(1997). Stanford Revisits the Course That Set Off the Culture Wars. Chronicle of Higher Education, v43 n35 pA10-A12 May 9. Debate over the Stanford University (California) freshman humanities requirement, hailed by some as the birth of multiculturalism, by others as the death of the Western canon, has been rekindled as Stanford reconsiders its curriculum. Some consider possible changes a political, not academic, action. Reformers favor focusing on development of critical- thinking skills over surveying the history of civilization. (MSE)…
(1994). Rejoicing and Despairing: Dealing with Feminist Pedagogy in Teacher Education. Teaching Education, v6 n2 p59-69 Sum-Fall. Describes how one university professor uses feminist pedagogy to empower students while still affirming her authority. After providing background about one course that uses feminist pedagogy, the paper highlights two aspects of feminist pedagogy (consciousness raising about diversity and understanding differences that she and the students bring to the classroom). (SM)…
(1995). The Social Studies Conceptual Dilemma: Six Contemporary Approaches. Social Studies, v86 n3 p134-40 May-Jun. Maintains that, over the past 50 years, social studies educators have suggested a number of conceptual pathways for approaching their area of academic study. Presents six models: (1) cultural transmission; (2) social action; (3) life adjustment; (4) discovery; (5) inquiry; and (6) multiculturalism. (CFR)…
(2000). How Reading and Writing Literacy Narratives Affect Preservice Teachers' Understandings of Literacy, Pedagogy, and Multiculturalism. Journal of Teacher Education, v51 n1 p63-76 Jan-Feb. Discusses how to prepare teachers to educate diverse learners engaged in multiple and new literacies, describing a graduate course that introduced language, literacy, and culture. Data from students' writings, reading logs, reading responses, and final papers on literacy and pedagogy indicated that reading and writing literacy narratives was a positive experience, fostering multicultural understanding and complex conceptions of literacy. (SM)…
(1995). Les eleves sourds: Style cognitif et education bilingue/biculturelle (Deaf Students: Cognitive Style and Bilingual/Bicultural Education). This study, reported entirely in French, investigated reasons for deaf secondary students' delay in acquisition of reading skills. The study examined relationships between the students' individual cognitive styles, use of Quebec Sign Language, reading in French, and reading strategies. Subjects were 24 students enrolled in one school, paired in a treatment group of 12 and a control group of 12. An analysis of pretests in the four areas of concern (cognitive style, sign language, reading skills, reading strategies) suggests that deaf students have a common cognitive style characterized by thought that is simultaneously non-verbal, global, intuitive, emotional, concrete, and analogical. Based on these findings, interventions were used in the treatment group to develop skills in each area. Results are presented for the two groups, and three case studies are elaborated; the latter are found to provide additional insight into the learning difficulties of deaf students, particularly… [PDF]
(1994). Literacy as a Gendered Social Practice in Two Bilingual Classrooms. This study contributes to the elaboration of a sociocultural perspective on literacy by considering the role of gender in shaping students' participation in literacy activities in school. The project aims to illuminate the way in which gender expresses itself in and helps to shape the nature of children's literacy acquisition across different activity settings in two bilingual, elementary classrooms, as well as to examine the contexts in which gender is not salient as an organizing schema. Open-ended research questions were designed to address the following: (1) How does gender express itself through literacy, and literacy through gender, across diverse contexts for literacy learning in school? (2) In what ways is gender most salient in relation to literacy in these classrooms? How is gender expressed? (3) In what ways, and in what settings, is gender not salient? (4) What factors appear to contribute to these spaces of gender blindness? and (5) In what ways are within-gender… [PDF]
(1996). Arteacher, 1995-96. Arteacher, 1995-96. The official publication of the Michigan Art Education Association (MAEA), this journal serves as a forum for its members to express and share ideas, for the promotion of art education at all levels and for all ages. Issues focus on specific themes, have reprints of conference keynote speeches, and feature regular departments, including: elementary, middle school, and high school divisions news; and the "MAEA Directory" of officers. (DQE)… [PDF]
(1996). Anti-Racist Education Project: A Summary Report on the Extent of Implementation and Changes Found in Wards 11/12 Schools: 1991-92 to 1994-95. No. 223. This report documents how a family of elementary schools in Wards 11 and 12 of the Toronto Board of Education (Ontario, Canada) have carried out their plans for the antiracist education (ARE) mandated by the school board between 1991-92 and 1994-95. Results, based on a variety of data collection methods, reveal areas of accomplishment and challenges still to be met. Among other sources of data were surveys of: (1) 213 parents of students in grades 3 through 8 in 1994-95; (2) 155 teachers in 1992-92 and 71 in 1994-95; (3) 625 students in grades 3 through 8 in 1994-95; and (4) 1,169 elementary school students in 1991-92. Findings indicate that teachers have succeeded in validating the racial and ethnic backgrounds of the students and that curriculum materials have become more reflective of the student population. Racial incidents reported by principals and students have declined during the study period. In addition, teachers have become more willing to acknowledge that racism exists… [PDF]
(1995). Improving Racial and Ethnic Diversity and Campus Climate at Four-Year Independent Midwest Colleges. An Evaluation Report of the Lilly Endowment Grant Program. In 1990 the Lilly Endowment committed $6 million to a competitive grants program for four-year independent Midwest colleges interested in enhancing racial and ethnic diversity and building a more inclusive community within their institutional settings. The initiative aimed to improve the overall campus climate, to increase the number of racial minority graduates, and to provide a higher degree of fulfillment for minority students. The Endowment funded 40 programs, 30 of which were included in this evaluation. Formative and summative evaluations were conducted. Site visits were made to 10 campuses, and a questionnaire completed at each campus provided other evaluation information. In the area of curriculum revision, schools had success with single courses for all students, making changes in specific courses, and bringing people from off-campus to teach courses. Co-curricular changes were brought about most effectively through single-event programs that involved many elements of the… [PDF]
