(1995). Balancing the Curricula in the Arts: The Caribbean Connection. Jamaica, Trinidad, and Tobago. This curriculum unit evolves from a 5-week study program to the Caribbean by cultural arts teachers from North Carolina. The program was designed: (1) to enhance educators' knowledge of the Caribbean influence on Western culture; (2) to understand the history of the Caribbean and its impact on the arts; and (3) to infuse this information into the current arts programs of public school and higher education. Fourteen participants, including classroom teachers and university arts professors, visited the island countries of Jamaica, the Republic of Trinidad, and Tobago. The unit offers 20 sample lesson plans that demonstrate the use of the cultural arts as a vehicle for promoting intercultural and global understanding, as well as a mechanism to enhance learning in other academic disciplines. The lessons are organized according to three themes that reflect collective impressions of the Caribbean arts. An overview lesson for the elementary level is "Introducing the Caribbean"… [PDF]
(1992). Helping Teens Stop Violence: A Practical Guide for Counselors, Educators, and Parents. This guide provides information and teaching strategies for adults to support young people who want to make choices and resolve conflicts using alternatives to violence. Although the material is primarily designed for teachers and counselors, the guide is designed to help assist all adults, especially parents. The premise of the book is that individual acts of violence are actually expressions of much broader patterns of social violence and that social violence is an expression of long-standing power imbalances between \have\ and \have not\ groups in society. To prevent violence or to intervene in it effectively, the guide asserts, people must turn their attention to rectifying the imbalances that motivate the violence. The guide is divided into six sections: (1) general issues for adults to consider in work with youth; (2) theory about age, gender, and race-related power imbalances which cause violence; (3) techniques for liberatory teaching; (4) a curriculum for teaching young…
(1996). Rings: Five Passions in World Art. Multicultural Curriculum Handbook. This curriculum handbook uses a discipline based art education (DBAE) approach, and includes lessons appropriate for use with students in grades 3-12. Five units address themes of universally experienced emotions: love, anguish, awe, triumph, and joy. Art exemplars are draw from among the international cultures represented in the High Museum of Art's exhibition, "Rings: Five Passions in World Art," which was presented in conjunction with the 1996 Cultural Olympiad in Atlanta, Georgia. Each unit contains three sections that address the unit theme through three diverse cultural images. Sections are similarly formatted to include: (1) an introduction that relates the presented image to the theme; (2) historical information "About the Work" and "About the Artist"; (3) "Main Ideas"; (4) "How the Four Disciplines Contribute to Our Understanding"; (5) "Connections to Other Areas of Study"; (6) "Vocabulary"; (7)…
(1997). A Kid Like Me across the Sea: A Look into the World of a German Child. Social Studies. Grades Kindergarten – Grade 3. Update 1997/1998. This packet is a primary/elementary instructional package targeted at grades K-3 with interest level extending to adult. The lessons of each topic draw heavily on interpretation of photographs and address the topics of physical and cultural geography, basic needs, community services and community helpers, transportation and communication, political symbols and migration of people. The materials focus on a comparative U.S./German perspective. Titles include: (1) "Germany in the World"; (2) "The People of Germany"; (3) "Neighborhoods and Communities in Germany"; and (4) "Political and Cultural Symbols of Germany." Numerous activities accompany each lesson with handouts and transparencies for use. There are 48 transparencies in this packet correlated to the topic areas. ERIC copy of the document contains photocopies of the transparencies. (EH)… [PDF]
(1991). Restructuring To Reclaim Youth at Risk: Culturally Responsible Pedagogy. This paper addresses the issue of multiculturalism in public schools and the role teacher education programs play in preparing teachers to create, implement, and evaluate curriculum and instruction responsive to the educational needs of diverse learners. Ethnographic interviews and observations were utilized to present a case study which investigates how teachers can restructure and develop a classroom where, regardless of a learner's background, the student's social, academic, and personal development are maximized. The case of Josefina Guzman, a teacher whose sixth grade classroom reflects culturally responsive pedagogy, describes Josefina's background and her conceptions of self/other, teacher/student social relations, knowledge, teaching methods, and interpretation of culturally responsible pedagogy which asserts the importance of students' individual identities. Ms. Guzman's model is supported by findings of the success of similar programs targeting excellence for minority and… [PDF]
