(1997). Who's New in Multicultural Literature Part Two (Rainbow Teachers/Rainbow Students). English Journal, v86 n8 p70-72 Dec. Describes the Multicultural Project at a high school in Colorado that uses literature by people of color in the 11th-grade curriculum. Presents brief descriptions of four Latino/a and five Native American writers and their works. Discusses the many ways the Multicultural Project has added to that school's American literature curriculum. (SR)…
(2004). Multicultural Reading. School Library Media Activities Monthly, v20 n9 p24-26, 41 May. Multicultural reading advocates believe in the power of literature to transform and to change people's lives. They take seriously the arguments that racism and prejudice can be lessened through multicultural reading, and also that children from undervalued societal groups who read books that depict people like themselves in a positive light will be more likely to develop a positive self-image. As the world in which we live increasingly requires cross-cultural interactions, it is also important that they be exposed to multiple perspectives on many subjects, that we \develop more democratic racial and ethnic attitudes and understand the cultural assumptions that underlie knowledge claims\. Library media specialists have long been involved in the selection of multicultural materials for their collections. Selection policies often mention exactly how and why such materials are collected. And there is good reason for their inclusion. Multicultural materials often balance the scale between… [Direct]
(1995). Teaching Peace: How To Raise Children To Live in Harmony–Without Fear, Without Prejudice, Without Violence. This guide presents a hands-on approach to teaching children the values that will help them live in today's changing world. Parents and teachers are given practical ways to combat prejudice and discourage hatred and violence. Part 1 discusses the roles of the home and family, focusing on conditioning for hatred and violence as it occurs through war toys, video games, and the mass media. A second chapter contains suggestions for evaluating the literature a child reads. Part 2 focuses on the school, with the section's first chapter devoted to the school climate and the need for a supportive setting. Growing up equal is the focus of the section's second chapter, with emphasis on gender fairness and equality. The third chapter of part 2 describes parent participation with teachers. Part 3 moves to encompass home, school, and the community, beginning with a discussion of multiculturalism in the community and the school, and an exploration of communicating across cultures. Many of the…
(1994). Women, Islam, and Pakistan: A Selected Annotated Bibliography. Fulbright-Hays Summer Seminar Abroad Project. This bibliography features selected books, book chapters, research projects, and journal articles, published between 1953 and 1994, about the social, legal, economic, educational political, and professional position of Muslim Pakistani women. Sixteen of the references are annotated. An additional 41 bibliographic references to other materials, not annotated, are included. (LAP)… [PDF]
(1997). Teaching Content Reading and Writing. Second Edition. Detailing the many ways that reading and writing interact with and support learning, this book is about the role of literacy in subject area learning. Three features of the book are designed to guide teachers' reflective thought and assist them in transferring ideas from the book to their teaching repertoire and classroom: "double entry journal" activities occur at the beginning and end of each chapter; the "How To Do" feature gives a step-by-step list of things to make a specific instructional strategy work; and "Building Tables" summarize critical information about how to apply and combine the instructional approaches in the book. Chapters in the book are (1) Literacy in Middle and Secondary Schools; (2) Literacy Processes: Thinking, Reading, and Writing; (3) Comprehension Instruction in Content Areas; (4) Vocabulary Learning in Content Areas; (5) Reading across the Curriculum; (6) Writing across the Curriculum; (7) Assessment of Student Progress in…
(1994). Higher Education Exchange 1994. Seven articles explore ways in which students, administrators, and faculty can initiate and sustain conversation about the public life they share, and about dealing with the multiculturalism of today's campuses. The articles are: (1) "Backing into the Future: Columbus, Cleopatra, Custer, & the Diversity Revolution" by Carlos E. Cortes, which examines issues of political correctness in the history curriculum; (2) "Moderating Excess: Monocultural Roots of Multiculturalism" by Benjamin R. Barber, which suggests that "honest multiculturalism" will acknowledge and explore its "monocultural roots"; (3) "Shredding the Race Card" by Eric Liu, who urges young people to extricate themselves from the 1960s agenda and create a new one for themselves; (4) "Political Correctness: On How To Begin the Discussion" by Manfred Stanley, who identifies a new "politics of empathy"; (5) "Community and Group Identity: Fostering… [PDF]
(1995). A Guide to Communicating with Asian American Families. For Parents/about Parents. The enrollment of Asian and Pacific Islander (API) students is increasing rapidly, so it is important for school personnel and community members to learn to communicate with API families. This guide describes how the backgrounds and cultures of the various API groups affect their attitudes and behavior. The three general ethnicities within the API community are Pacific Islanders, Southeast Asians, and East Asians. It is important not to generalize an understanding of one group to another. In general, however, APIs see teachers as professionals with authority over their children's schooling. They believe that parents should not interfere and may regard teachers who seek parent participation as incompetent. East Asians in particular value formal education and may place high expectations on their children. Language may be a barrier to many API children, and cultures pose many opportunities for misunderstanding. Good communication depends on respect for API cultural beliefs,… [PDF]
(1994). TRIBES: A New Way of Learning Together. Blending the fields of group process and cooperative learning; prevention and resiliency; learning theory; and school change into a comprehensive guide, this book describes the on-going development of the Tribes group process, whereby small learning groups are used to promote human growth and learning. A tribe consists of three to six students who work together each day throughout the school year. Through the process, students learn to use specific collaborative skills, and to reflect on both the interaction and the learning that is taking place. Tribes are formed on the basis of sociometrics to evenly distribute boys and girls, students of high and low peer acceptance, and ability levels. The book is divided in 12 chapters. The first chapter gives a brief description of the project and its implementation. Chapters 2 and 3 analyze the goals of the project and the principles and theories behind them. Chapters 4 through 6 describe ways of forming Tribe groups and making them work in a…