(1993). The Development of Social Communications Curricula: A Proposal and a Resource Compendium. The difficulties of social complexity in discipline in large urban schools and other multiethnic schools may be treated as a resource for curriculum. This paper describes social communications curricula, strategies for their development, their usefulness particularly in large multiethnic urban schools, and a list of resources. The first of three parts discusses the rationale for social communications curricula, arguing that there can be such differences in cognitive ordering of shared experiences and differing expectations for and perceptions of behavior that social communications instruction can help students to cross cultural boundaries to deal with others who think differently from themselves and to help students benefit from school. The second part includes an abstract of some skills that may be developed within urban and multiethnic public schools including content and knowledge learning experiences, understandings derived through combinations of content learning and simulation… [PDF]
(1994). Making Choices about Conflict, Security, and Peacemaking Part I: Personal Perspectives. A High School Conflict Resolution Curriculum. Field Test Version. This document presents a variety of materials for classroom use to address the issues of conflict, security, and peacemaking. Designed for high school, the lessons are presented from a personal perspective and intended for several learning environments, including: (1) integration into traditional courses; (2) self-contained one to two week units; (3) interdisciplinary units in the humanities; (4) a year's thematic focus; (5) a learning strategy approach; (6) a skill-centered approach; (7) schoolwide conflict resolution programs; and (8) conferences, schoolwide projects, and special events. The topics featured are: (1) "Introduction"; (2) "Security in Your Life" (8 activities); (3) "Dealing with Differences" (12 activities); (4) "Exploring the Nature of Conflict" (11 activities); (5) "Resolving Interpersonal Conflict" (11 activities); (6) "Dealing with Anger and Violence" (13 activities); (7) "Perspectives on War and…
(1987). The Vietnamese in America. In America Series. The history of Vietnamese immigration to the United States is traced, and contributions Vietnamese immigrants have made to the United States are reviewed in this book which is part of a series for children. Most Vietnamese immigrants came in the wake of the Vietnam War, making them among the recent immigrants to the United States. Determination, hard work, and a belief in the importance of education are making them successful in a culture so different from their own, and the notable Americans of Vietnamese descent whose accomplishments are traced will be joined by many others. Vietnamese children in United States schools may find a conflict between the traditional ways of instruction in Vietnam, where the authority figure of the teacher is always right, and the American system that tries to teach children to think for themselves. English and Vietnamese differ greatly, and learning the language is very difficult for the immigrant. Nevertheless, many young Vietnamese have adapted well…
(1993). The Multicultural Student's Guide to Colleges: What Every African-American, Asian-American, Hispanic, and Native American Applicant Needs To Know about America's Top Schools. This guide offers in-depth profiles of most of the country's top schools and seeks to fill the void left by other college guides by providing information that will allow students of color to make wise and confident college choices. Information was provided by admissions offices and students at each of the more than 200 colleges profiled. Categories are not an exact measure of diversity, but they give a sense of whether the school puts a premium on creating a diverse community and intellectual life and the extent to which it is successful. Statistics include information about costs and aid, applications procedures, enrollment and percentages of non-white students, retention rates and support services, and ethnic studies programs and activities. Information is provided about the racial composition of faculty and the teacher-student ratio, as well as recent non-white speakers who have appeared on campus. A list of predominantly black colleges is attached. (SLD)…
(1998). Adult Education for All. Minority and Indigenous Communities at CONFINTEA V (Hamburg, Germany, July 14-18, 1997). Seminar Report. Ten themes were explored at the Fifth World Conference on Adult Education: (1) adult learning and democracy; (2) improving the conditions and quality of adult learning; (3) ensuring the universal right to literacy and basic education; (4) adult learning, gender equality and equity, and the empowerment of women; (5) adult learning and the changing world of work; (6) adult learning in relation to environment, health, and population; (7) adult learning, culture, media, and new information technologies; (8) adult learning for all; (9) the economics of adult learning; and (10) enhancing international cooperation and solidarity. Some 1,500 government and nongovernmental organization representatives, adult education researchers, and practitioners took part in the conference. Issues of concern identified by the participants in the conference and the minorities working group included the following: civic education of majority, heterogeneous, and minority communities; curriculum reform;…
(1994). 450 More Story Stretchers for the Primary Grades: Activities To Expand Children's Favorite Books. This book emphasizes the reading process by suggesting effective ways to read with children, to engage children as thinkers, and to model the processes of studying a text. The book's "story stretchers" are a means to extend children's enthusiasm for stories and to better connect children's books and teaching ideas with other areas of the curriculum. The book incorporates more children's books that focus on science, environmental issues, ecosystems, endangered species; more books suitable for multicultural and social studies; and more books related to literature studies. It contains 18 units or themes with 5 focus books per unit. Each focus book has read-aloud suggestions for the book and 5 story stretchers per book, for a total of 90 read-aloud suggestions and 450 story stretchers for 90 different children's books. For each of the book's 18 themes, the books selected are "stretched" into different centers, activities and areas of the curriculum, including art,…