(1994). The Blue Pages: Resources for Teachers: from "Invitations." Updated, Expanded, and Revised. Organized with integrated teaching in mind, this book offers separate, annotated listings of resources for teachers, recommended literature by grade level and topic, multicultural book lists, and practical material for classroom use. The book represents an updated, expanded and revised section of a 1991 book, "Invitations: Changing as Teachers and Learners K-12," which shared educators' experiences in moving toward whole language and more authentic teaching, learning, and evaluating. The first section of the "Blue Pages" presents annotations of over 500 professional books (almost all published after 1991), journal articles, themed journals, journals, newsletters, and literacy extension resources (organized by subject area) that can support teachers in continued professional growth in teaching and learning. The second section presents annotated lists of recommended literature arranged by grade level (K-12) and supplemental lists (on topics such as wordless books,…
(1995). Children of Minorities: Deprivation and Discrimination. Innocenti Insights. This collection of essays, condensed from papers presented at a meeting organized by UNICEF's International Child Development Centre on"Discrimination against Children and Families of Minority Groups and Indigenous Peoples," (Florence, Italy, February 1994) focuses on discriminatory situations of indigenous and minority groups. Innovative approaches to the problem of discrimination are highlighted. The lack of research in this area is discussed, along with ideas for further study. The following chapters are included: (1) "Children: Victims and Symbols" (Paolo Basurto); (2) "Children and Families of Minority Groups" (Rodolfo Stavenhagen); (3) "Panel 1–So What Is New?"; (4) "Gypsy and Traveller Communities" (Jean-Pierre Liegeois); (5) "Children of Immigrants" (Paolo Chiozzi); (6)"Different Equalities: Intercultural Education in Italy" (Donato Lodi); (7) "Panel 2–The Monitoring Process and the Case of…
(1991). Images of Conflict: Learning from Media Coverage of the Persian Gulf War. A Media Literacy Workshop Kit. This workshop kit consists of: (1) 30-page "Leaders Guide and Handout Masters"; (2) 12-minute videotape, "Lines in the Sand"; (3) special 24-page issue of the journal "Media & Values" on the theme "The Media: in War and Peace"; and (4) an 8-page booklet on the basics of media literacy, "From Awareness to Action: Media Literacy for the '90s." The kit is designed for a two-part study of the role of media in society by using the coverage of the Persian Gulf War as a case study. By using background materials, specialized exercises, action suggestions, and analytical frameworks, this kit provides the tools viewers need to understand the media's continuing role in society and explore implications of that role for the citizen. The two sessions focus on: (1) "The Right to Know: How the Pentagon Managed the Media"; and (2) "Us Against Them: How the Media Create Enemies." Student materials, handouts, background…
(1992). Teaching about Genocide. A Guidebook for College and University Teachers: Critical Essays, Syllabi, and Assignments. This guidebook is an outgrowth of a 1991 conference on \Teaching about Genocide on the College Level.\ The book is designed as an introduction to the subject of genocide to encourage more teachers to develop new courses and/or integrate aspects of the history of genocide into the curriculum. The book is divided into two parts. Part 1, \Assumptions and Issues,\ contains the essays: (1) \The Uniqueness and Universality of the Holocaust\ (Michael Berenbaum); (2) \Teaching about Genocide in an Age of Genocide\ (Helen Fein); (3) \Presuppositions and Issues about Genocide\ (Frank Chalk); and (4) \Moral Education and Teaching\ (Mary Johnson). Part 2, \Course Syllabi and Assignments,\ contains materials on selected subject areas, such as anthropology, history, history/sociology, literature, political science, psychology, and sociology. Materials include: \Teaching about Genocide\ (Joyce Freedman-Apsel); (2) \Destruction and Survival of Indigenous Societies\ (Hilda Kuper); (3) \Genocide in… [PDF]
(1994). Three Ethnic Specific Schools in the Twin Cities: Making Desegregation a Choice?. CURA Reporter, v24 n2 p1-8 Jun. This report is the result of a 2-year study of three ethnic specific schools in Minneapolis and St. Paul (Minnesota). Key informants and public policy makers were interviewed during the first year of the study. In the second year, the parents and teachers at the three schools were both surveyed and interviewed. In all three schools, a sense of accomplishment and anticipation of continued progress characterized the end of the first 2 years. In each case, establishment of the school was a product of community politics. The sense of community, the conscious incorporation of the community's values, and the conceptualization of school and community as synonymous are important aspects of all three schools. Information gathered in the study provides no evidence to categorically support or refute criticisms that ethnic specific programs are incompatible with multiculturalism. The future of ethnic specific schooling raises provocative social, ethical, and political questions facing American… [PDF]
