of appropriate language. Chapter 2 enumerates and discusses specific classroom strategies. Chapter 3 addresses the selection of topics for diversity-related student projects and methods of structuring those projects. Chapter 4 describes several specific formats for reporting student-research, reading, and thinking. Chapter 5 considers possible problems which might arise when introducing this material. Part 2 is devoted to information resources and research strategies that can assist the instructor in broadening the curriculum and in devising student projects. Chapter 6 provides an annotated list of sources, ranging from encyclopedias to…

Kirkland, Nancy C. (1992). British Literature: Increasing Relevancy for High School Seniors through Multicultural Augmentation. A practicum aimed to increase the relevancy (to the ethnically diverse students of contemporary classrooms) of the regular high school senior English course in British literature and composition by expanding the curriculum to include selections from countries (other than the United States) influenced by the British Colonial Empire. Using a thematic approach, works were selected to include writers representative of African, Asian, and Hispanic cultures. These additions were enmeshed into the regular canon of British authors. Learning styles and cooperative learning strategies were employed to promote cooperation and understanding within the classroom. The writing component was designed to foster self-exploration through interaction with the literature at a more personal level by means of personal essay, journal, letter, and portfolio writing. Group editing and sharing were encouraged. While the formal implementation period covered only a three-month period, the expanded syllabus…

Duran, Luisa (1993). Some Connections between Bilingual Education and ESL Programs. It is proposed that as both bilingual education (BE) and English-as-a-Second-Language (ESL) programs continue to define their specific philosophies more clearly, the definitions are beginning to overlap in significant ways. In differing degrees, they are beginning to understand and appreciate the complexity of dual language learning and teaching. First and second whole language theory and research are moving in the direction of integrating the two. BE and ESL's main point of intersection is in the student whose linguistic circumstances have required him to develop both English and another language, who may be in the majority in the near future. Both BE and ESL instruction aim at bilingual/bicultural development of language minority and language majority students. Areas for further consideration and research include the dual-language acquisition process, special cross-cultural or dual-cultural identity development, and implications of these issues for classroom instruction. (MSE)… [PDF]

(1992). Bridge the Gap–Literature: A Common Ground for Racial Understanding. This booklet of study plans was compiled to address racial issues in literature. The booklet contains study plans designed to elicit both the dialogue and the silence that racial understanding requires. Included in the booklet are the following: multi-cultural study for fifth-grade reading; literary study for general, remedial, and honors seventh-grade English students; study of selections from "Jubilee" for seventh-grade English students; a seventh-grade library project for Black History Month; a project of short story study designed to enhance eighth-graders' self-esteem; an oral history project for ninth-graders based on versions of Alabama history contained in "Jubilee;" study of Mary Ward Brown's "The Cure" and John Steinbeck's "The Pearl" for 10th-grade English students; study of Mary Ward Brown's "Beyond New Forks" for 11th-grade English students; "Jubilee" and career decisions for 10th-grade English students; plans… [PDF]

Elliott, RoAnne (1993). We: Lessons on Equal Worth and Dignity, the United Nations, and Human Rights. Educating for Peace Project. This document is a curriculum module on the theme of tolerance for upper elementary and middle school students. The lessons provide opportunities for students to develop knowledge about issues and events of intergroup relations, increase student awareness of the dynamics of intolerance, and help students build a framework for developing their thinking about these issues. The module is divided into five sections. Section 1 is an invitation for all teachers to reflect on a personal commitment to create a classroom where it is safe to discuss issues of tolerance, where all viewpoints are addressed and heard. A sample letter to parents is included. In section 2, "Language and Permission," students perform a skit, explore the challenges of defining tolerance, and reflect on the positive and negative power of words. This section is especially helpful in creating a classroom environment of trust. In section 3 students look at how hurtful racial and religious intolerance is,… [PDF]

Postiglione, Gerard A. (1998). State Schooling and Ethnicity in China: The Rise or Demise of Multiculturalism?. The education of ethnic minorities in China is explored, addressing issues that relate to state schooling, ethnicity, and development. Minority religions, which traditionally provided much of the education outside of the family, are tolerated increasingly officially, but not really recognized in state schooling. Language is another major challenge related to ethnic minority culture and schooling. There is a strong national call to use Chinese as the main medium in instruction, but in many cases efforts are being made to educate in minority languages. Although the provision of education for ethnic minorities has been increasing, most minorities are below the national average at all levels. This is especially true for women. The gap between minority achievement and that of the large Han group is also especially apparent in higher education. Since 1980, measures have been taken to increase the participation of minorities in higher education, but much remains to be done. A look at Tibet… [PDF]

Bergeron, Ann A. (1997). Jammin' with Shiva: Tradition and Transformation of the Dance in India. Fulbright-Hays Summer Seminars Abroad, 1997 (India). This paper is a basic resource that may be used as an outline for a curricular unit which is intended to be a comprehensive introduction to the Dance of India. Interwoven with the factual, historical, and descriptive material are observations, perceptions, and connections based on the author's experience in the Fulbright seminar in India. The conclusions, obviously from a Western perspective, could be used as a starting point for discussion and debate regarding current trends in Indian dance. The paper provides both historical and contemporary information on dance of India. Contains a glossary and a list of: Indian dance resources, audio/visual resources, and teaching materials available in the U.S.A. (Author/EH)… [PDF]

Orf, Thomas M. (1997). Contemporary Slums of India from a Geographic Perspective: A Three-Day College Unit. Fulbright-Hays Summer Seminars Abroad, 1997 (India). This paper contains a course outline for a teaching and learning unit to examine India's slums from a geographic perspective. Students in a college freshman and sophomore Human Geography class will discuss the problems and prospects of these slums. The unit is divided into three parts: (1) background information examining the slums from a contemporary geographic perspective while simultaneously discussing its relevance in a Human Geography class; (2) student activities involving critical thinking where students examine these characteristics of the slums through the use of role-playing; and (3) a slide presentation showing many of these slum conditions as they presently exist. Each part of the unit may be covered in one 60-minute class session. (EH)… [PDF]

Ashley, George (1997). Dalit Movements in India and Dr. B. R. Ambedkar: An Introduction and an Annotated Bibliography. Fulbright-Hays Summer Seminars Abroad, 1997 (India). This paper provides materials for a college level course concerning the peoples of contemporary India. The focus of the paper is on the dalits of India, those people formerly called untouchables, and efforts to improve their status. The outspoken advocate for the untouchable caste was Bhimrao Ramji Ambedkar (1891-1956). Born an untouchable, Ambedkar won scholarships to Columbia University in the United States and Oxford University in England and completed doctoral degrees in history and law. Ambedkar returned to India and founded a socialist style political party and eventually antagonized Gandhi and Nehru. This paper focuses on the legacy of Ambedkar and examines the changes in India's caste system over the years. The accompanying bibliography is arranged alphabetically with a brief annotation after each entry. (EH)… [PDF]