(1997). Family Oral Histories for Multicultural Curriculum Perspectives. Urban Education, v32 n1 p45-62 Mar. Describes a rationale and an approach for helping teachers use the life histories of parents and members of the community as scaffolds to teach social studies and history concepts. Examples from a case study are presented involving an extended Puerto Rican family and abstracts of teacher reflections on the process. (GR)…
(1994). The Multicultural Counseling Curriculum in a Changing South Africa: Much Ado about Most Things. Multicultural Teaching, v12 n3 p17-20,30 Sum. The development of racial identity differs among blacks and whites in South Africa, but the identity-development processes are not unique to that country. Social-science research offers theory and practices for cross-cultural counseling that can be used in a multicultural-counseling curriculum. (SLD)…
(1994). Language Policy and Planning in Canada. Annual Review of Applied Linguistics, v14 p126-36 1993-94. A discussion of language policy formation and planning in Canada covers the following: bilingualism and multiculturalism; Quebec, French, and the constitution; and aboriginal language issues. Language legislation is emphasized. (Contains 52 references.) (LB)…
(1992). The Theoretical and Methodological Crisis of the Afrocentric Conception. Journal of Negro Education, v61 n3 p262-72 Sum. Defines the theory of the Afrocentric conception, and comments on Afrocentric research methodology. The Afrocentric conception is likely to succeed if it constructs a particularist theory in contrast to cross-cultural relativism and because it relies on the methodology of the absolute rather than the comparative. (SLD)…
(1993). The Passions of Pluralism: Multiculturalism and the Expanding Community. Educational Researcher, v22 n1 p13-18 Jan-Feb. Explores the significance of listening to multiple voices in constructing the conversation that distinguishes our culture. Pluralism and multiculturalism are discussed in terms of concrete engagements with persons who have historically not been acknowledged. Learning to look through multiple perspectives helps young people build bridges to understanding. (SLD)…
(1999). Beyond the Boundaries of Tradition: Cultural Treasures in a High School Theatre Arts Program. Stage of the Art, v10 n3 p14-18 Spr. Argues that canonical plays must be critically engaged rather than \handed down,\ with students discovering much about themselves and each other through their own engagement. Describes how a high-school acting class examined the dramatic work of Latino/a playwrights for their in-class scene work, and used student experiences to create their own scenes about experiences with prejudice. (SR)…
(1998). Having Arrived: Dimensions of Educational Success in a Transitional Newcomer School. Anthropology & Education Quarterly, v29 n4 p391-418 Dec. Examines a program for newly arrived, non-English-speaking immigrant children in a California city. Findings from a fourth-grade class demonstrate how a nurturing setting, culturally flexible teaching approach, linguistic and cultural validation, and a valued spatial environment contribute to newcomer students' success. (SLD)…
(1998). The Family Tree: Nurturing Language Growth through \All the Parts of Me.\. Voices from the Middle, v6 n1 p17-25 Sep. Describes a month-long project in an eighth-grade English classroom in which students (from many countries, many of them immigrants) read an array of bicultural literature, and each researched, wrote, and compiled a many-faceted Family Tree notebook. Shows how students can achieve both their own cultural authenticity and English language competence without loss of personal voice. (SR)…
(1996). Worldview and Change in Cross-cultural Counseling. Counseling Psychologist, v24 n2 p198-215 Apr. Using world-view as a unifying construct, presents a model for conceptualizing the change process in cross-cultural counseling. The operation of this model in counseling and assessment is described and illustrated using the following criteria: cultural considerations; application to counseling; and assessment of world-view. (SNR)…
(2005). Transferring Knowledge across Cultures: A Learning Competencies Approach. Performance Improvement Quarterly, v18 n4 p87-100 Dec. At the heart of any successful cross-cultural knowledge transfer effort lies an individual or group of individuals with the skills to manage a complex, ambiguous and often stressful process. The ability to manage the knowledge transfer process depends as much on learning in real time as it does on rational planning. Yet, few approaches to knowledge transfer have considered learning as a primary driver of success. In this article, we draw on new insights on how adults learn from experience in cross-cultural settings to understand the cross-cultural knowledge transfer process. We conceive cross-cultural knowledge transfer as a seven-stage process of learning and describe the essential competencies necessary for managing each of the seven stages. We draw on work with cross-cultural knowledge transfer efforts in a variety of industries and cultures to illustrate this process. (Contains 2 figures.)… [Direct]