(1993). The Somalis: Their History and Culture. CAL Refugee Fact Sheet Series, No. 9. This booklet is a basic introduction to the people, history, and culture of Somalia. It is designed primarily for service providers and others assisting Somali refugees in their new communities in the United States. Somalis have a long tradition of going abroad to work or study, and today, about 1 million Somalis live scattered around the world. The first Somalis came to the United States in the 1920s, and their numbers increased gradually, with a greater increase in the number of refugees in the 1980s, and a larger number arriving in 1990 as a result of the Somali Civil War. The discussion traces the history of the nation and comments on its land and social structure, as well as gender roles and culture. Before the Colonial Era, Koranic schools provided traditional Islamic education in Somalia. Western-style education came in the Colonial Era, with British and Italian influences predominating. Somali did not exist in a written form until 1972, and Somali than became the language of… [PDF]
(1995). "My Trouble Is My English": Asian Students and the American Dream. Examining the learning experiences of four Laotian students at a mainstream secondary school, this book describes and interprets the students' learning situations and reveals their perspectives along with those of their teachers. The book introduces readers to the Savang family, refugees who left Laos. The book also shows how open journal writing assignments began to tap the rich stories this family had to tell. The book provides information on how students with different cultural backgrounds and learning styles react, behave, and learn in a classroom and how teachers can use that knowledge to create a community of learners. The first chapter provides background on the four siblings: their family and life in their home country, in their refugee camps, and in the United States. Chapter 2 of the book describes the four adolescents and their general situation at school. Chapters 3 though 6 are case studies of the four with a focus on their reading and writing experiences at school. The…
(1994). Applied Research of the Effects of Classroom Instruction on Racial Stereotypes. This paper discusses a study based on current research and literature regarding racial stereotypes in children. The primary purpose of the study was to investigate the effects of social studies instruction on existing racial stereotypes and on the development, if any, of new stereotypes. It was hypothesized that the described instructional program would contribute to the dispelling of existing stereotypes as well as to the prevention of new stereotypes. Thirty subjects, ages 7 through 9, participated in this study. All the subjects spoke Spanish as a primary language, but while all of the subjects in this study were of Hispanic origin, the school setting contained a diverse ethnic population. Each subject was administered a pretest independently to collect baseline data for the entire class, as well as subgroups within the class. During a 3-week instructional program anecdotal records were kept that included student responses in discussions and teacher observations of student… [PDF]
(1990). Teaching Civic Identity and Civic Writing in the Information Age. Given the increasingly multi-ethnic school population and the lack of democratic political traditions in many students' cultural backgrounds, new ways to educate for citizenship are essential. The paper recommends developing multidisciplinary approaches to teaching civic identity and civic writing. It describes how a New Jersey school district introduced civic writing activities directly linked to local history and community issues, combining public and individual experiences with high school student commitment. The planning team agreed that the English, social studies, and science departments would work cooperatively to assess student research writing. They considered: topics that would address ways to build a sense of community within the student body; ways to develop participatory and responsible civic behavior; and methods of teaching skills, values, and attitudes to prepare students for the future. The multidisciplinary themes they chose were environmental issues, local…
(1994). Multicultural Teaching Strategies for Simplifying Mathematical Concepts and Principles. Educators can learn to use the unique cultural aspects of their students to create a learning environment that fosters the acquisition of mathematics concepts and principles. When teaching students in a multicultural setting, it is important to build on the student's intuition of the subject matter, to base instruction on situational story telling, and to establish within the student a strong number sense. When possible, everyday fun-type problems should be incorporated into teaching strategies. Studying the history of mathematics can sometimes help explain why things are done, and presenting the chronological as well as logical reasons for a mathematics idea can help achieve teaching for understanding. The following strategies are particularly useful in teaching students from culturally diverse backgrounds: (1) use cooperative-learning groups; (2) use modern techniques and technology; (3) use supervised practice and time with individual students; (4) learn the special cultural… [PDF]