(1993). Appreciating Differences: Teaching and Learning in a Culturally Diverse Classroom. Hot Topics: Usable Research. Revised Edition. This publication presents information on and examples of how teachers and students can better communicate and learn in today's culturally diverse classrooms. The document begins with a quiz designed to help one examine one's beliefs about culture and foundations for those beliefs. The remainder of the document is divided into four sections. Section 1 provides an overview of cultural diversity and its impact on the nation's schools and addresses the critical role teachers play in facilitating effective learning in culturally diverse classrooms. Suggestions are offered for becoming more sensitive to culturally diverse student and community populations. Section 2 features programs and projects used successfully by teachers in addressing the needs of culturally diverse populations. Section 3 presents a compilation of structured strategies for developing cross-cultural awareness and sensitivity, and thematic activities and related resources. Section 4 provides selections of useful… [PDF]
(1991). Latino Immigrant Youth: Passages from Adolescence to Adulthood. Studies in Education and Culture, Volume 5. The passage from adolescence to adulthood of a group of young Latino immigrants, all of whom attended a Washington (District of Columbia) high school called the Multicultural Career Intern Program (MCIP) in the 1980s, is traced. Background and circumstances suggested that these youths were at-risk, but most made good use of their MCIP-related opportunities to rise from the poverty in which they lived when they arrived in the United States from war-torn Central America. The history of Hispanic populations in the District of Columbia is reviewed, and the effects of educational and career development programs on this population are explored. School ethnography and the role of schooling in acculturation are examined. The implications of public policy for advancement are considered, and the differing opportunities for women and men are considered. The chronological narrative brings these young adults from resettlement through schooling, work, and cultural and social integration in a…
(1992). Campus Trends, 1992. Higher Education Panel Report No. 82. This report focuses on changes affecting all colleges and universities, as well as changes affecting the following institutional types: two- and four-year public institutions and four-year independent institutions. Tables show the results of a survey of 411 colleges and universities concerning academic and administrative practices. Special emphasis is on financial circumstances facing American higher education. Campus administrators describe the short-term impact of recent financial constraints and also identify some potential long-term consequences. Other changes discussed are enrollment, curriculum, faculty hiring, and assessment activities. New information is also given on the use of mechanisms for reviewing academic programs and ensuring their quality. Among the findings are the following: (1) serious and widespread funding problems are present in higher education while enrollment is increasing, especially in response to changing workforce needs; (2) community colleges are… [PDF]
(1991). Culturally Responsive Pedagogy for the 1990s and Beyond. Trends and Issues Paper No. 6. The purpose of this trends and issues paper is to advance the search for creative solutions to the difficulties experienced by minority students and to draw attention to what teachers need to know and do in order to work effectively with a culturally heterogeneous population. Attention is given to the schooling of minority students in general, with an emphasis on the experiences of African Americans, Hispanics, and American Indians. The paper is divided into three major sections: (1) a review of themes that emerged from the literature (explanations for the differential achievement of minority students and culturally responsive pedagogy); (2) implications from the research for the assessment of beginning teachers; and (3) concluding remarks. The empirical and theoretical literature examined is highly critical of the educational system with regard to the teaching of minority children. This element is balanced by an equally strong commitment to instructional practices that will afford… [PDF]
(1992). Increasing Multicultural Understanding: A Comprehensive Model. Multiculltural Aspects of Counseling Series 1. This book sets forth a process for implementing effective education and counseling strategies for culturally diverse populations. In particular, it helps to identify characteristics of cultures, to make comparisons between the dominant culture and culturally different groups, and to develop strategies or interventions for students or clients. Key to this work is a model presented in the first chapter for understanding the role of culture in the life of the individual and for exploring ethnic differences. This model finds the individual at the center of concentric half circles surrounded first by family, community, culture, and global influences. In this model, self-awareness is fundamental as a first step toward understanding culture's role. The cultural influence circle contains concepts of acculturation, poverty, history of oppression, language and the arts, racism and prejudice, socio-political factors, child rearing practices, religious practices, family structure, and cultural…
(1993). A Field Guide for Literacy: Life Skills and Literacy for Adult Beginning Readers and ESL Students. Manual for Teachers and Tutors. This manual provides specific lesson plans for teaching life skills and literacy to adult beginning readers and English-as-a-Second-Language (ESL) students. It includes four curricular sections: Focus on Language Arts, Focus on Life Skills and Literacy, Focus on Holidays and Observances and Focus on Survival Math. A total of 95 topics are presented. Each topic includes the following elements: an introductory lesson for individual tutoring or classroom instruction, a follow up lesson specifically for individual tutoring and a follow up lesson appropriate for the literacy or ESL class. A total of 285 concrete lesson plans on topics relevant to the adult new reader or ESL student are contained in this guide. (Adjunct ERIC Clearinghouse on Literacy Education) (LET)… [PDF]
(1994). Cultural Diversity in Classrooms: What Teachers Need To Know. This paper emphasizes the significance of cultural diversity in American schools and its implications for the teaching and learning processes. Also highlighted is the importance of the realization that diversity is what makes the United States unique. The paper discusses the cultural dynamics of clashes and conflicts as well as of cooperation and cohesiveness in a school setting where different ethnic groups meet. A framework is provided for examining differences in world views; clashes in cultural values; culture-based preferences for learning environments; barriers due to cultural differences; learning style differences in cultures predicated on the philosophy that all students can learn, that students learn differently, and that students learn better when they are taught in their specific learning styles; historical hostilities and prejudice problems; cultural differences and alienation; and cultural taboos. The document concludes with a three-step model for culturally responsive… [PDF]