(1976). The Evolution of the Modern Jewish School System in Israel. World Education Monograph Series, Number One. The Palestinian Jewish educational system grew out of urban schools established in the 1800s through the philanthropic efforts of the European Jewish communities and out of rural schools established at Kibbutzim from the turn of the century. Standards were set first by a Teachers' Association, then by the worldwide Zionist Organization, and finally by the National Council of the Palestinian Jewish community. Financial support came from both Palestinian and international Jewish sources, and to a minor extent from the British administration. Public elementary schools reflected the three major political trends: conservative religious (25% of pupils in 1947), leftist labor (25%), and centrist (50%). Israeli statehood brought compulsory education (1949) and centralized administration. The political basis of school types was prohibited in 1953 and replaced by a system of religious and nonreligious state schools. The major problem currently facing Israeli education is that the many…
(1972). Ethnic Studies in the Social Context. Series Paper No. 4. Since ethnic studies in schools is an integral part of the larger social system in this country, its current status, problems and strengths must be examined within the total social context. Ruling groups determine the formulation and dissemination of knowledge (particularly negative social science research about ethnic groups and the poor). This knowledge is designed to support the status quo, and to legitimize the position of those in power. Ethnic studies programs must be replanned and novel teaching strategies formulated in order for students to effectively challenge and invalidate the assumptions about ethnic groups on which white-dominated social science research is often based. A primary goal of ethnic studies must be to help minority students to psychologically liberate themselves from myths and stereotypes and to help them to develop a commitment to social change. Unfortunately, reform of current programs is needed, as dissension among different ethnic groups, lack of funds,… [PDF]
(1978). Developing Sense Perception in the Multicultural Classroom. This guide provides group activities for teachers to aid in planning a multicultural curriculum for developing sensory perception in children. The guide emphasizes the cognitive processes involved in sorting out sensory data and the use of multicultural materials as resources for sensory experience. Activities are presented in six sections. Section I introduces the goals of the guide and discusses sensory perception as a system of sensing and thinking. Section II, Observation and the Senses, helps teachers to recall their own sensory awareness through a sense walk and presents an exercise in observing children involved in sensory experience. Activities in Section III, Touch, call for participants to explore the texture of a cornstarch/water mixture, develop a texture wordlist, examine materials of similar textures, and work with size and shape. Suggested classroom activities are included. Section IV, Tasting and Smelling, features multicultural food and cooking experiences. Section…
(1995). Research on Racial Issues in American Higher Education. This review of racial issues in American higher education identifies the quest for community amid diversity as the major challenges facing colleges and universities today. The literature reviewed is organized into three parts: (1) the demographics of equity and access in higher education; (2) the legacy of racism in higher education; and (3) the movement toward democratic or integrated pluralism in higher education. Each segment provides evidence from research and scholarly writing that illustrates complexities and crises that must be considered in efforts to create communities amid diversity on college campuses. Trends in undergraduate, graduate, and professional education are summarized for African Americans, Asian Americans, Hispanic Americans, and Native Americans. Racism on college campuses can be individual, institutional, or cultural. Several studies are reviewed that attempt to combat racism at these levels and that attempt to establish a goal of integrated pluralism. An…
(1999). Early Childhood Special Education for Children with Disabilities, Ages Three through Five: An Introduction. Revised. This introduction to a reference guide for early childhood special education personnel in North Dakota discusses the purpose of the guidelines, the North Dakota philosophy on the importance of early intervention programs, and quality indicators of early intervention programs. The highlighted quality indicators of early childhood programs include: (1) providing opportunities for young children with disabilities to be educated with same-age peers without disabilities; (2) providing services in a variety of settings with an emphasis on utilizing the least restrictive learning environment for each child; (3) providing services that reflect interagency and interdisciplinary cooperation and coordination; (4) actively involving parents in every aspect of the educational process; (5) providing services that are developmentally appropriate and address how the child's disability affects access to those activities; (6) providing services that value cultural diversity; (7) promoting interagency… [PDF]