(1994). Teaching Diverse Populations: Formulating a Knowledge Base. SUNY Series "The Social Context of Education.". This book presents current knowledge about teaching culturally diverse populations that are traditionally underserved in U.S. schools. Such ethnic minority populations include African Americans, Appalachians, Native Alaskans, Native Americans, and Latin Americans. Part 1, "Shaping a Vision for the Schooling of Diverse Populations," challenges many contemporary practices in education. Part 2, "Developing a Holistic View of Schooling for Diverse Populations," reviews the literature on the education of these ethnic minority groups. Part 3, "Taking a Closer Look at Schooling for One Sociocultural Group: African Americans," examines the literature and explores implications for this particular group. The following papers are included in the collection: (1) "Cultural Congruence in Instruction" (Kathryn H. Au and Alice J. Kawakami); (2) "The Purpose of Schooling for African American Children: Including Cultural Knowledge" (Joyce E. King);…
(1993). Exploring Culture. Final Report. This document reports on a project conducted to develop a curriculum to enable adult learners to explore their own and others' cultures while participating in reading, writing, math, English-as-a-Second-Language, or social studies course offered by adult basic education providers throughout Pennsylvania. The curriculum manual in this report consists of an instructor's guide and 10 packets of learner-developed cultural materials. Included in the instructor's guide are the following: suggestions for using the curriculum, an overview of the cultural packets, two model lesson plans for teachers to use in helping classes identify, explore, and document class members' cultures, and the 10 student-developed cultural packets in which students document their own cultures through their own writings and art. Each of the 10 packets deals with the cultures of one of the following groups: West Philadelphians; homeless people; persons in recovery; Black women; grandmothers, mothers, daughters, and… [PDF]
(1986). Internship and Foreign Language Training: Blending Academic Study and Extra-Academic Experience. Student experiences in an exchange program linking the University of Hawaii and the Graduate School of Business in Lyon, France illustrate the positive impact of foreign internships. The students were enrolled in internship programs in travel industry management. The reports written by the students reveal that the experiences have affected the students' motivation to expand and perfect their skills in the foreign language, their understanding of the relationship between language and culture, and their view of comparative business practices. All participants appeared to be better able to adopt a case study approach and participant-observer perspective than their counterparts who did not have a foreign internship, and they seemed to develop a sense that the whole language/culture complex assigns values on the basis of internal rather than external relationships, making them more sensitive employees in the future. (MSE)…
(1988). Integrating Mathematics with the Study of Cultural Traditions. The educational failure of ethnic minority children in the industrialized countries has persuaded some educators of the need to incorporate multicultural perspectives into the mathematics curriculum. All societies have developed mathematical practices appropriate to their daily lives and cultures, an area of mathematics known as \ethnomathematics.\ Benefits of incorporating students' cultural background into the mathematics program include the following: (1) increased self-esteem on the part of language minority children; (2) increased interest when instruction is related to daily life; and (3) appreciation of different ways of thinking. Impediments to combining multicultural aspects with the mathematics curriculum include the following: (1) lack of materials, (2) inadequate teacher training; (3) stereotypic views of what constitutes a \proper\ curriculum; and (4) overemphasis on student performance on standardized tests. A list of 11 references and an illustration of an African… [PDF]
(1986). Minority Community Mental Health Training: Analysis of an Educational Experiment. P/AAMHRC Monograph Series, No. 4. This monograph analyzes an experimental program that ran from 1976 to 1980 to train Pacific/Asian American social work students in community mental health. The students, who were awarded stipends, were recruited from three associate in arts programs in human services and from two universities that offered both bachelor's and master's programs in social work. Like many other minority community-based training programs in mental heath that emerged in the late 1960s and 1970s, this educational experiment was closely linked to the development of the community mental health movement and to social change in Pacific/Asian communities. Two sample surveys were conducted for the study, one of the students, and the other of the staff, council members, and field work supervisors of the center. Files and records of the center were examined and a number of individuals were interviewed intensively. Chapter 1 presents a historical survey of the development of the community mental health movement….
