(1992). Through Joshua Gap: Curricular Control and the Constructed Community. Teachers College Record, v93 n4 p673-96 Sum. Analysis of data on a conflict between the Joshua Gap (California) school district and local parents over the district's decision to utilize a multiculturally oriented textbook series suggests that contrasting images of the local and larger U.S. community, and contrasting views about the role of schooling, contributed to the conflict. (IAH)…
(1994). Diversity Curriculum in Public Schools without Minority Pupils. Rural Educator, v15 n3 p9-12 Spr. Examines demographic information on all-white school districts in New York. Surveys perceptions of superintendents in nonminority school districts about the meaning of "minority" and "disadvantaged" and about the impact of a modified social studies curriculum that calls for the inclusion of minority contributions to American history. Addresses policy and economic implications. (LP)…
(1994). The Bilingual Education Movement: The Emergence of an Elite in an Exploited Minority Group. Migration World Magazine, v22 n2-3 p9-12. Demonstrates the presence of a minority group elite in the contemporary bilingual education movement. The bilingual education program elite insists that students of limited English proficiency be taught exclusively in bilingual education programs and only by certified bilingual teachers even though bilingual education has not been demonstrated to be successful. (SLD)…
(1992). Using Videodiscs to Simulate Multicultural Experiences in the Classroom. Kamehameha Journal of Education, v3 n2 p29-37 Fall. The article describes one school's attempts to develop a multimedia module designed to help preservice teachers in education courses become more sensitive to their students' ethnic and cultural differences, focusing on differences in the attitudes of members of various ethnic groups toward elementary students' misbehavior. (SM)…
(1990). Art in the Schizophrenic Fast Lane: A Response. Art Education, v43 n6 p8-19,21-23 Nov. Responds to Enid Zimmerman's article, "Questions about Multiculture and Art Education." Argues time and resource limitations dictate that teachers determine art curricula. Maintains that other examples of fabric art can teach what the NAMES project (AIDS Memorial Quilt) offers without the controversial perspective. (KM)…
(1990). Teaching in a Culturally Diverse Nation State. Social Studies Review, v29 n3 p65-67 Spr. Recognizes California as a culturally diverse, rapidly growing state. Identifies key issues for the development of teaching in such an environment. Argues that California education will need: enthusiastic teachers; minority teachers, corporate support developed through school-business partnerships, greater professional recognition, lower teacher-to-student ratios, and teacher education programs more responsive to emerging needs. (CH)…
(1993). The Educational Philosophies of Washington, DuBois, and Houston: Laying the Foundations for Afrocentrism and Multiculturalism. Journal of Negro Education, v62 n1 p24-34 Win. The following three African-American philosophical orientations to education have achieved prominence over the years: (1) the accommodationist philosophy of Booker T. Washington; (2) the radical, liberationist approach of W. E. B. DuBois; and (3) the integrationist/desegregationist, reformist philosophy of Charles H. Houston. Each philosophical orientation is characterized. (SLD)…
(1993). On the Development of Democratic Citizens. Social Studies, v84 n4 p158-63 Jul-Aug. Contends that the end of the Cold War does not necessarily mean the triumph of democracy. Presents contemporary interpretations of the democratic concepts of liberty, equality, and fraternity. Asserts that responsible action in a democratic society requires continued reflection about values education. (CFR)…
(1999). Cultures of the Fourth-Grade Bilingual Classroom. Primary Voices K-6, v7 n3 p25-36 Jan. Describes how a bilingual teacher and a professor collaborated in a bilingual classroom to create culturally relevant opportunities for learning. Examines the work of four fourth-grade students of different backgrounds to show what this culturally relevant learning looked like. Discusses sources of knowledge generation: families, multicultural literature, and the students themselves. (SR)…
(1999). Coming to Terms with \Diversity\ and \Multiculturalism\ in Teacher Education: Learning about Our Students, Changing Our Practice. Teaching and Teacher Education, v15 n4 p351-66 May. Teacher educators addressed negative student responses to a multicultural foundations course by designing an action research study to investigate students' identities, experiences, and beliefs. Analysis of written assignments and focus group discussions uncovered three categories of beliefs about the purposes of schools in relation to cultural diversity. Findings suggested relationships between previous cross-cultural experiences, gender, and beliefs. (SM)…
(1999). Development of Knowledge, Attitudes, and Commitment To Teach Diverse Student Populations. Journal of Teacher Education, v50 n2 p94-105 Mar-Apr. Assessed Oakland University's elementary-teacher-preparation program to determine aspects of the program that most affected students' preparation to teach in diverse classrooms. Pre- and post-semester surveys of student teachers placed in urban/suburban schools indicated that students learned adequate skills for teaching diverse students, but their attitudes or beliefs about teaching in such settings were not adequately affected. (SM)…
(1996). Can the Linguistic Interdependence Theory Support a Bilingual-Bicultural Model of Literacy Education for Deaf Students?. Journal of Deaf Studies and Deaf Education, v1 n2 p93-107 Spr. This article criticizes application of linguistic interdependence theory to the bilingual/bicultural model of English literacy for deaf students, suggesting that deaf learners do not match theory assumptions. It draws on the work of Vygotsky and Halliday to develop a conceptualization of literacy processes and argues that becoming literate involves mastering "social speech,""inner speech," and written text. (Author/DB)…
(2001). The Relationships between Situated Cognition and Rural Preservice Teachers' Knowledge and Understanding of Diversity. Journal of Research in Rural Education, v17 n2 p71-83 Fall. A study examined the influence of situated knowledge embedded in 17 rural preservice teachers' autobiographies on their perspectives on diversity and future classroom practices. Four themes emerged in interviews: situative cognition in rural contexts; cultural groups being together but existing apart; understanding group similarities and differences; and desire to teach in a small rural school. (Contains 51 references.) (TD)… [PDF]
(2002). Processes and Outcomes in the European Schools Model of Multilingual Education. Bilingual Research Journal, v26 n1 p45-64 Spr. In the European Schools model, linguistically and culturally diverse students receive most of their education in their first language but must learn at least two other languages. Content teaching of other subjects in the target languages and the regular mixing of different language groups promote multilingual proficiency and cultural pluralism at no cost to academic development. (Contains 27 references.) (TD)…
(2000). Coming of Age in Singapore. Phi Delta Kappan, v81 n7 p551-52 Mar. Despite touted "best" scores, Singapore's education ministry goals are child-centered. A worldwide survey of 182 experts reached consensus on 20 global trends, including need for a multinational curriculum. A Center of Education Policy report finds that highly subsidized foreign private schools are subject to high regulation. (MLH)…