(1997). Institutional Barriers to the Implementation of Antiracist Education: A Case Study of the Secondary System in a Large, Urban School Board. Journal of Educational Administration and Foundations, v12 n1 p46-68. This case study of the Toronto Board of Education's secondary system thoroughly analyzes barriers to implementing antiracist education in a large, ethnically diverse education district. Findings highlight implementation difficulties, including poor leadership, lack of minorities in key positions, informal resistance, and decentralized decision making. Minority teachers have little power to influence implementation of antiracist education. (63 references) (MLH)…
(1996). Early Childhood Education: Training for the Future. Early Child Development and Care, v121 p135-45 Jul. Discusses the future training of early childhood educators, focusing on techniques for teachers to build prosocial skills, develop aesthetic appreciation, inculcate acceptance and inclusion, and develop a curiosity for learning among children. Also discusses the political status of early childhood education. (MDM)…
(1989). African-American Women's Quilting: A Framework for Conceptualizing and Teaching African-American Women's History. Signs: Journal of Women in Culture and Society, v14 n4 p921-29 Sum. Describes the qualities of African-American quilts. Explains how to organize a classroom to reflect the polyrhythmic structure of the African-American culture and its quilts. This allows students to experience a different culture and therefore judge it by its own standards rather than by the norms of White middle-class America. (JS)…
(1995). Multicultural Connections: Craft and Community. Art Education, v48 n1 p8-13 Jan. Contends that craft art should be viewed as the inherent connectedness between an art object and its maker and perceiver. Maintains that school craft programs can increase students' international and intercultural perspectives. Asserts that crafts are meaningful if they are examined in context. (CFR)…
(1994). A Multicultural, Multivocal, Multimedia Approach to Teaching Classroom Management and Preservice Teachers. Teaching Education, v6 n1 p113-22 Fall-Win. At the University of Hawaii, preservice teachers are prepared for diverse classrooms. This paper examines how a group of largely white, middle-class professors can effectively introduce diverse cultural perspectives on classroom management to preservice teachers who are themselves culturally diverse, and highlights use of an interactive videodisc to teach principles of classroom management. (SM)…
(1994). An Inner-City Science and Cultural Experience. Science Scope, v17 n6 p20-24 Mar. Describes a partnership between the Joint Activities Program and an inner-city school that provides students with an enriched science learning experience. The program's educational beliefs, assumptions, and their implications are discussed. Also included in the article are brief descriptions of some the science experiences and learning of the students. (ZWH)…
(1994). The Scientist Scavenger Hunt. Science Scope, v17 n6 p48-52 Mar. Using a well-planned scavenger hunt, students' awareness of the significance of minorities and women in science is enhanced. Provides a sample scavenger hunt and resource list as well as activities for extension. (ZWH)…
(1994). New Beginnings: Preparing Future Teachers to Work with Diverse Families. Action in Teacher Education, v16 n3 p79-86 Fall. Professional literature highlights the importance of school-family connections for increasing student success. Parent-teacher collaboration to support student learning is one competency in new standards for beginning teachers. Universities can provide experiences to help future teachers understand diversity. Student teaching provides optimal opportunities to offer students parent involvement experiences. (SM)…
(1994). Multicultural Issues: Dilemmas and Hopes. Art Education, v47 n4 p13-17 Jul. Asserts that multiculturalism is an inevitable feature of future curriculum development. Describes four approaches to multiculturalism: (1) attack multiculturalism; (2) escape multiculturalism; (3) transformative multiculturalism; and (4) repair multiculturalism. (CFR)…
(1991). Minority Issues in Program Evaluation. New Directions for Program Evaluation, n53 p1-92 Spr. The six articles of this special issue focus on minority issues in program evaluation. The aim is to begin a discussion of minority concerns about the impact of cultural dominance on definitions of social goals, the measurement of outcomes, and the political consequences of the selection of evaluation methods. (SLD)…