(1992). Educational Leadership and the Crisis of Democratic Government. Educational Researcher, v21 n4 p4-11 May. Suggests that educational researchers need to (1) expand schooling beyond the narrow interests of the marketplace; (2) view multiculturalism as central to democracy; (3) refuse to equate nationalism and monoculturalism; and (4) substitute community, solidarity, and public responsibility for emphasis on choice and individual competitiveness. (SLD)…
(1992). The Politics of Race, Gender, and Sexual Orientation: Implications for the Future of America. Equity and Excellence, v25 n2-4 p222-27 Win. Discusses the current ideological situation on U.S. campuses with respect to cultural diversity and political correctness. It is possible to create a common ground for communication and understanding without requiring everyone who is different to be the same. Multiculturalism can lead the country in reaching its real promise. (SLD)…
(1994). Strategies for Infusing Curricula with a Multicultural Perspective. Innovative Higher Education, v18 n4 p289-309 Sum. Strategies for bringing multicultural perspectives into college courses across disciplines are described. The techniques have been proven effective with predominantly Anglo, human-services-career populations. Strategies include personalization through vicarious learning and case studies, critical thinking exercises, simulation, literary analysis, and cooperative learning in large classes. (Author/MSE)…
(1994). Whose Schools Are They Anyway? The Quest for Democratic and Equitable Education. Social Studies Review, v33 n2 p6-11 Win. Describes the conflict between the California Framework for History-Social Education and interdisciplinary citizenship education. Discusses exemplary teachers, diversity in schools, privatization, and the role of public education. Contends that, although teaching can be considered noble and unselfish, it is above all a political act. (CFR)…
(1990). Using Popular Music to Teach Global Education. OAH Magazine of History, v4 n4 p43-45 Spr. Shows how studying sources of popular music and instruments help students understand historical patterns of immigration and geography. Presents lessons and materials for exploring origins of popular musical instruments and music that developed in the United States from other cultures. Includes several related classroom activities, recommended songs, materials, and follow-up activities. (NL)…
(1991). \PC\ and the Decline of the American Empire. Social Policy, v22 n1 p16-29 Sum. Issues underlying debates over political correctness (PC) in higher education are discussed. Progressives want diversity on campus as a social good and an educational benefit. Although the Right accepts the principle that diversity on campus is desirable, its proponents often speak out against the measures that produce diversity. (SLD)…
(1993). To Walk in Two Worlds–Or More? Challenging a Common Metaphor of Native Education. Anthropology and Education Quarterly, v24 n2 p116-34 Jun. The metaphor of walking in two worlds is frequently used to describe goals of education for indigenous groups in the United States. Five assumptions that lie behind this metaphor are examined critically. It is argued that this metaphor reduces the options available to Native Alaskans and American Indian students. (SLD)…
(1993). Cultural Diversity and Education Reform: A New Philosophy of Education. MultiCultural Review, v2 n3 p44-46 Sep. Five texts by Brian L. Fife (1992), Chester E. Finn and Theodor Rebarber (1992), John Godar (1990), Nathan Rutstein (1992), and Yael Sharan and Shlomo Sharan (1992) on cultural diversity and education reform emphasize the importance of cooperation, administrative decentralization, the need for critical thinking, values that provide common ground, and the importance of teacher empowerment. (SLD)…
(1998). Unequal Resources: A Group Simulation. Social Studies Review, v37 n2 p33-37 Spr-Sum. Presents a lesson plan designed to create an understanding of the concepts of interdependence and cross-cultural communication. Students are divided into groups. Each group is given an envelope containing materials insufficient to complete their task (providing food, clothing, and shelter for the populace). They must negotiate with the other groups. (MJP)…
(1999). Shifting Identities in Private Education: Reconstructing Race at/in the Cultural Center. Teachers College Record, v100 n4 p776-808 Sum. Examines social constructs of white racial identity among adolescent girls attending a largely white, elite, private, single-sex high school. Students' voices illustrate how liberal discourses position youth and how white youth actively remake themselves in relation to prevailing meanings and practices institutionalized in private schools. Examines the intersections of race and class discourses in private-school culture. (SM)…
