(1990). The Enculturation of BoMee: Looking at the World through Deaf Eyes. Journal of Childhood Communication Disorders, v13 n1 p63-71. This paper presents a cultural model of deafness, describing the experiences of a deaf child as enculturation into a deaf world. The implications of this view on social, cognitive, and linguistic development are explored through description of BoMee, an adopted Korean deaf child being raised in a multilingual, multicultural environment. (Author/JDD)…
(1993). Universities as Good Neighbors for Ethnic Communities. Equity and Excellence, v26 n1 p46-51 Apr. Describes how urban universities can strengthen their linkage with culturally diverse communities and contribute to the health of local neighborhoods. Increased dialog and coordination of efforts can result from community outreach, university examples of diversity, and the support of research on multicultural issues. (SLD)…
(1993). A Whole-Language Base for Theme Studies in the Social Studies Curriculum. International Journal of Social Education, v8 n2 p52-65 Fall. Asserts that the whole-language approach is a philosophy of learning in which children construct knowledge by actively engaging in classroom projects that have real meaning for them. Describes thematic studies using a whole-language approach in which children (with teacher assistance) decide what themes will be studied. (CFR)…
(1993). Networks: Linking Teachers as Learners and Leaders. Teaching Tolerance, v2 n2 p50-53 Fall. Samples teacher networks for common purposes and shared projects, focusing on the role and accomplishments of the National Coalition of Education Activists; the National Writing Project; Rethinking Schools; and Educators for Social Responsibility. Throughout the country, teachers express their needs for professional community. (SLD)…
(1993). Invitations to Celebrations. Children's Literature. Social Studies and the Young Learner, v6 n2 p20-22,26 Nov-Dec. Maintains that social studies teachers have used the traditions associated with civic and religious holidays to teach about historical events and culture. Asserts that holidays are becoming more culturally diverse. Presents a bibliographic essay including recommended children's literature on both religious and secular holidays. (CFR)…
(1993). "Coolin": The Psychosocial Communication of African and Latino Men. Urban League Review, v16 n2 p33-44. Explores the relationship between Latino "machismo" and the "cool pose" of the African-American male. It is suggested that both masculine postures can be used to design empowering psychological interventions in clinical, community, educational, and policy areas. Positive features could be used in curricula of diversity. (SLD)…
(1998). "I Wish I Could Have Been There Dancing with You": Linking Diverse Communities through Social Studies and Literature. Social Studies, v89 n1 p25-29 Jan-Feb. Profiles the Indiana Exchange Project, an endeavor that uses technology to link fourth-grade teachers and students from three geographically and ethnically diverse communities. The students exchange letters, photographs, response journals, local newspapers, and videotapes of classroom and community activities. Includes an example of a summary sheet for a shared unit. (MJP)…
(1996). Diversity and Trade Books: Promoting Conceptual Learning in Social Studies. Social Education, v60 n4 p208-11 Apr-May. Argues that literature-based social studies provide personal perspectives for examining essential social studies concepts and generalizations. Includes lesson sequences utilizing trade books to teach about poverty, hope, and involuntary relocation for primary, middle, and secondary school students. Briefly describes the books mentioned and includes extension activities. (MJP)…
(1996). Using Trade Books to Teach Middle Level Social Studies. Social Education, v60 n4 p223-26 Apr-May. Provides a more in-depth look at selected historical fiction from the "1995 Notable Trade Books in the Field of Social Studies." Includes learning activities for middle school students constructed around several of the books. The historical works address diverse subjects such as the African American experience and World War II. (MJP)…
(1995). The Image of Africa in Our Classrooms. Social Studies, v86 n6 p245-47 Nov-Dec. Argues that the media portrayal of Africa remains highly selective, focusing almost solely on negative and violent stories. Positive stories (local initiatives, political reform) go unreported as does much of the Western powers involvement in famine and destruction. Includes a list of sources on African current affairs. (MJP)…