(1978). URRD Final Report. Report No. 78-17. This is the final evaluation report for the Urban, Rural, Racial, Disadvantaged Educational Programs (URRD) conducted in Seattle, Washington during the 1977-78 school year. URRD programs are defined as State funded efforts designed to provide services to students who are not succeeding in school because of disadvantaged, minority, or poverty backgrounds. Four specific evaluation areas are addressed: (1) URRD programs effectiveness as measured by State standards; (2) the average number of student absences, credits earned, and/or bilingual test performance in URRD programs; (3) academic gains of participating students; and (4) the degree of success in meeting individual program objectives. Data regarding these criteria are presented for five URRD program categories: re-entry motivation, preschool education, Indian education, academic achievement, and bilingual/bicultural education. Study results are summarized and recommendations for program and evaluation improvement are made. (APM)…
(1977). Needs Assessment for State URRD Funded Programs in Seattle. Report No. 77-3. This report is a 1977 needs assessment for the State Urban, Rural, Racial, Disadvantaged Education Programs (URRD) in Seattle, Washington. URRD programs are defined as state funded efforts which provide special services to students from disadvantaged, minority, or poverty backgrounds. The study provides data on students in the Seattle Public Schools in order to assist administrators and proposal writers in determining concentrations of need in each of five funding areas which include: reentry motivation, preschool education, academic achievement, bilingual/bicultural education, and Indian education. Information regarding dropout rates, number of students served by preschool programs, low achievement, number of students from non-English backgrounds and their ethnic distribution, and the number of American Indian students is presented for each of the relevant funding areas. A summary of findings concludes the paper. (APM)…
(1993). The Bilingual Teacher (Spanish/English) and Literacy Instruction. Teacher Education Quarterly, v20 n3 p43-52 Sum. Researchers studied elementary teachers and students from bilingual Spanish/English classrooms, examining successful literacy practices for incorporation into bilingual teacher education programs. The paper investigates the impact of talking about literacy, learning about the code and other skills, writing/reading and meaning making, the social context created, and teacher expectations. (SM)…
(1989). Instructional Strategies for Crosscultural Students with Special Education Needs. This training manual was developed to assist special education teachers in California who are receiving increased numbers of culturally and linguistically diverse students in their classes. It focuses on effective instructional strategies and modifications of these strategies to accommodate the culture, language level, and ability level of each student. The first section deals primarily with understanding crosscultural issues such as language and culture. It also includes a framework for the appropriate placement of culturally and linguistically diverse exceptional students in special education and discussion of service delivery models. The second section addresses instructional issues relative to crosscultural special education, including components of effective instruction, language of instruction, English as a Second Language, a framework for curricular adaptation, and providing support to ethnic minority parents. The third section introduces specific instructional strategies for…
(1993). Nationalism and Identity in a European Context. A Curriculum Unit for History and Social Studies Recommended for Grades 9-Community College. This unit is designed to help students better understand the concept of nationalism and the powerful influence it has on group sentiments today. Nationalism can be a positive or negative force, providing avenues for either inclusion or exclusion of peoples. The unit focuses on the basic concepts of nationalism and identity by drawing upon historic and contemporary examples. Working definitions of nation, state, nation-state, sovereignty, and identity, will be developed through the exercises and readings. The changing geography of Europe as influenced by national and ethnic interests will be used as a vehicle to explore these concepts. The four lessons focus on the following: (1) "Identity–'Us' versus 'Them'"; (2) "Inside Europe"; (3) "From 'Rabble' to 'Nation'–The Emergence of Nationalism"; and (4) "Slugonia–Conflict in a Multinational State." (EH)…