(2000). Storytelling for Young Children in a Multicultural World. Early Childhood Education Journal, v28 n2 p97-103 Win. Advocates storytelling as a powerful resource to promote an understanding of racial and ethnic diversity. Addresses issues of selection criteria including elements of character development, prejudice reduction, authority and authorship, and language. Includes an annotated bibliography of stories for preschool and primary-age students and reference sources for educators. (SD)…
(2005). The Promise and Peril of Education: The Teaching of In/Tolerance in an Era of Globalisation. Globalisation, Societies and Education, v3 n2 p183-202 Jul. This article addresses the pedagogical implications and possibilities that globalisation poses for educational policy and praxis as it relates to teaching about difference in an ever more diverse world. Among the most salient questions in an era of accelerated globalisation is how seemingly different cultures, civilisations, nationalities, ethnicities and races are to coexist peacefully in an increasingly borderless world, or whether they are forever destined to experience conflict based on cultural chasms in the guise of a "clash of civilisations". This article highlights the tension between two perspectives on education: education as a force in cultivating intolerance and education as a panacea for intolerance. While not negating the potential for education to remedy social ills, we consider the extent to which education can produce change in the opposite direction. In the following pages, we present a context for our discussion of in/tolerance by providing an overview of… [Direct]
(1996). Cultural Diversity and Social Skills Instruction: Understanding Ethnic and Gender Differences. This book affirms that the behaviors of young people from culturally diverse populations need to be viewed from a cultural perspective, and that instruction should affirm students and empower them to achieve maximally as well as to benefit others. A theme that underlies the entire book is the advocacy of direct instruction in social skills, followed by opportunities for practice and conditions for maintenance. The first chapter emphasizes the relationship between culture and social behavior and highlights the importance of ethnic identity. Chapter 2 outlines generic and empirically validated methods for social skills instruction, consisting of skill training and cooperative learning procedures. Chapters 3, 4, 5, and 6 consider approaches pertinent to the education of Asian Americans, African Americans, Native Americans, and Hispanic Americans, respectively. Chapter 7 concludes the discussion with a consideration of gender differences. Within the framework of success for all, the…
(1995). Multiculturalism from the Margins: Non-Dominant Voices on Difference and Diversity. Authors of color share their thoughts on diversity, difference, pluralism, privilege, and ethnicity in essays that are meant to speak to the attempt by white scholars to reserve to themselves the power to define these terms. Each writer represented in this collection is attempting to validate a marginalized perspective and its corollary arguments for what they are. The essays include: (1) "Social Movements and the Politics of Difference" (Cheryl Zarlenga Kerchis and Iris Marion Young); (2) "A Multicultural America: Living in a Sea of Diversity" (John A. Garcia); (3) "Racial and Ethnic Complexities in American Life: Implications for African Americans" (Lucius T. Outlaw); (4) "Whose Rights Shall We Promote?" (an interview with Robert Dawidoff); (5) "Five Faces of Oppression" (Iris Marion Young); (6) "Contemporary Chicano Struggles" (Isidro Ortiz and Paula Timmerman); (7) "Dominant Culture: El Deseo por un Alma Pobre (The…
(1994). Integrating the Fulbright Mexico Summer Seminar into Sixth Grade Social Studies and Language Arts. These lessons on Mexico have been taught in an integrated fashion within a sixth grade language arts and social studies classroom. Lessons are intended to be easy to pick up and use by any teacher. The material includes: (1) Rationale; (2) "Lesson 1 – I'll Bet You Can Map the Western Hemisphere in a Minute!"; (3) "Lesson 2 – Selecting Mysterious Settings"; and (4) "Archaeology Unit – Unlocking the Mysteries of the Past with Archaeology." (EH)… [PDF]