(2003). Changing Attitudes over Time: Assessing the Effectiveness of a Workplace Diversity Course. Teaching of Psychology, v30 n3 p236-239. Diversity is increasing within the United States, and higher education will likely play a key role in preparing people to function in this new environment. This study assessed the effectiveness of a semester-long psychology workplace diversity course at changing student levels of ethnocentrism and attitudes regarding gender roles; the disabled; gays, lesbians, and bisexuals (GLBs); racial minorities; and the elderly in the workplace. The results indicated that the course had a positive impact on the perceived equality of gender roles; improved student attitudes toward the disabled, racial minorities, and GLBs at work; and increased intercultural tolerance…. [Direct]
(1992). Diversity in Higher Education: Challenges and Opportunities for the Next Decade. This speech argues the need for higher education to respond to the challenge of diversity as well as the opportunity to create institutions wedded to the belief that multiculturalism and diversity are prerequisites for excellence in the 21st century in American society. It is noted that current educational programs, particularly in elementary through secondary school, are not serving all the students within the American educational system. It is argued that higher education institutions must create a sense of community that is conducive to education, retention, and success of all students, but there has been a failure to respond to the increasingly culturally diverse student population and the related need for minority faculty. Two challenges are proposed. The first is how higher education relates to the demographic shifts in the population, in light of the hysteria and emotion of the general society and the associated political interests. The second is how U.S. education in the…
(1980). Using a Native American Language as a Classroom Teaching Tool: Teaching Shoshoni Poetry. Children responded enthusiastically to a program that used Shoshoni poetry songs to teach some concepts about human languages in general. Twelve children (four Caucasian, eight Native American) in grades 1-3 and their parents met for four 1-hour sessions. The lessons focused on the sound, meaning, and word order of the Shoshoni language; Shoshoni poem songs; Shoshoni instruments; and American Indian rituals. Participants studied four specific Shoshoni poems: Furry Wolf, Our Pet Yampa Dog, My Creation, and What Our Mothers Have Prepared. Participants successfully compared the English and Shoshoni alphabets, learned the meanings of the four poetry songs, learned to sing and dance the songs, made drums and necklaces, and held an honor dance and give away for two children. The children readily learned Shoshoni pronunciation and particpated eagerly in the classes, as did many parents. For each poem, the project report includes the Shoshoni poetry, a free English translation, a text…
(1974). Preview: Evaluation of the 1973-1974 Bilingual/Bicultural Project. Formative Evaluation Report. The formative report provided the Austin Independent School District personnel with information useful for planning the remaining activities for the 1973-74 Bilingual/Bicultural Project and the activities for the 1974-75 Project. Emphasis was on what had been done to evaluate the 1973-74 Project, the data which was or would be available for the Project, the status of various programmatic activities, and available data in the special concern areas, i.e., material acquisition, inservice workshops, staff in-school visitations, and teacher/principal/parent input into planning. No data was obtained for the formal testing conducted since the pre- and post-testing had not been completed. Findings included that: the profitability of student interviews in evaluating a bilingual project was being investigated; all teachers in Project elementary and junior high schools had been administered a questionnaire in October 1973 and again in March 1974; although the 1973-74 Project used the Prueba de… [PDF]
(1979). [Bilingual Bicultural Curriculum for Mathematics: Grade Three.]. Designed to assist bilingual teachers in providing a coordinated program of studies for students in the Connecticut Migratory Children's Program and others whose native language is Spanish, this bilingual-bicultural mathematics curriculum guide for third grade is one of a series for preschool through fifth grade. The overall focus is on Puerto Rican history and culture, placing development of skills within the context of the experience and social identity of the child. A sequential approach is utilized. The guide contains eight units, related to those in the other third grade guides: Connecticut, Puerto Rico, Latin America, Europe, Asia, Eskimos, American Indians, and Africa. Appropriate skills are presented in each unit; for example, the skills in the Asia unit are: regrouping once in addition and in subtraction; identifying value of U.S. coins, combining coins, and computing their sum; making change for $1.00; writing money using dollar sign and decimal notation; applying money…