(1993). The Korean Americans. Multiethnic Reminder. This overview of Korean Americans and their culture is designed to help administrators, teachers, and other instructional personnel understand general factors about the presence of Korean Americans in the United States and their cultural backgrounds and attitudes toward education. An attempt is made to improve English language instruction by exploring similarities and differences between Korean and English. The five sections discuss (1) Korean history; (2) culture and the acculturation process; (3) education; (4) religion; and (5) the Korean language. Korean parents hold ambivalent and often inconsistent expectations about the cultural choices their children make in finding their places in American life. Biculturalism becomes a useful construct for realizing that children can develop new values and cultural orientations while still respecting the cultural traits of the Korean family and community. Appendixes contain a map of Korea, a timeline of Korean history, and some information… [PDF]
(1993). Diversity as Creative Process: From Classroom Connections to Global Perspectives. The model presented here is intended to help schools guide the growth of a learner's understanding of cultural diversity; it offers a perspective that allows educators to link the role of the school to the early formative experiences of family and local community, and it utilizes a curriculum responsive to the concerns of that community. The school becomes the site for the learner to come into contact with the similarities and differences within one's own family and community and creates a foundation through these contacts to explore an ever widening circle of relationships. These relationships and the influences of early experiences help to form the learner's self-image and image of the world. The school enlarges these influences, and finally, the learner, broadened by the school experience, returns to influence the community, state, and country. Consequently, the movement in the model begins with the learner and the family, moves outward as the learner enlarges his/her conceptions… [PDF]
(1988). Indians of Washington State. Revised Edition. This unit supplements social studies curriculum in Washington state schools and is offered to help teachers design courses on Indians of the Pacific Northwest. The unit is designed to build understanding and appreciation for historical and contemporary Indian culture, and to examine how people meet their needs using natural resources and adaptation. The unit emphasizes the diversity of cultures and languages among Washington Indians and the effects of environment upon their ways of life. The material covers three geographic regions: coastal, Puget Sound, and plateau. The main sections focus on the history and traditional culture of Indians. Topics include: (1) seasonal cycles and food; (2) responsibilities of men and women; (3) Indian homes; (4) clothing and personal care; (5) stages of life; (6) business; (7) feast system; (8) government and transportation; and (9) religion and healing. The appendices present the following information about contemporary Indians: (1) tribes and… [PDF]
(1985). The Assessment of the Potential to Learn: A Multicultural Perspective. Research summarized here demonstrates how similarity thinking can be used in training programs to help ethnic minority children acquire basic skills. Current achievements are often attenuated by poor language skills, especially when English is not the first language of the child. Similarity thinking assesses the child's ability to learn without achievement constraints. The model of similarity, composed of seven types of thinking, is discussed in relation to several theories, including (1) Piagetian theory, (2) Feuerstein's model and (3) Vygotsky's zone of proximal development. Aids are used in present research studies not only to assess children's potential to learn, but also to help them move along Vygotskys'"zone of next or potential development". According to this view,"competence" is not a "point", but rather a range or zone on a developmental scale (the similarity thinking scale) which is affected both by environmental and organismic influences. A… [PDF]
(1986). A Cross-Cultural Study of Japanese Education. The homogeneity of the Japanese people is a major component in their educational achievements. The success of the educational system is linked to various factors, such as the state of the national health, the excellence of the transportation system, a common language, and other cultural attitudes and values. Parents are considered responsible for their children's school work, and children attend school for longer hours and spend more hours studying than do U.S. children. Group goals take precedence over individual goals. Entrance to preferred schools is heavily competitive, as is entrance to higher educational institutions. Topography is a factor, because the Japanese population is concentrated in the coastal areas and in large cities. There is a 98 percent literacy rate. Education has been the instrument of change in Japan, accomplishing national goals and attaining an effective world image. (NL)… [PDF]