(1981). Contemporary Issues Reader One: A Humanistic View of Diversity and Commonality in the Tribal and American Indian Community. This volume is a collection of articles by American Indian educators, counselors, and administrators who seek to record the transformation of oral traditions into literate through the use of the written word. A variety of topics are discussed within broad frameworks, from the humanities to the highly technical. "Indian Learners and Public Education Policy" (D. Beaulieu) addresses issues and options by examining the roles of public agencies and tribal governments. "The Tribal Community and an Academic Philosophy" (R. V. Dumont, Jr.) examines curricular models. "History and Indian Leadership" (W. E. LaMere) discusses Indian values, identity, and treatment to trace management problems. "Tradition in a Contemporary Setting: Sentimentality or Spirituality" (E. Savilla) juxtaposes negative and positive viewpoints of traditional beliefs and practices. "Corporate Formation and Organizational Development in the Boys Club" (R. G. Archiquette)…
(1981). Disadvantaged Pupil Program Fund (DPPF) Evaluation Reports, 1980-81. These descriptive and evaluative reports examine fifteen program components implemented under the Disadvantaged Pupil Program Fund by the Cleveland, Ohio public school system beginning in 1966. The following programs are discussed: (1) classroom support program; (2) communication skills improvement project; (3) computer assisted instruction in mathematics; (4) Latin American cultures project; (5) improvement of school community skills and relationships; (6) job development project; (7) kindergarten reinforcement project; (8) motivational cultural experiences; (9) pilot projects; (10) production workshop project; (11) reading impact project; (12) reinforcement science skills project; (13) residential environmental classroom; (14) building safety and security; and (15) upward reach project. Each report cites the purposes, objectives and outcomes of the program, with recommendations for future improvements. Appendices include lists of schools participating in each program area;…
(1981). Bilingual Education and Affective Outcomes: The Past Ten Years and the Mexican American Experience. A review of research literature on whether Spanish bilingual, bicultural programs enhance self-concept and whether any relationship exists between enhanced self-concept and improved academic achievement also describes research problems and potential solutions. Theories of importance of self-concept as a determinant of achievement, particularly with minority/bilingual students, are briefly covered. Research findings are presented on whether self-concept improvements lead to improved achievement (result: self-concept and achievement appear so interdependent that precise relationships are difficult to distinguish) and whether bilingual programs enhance self-concept of Mexican Americans, as well as whether Mexican American students need to have their self-concepts enhanced (results: effects of bilingual programs in improving self-concept have been mixed; Mexican Americans do not have poor self-concept). Problems contributing to the mixed results are listed: lack of agreement on… [PDF]
(1974). Human Relations Guide I: Inter and Intracultural Education. K-12. Curriculum Guide No. 39. This guide is intended to assist the educational system with curriculum in the area of racial minorities. It was developed by the Minnesota State Department of Education and provides guidelines for developing a K-12 curriculum in intercultural and intracultural education with attention to four designated minority groups in the state: American Indians; Black Americans; Mexican Americans; and Asian Americans. Thirteen goals for human relations are outlined along with a brief explanation of them. Student objectives and instructional activities are outlined for each goal. Under each goal are objectives and activities for primary, intermediate, junior high, and senior high school age groups. This is followed by a brief history of the four ethnic target groups in the state. Lengthy appendices discuss the legislative record on Civil Rights in Minnesota, demographic data on minority groups in the state, other Minnesota human relations curriculum guides, periodicals, books, and articles… [PDF]
(1999). The Compelling Need for Diversity in Higher Education. The Center for Individual Rights (CIR) represented three white applicants who brought the two lawsuits, "Gratz, et al., v Bollinger, et al., No. 97-75231 (E.D.Mich.)" and "Grutter, et al. v. Bollinger, et al., No. 97-75928 (E.D. Mich.)," against the University of Michigan. These lawsuits challenge as unlawful the University of Michigan's policy of considering race as one of many factors in the process for admissions to the College of Literature, Science and the Arts, and the Law School. The University of Michigan brought together a team of leading scholars to serve as its experts in these cases to establish the basis for the University's argument that there is a compelling need for diversity in higher education. Thomas Sugrue of the University of Pennsylvania describes the important role that race continues to play in modern American society. Eric Foner of Columbia University (New York) describes the history of race relations through the lens of the…