(1998). A New Generation of History Textbooks: A Report, Spring 1998. This article examines the history textbooks available in 1998 for adoption in the United States at both the high school and elementary levels. New books have appeared on the scene since the last textbook adoption series. California begins its textbook considerations in August. The California adoption will rekindle national interest in the content of history textbooks and indicate in what ways the textbooks and social studies content have changed after a decade of exposure to multiculturalism. The document examines the predominant role of the large textbook consumers, California and Texas, as well as the emerging themes and "watered-down" text in many of the books. The shrinking numbers of publishers and the increasing costs of production for books and ancillary materials raises some basic questions of quality, content, and purpose of textbooks. The article lists the major textbooks considered for adoption and analyzes some of the shortcomings of the texts. (EH)… [PDF]
(1998). Cognitive Appraisal Theory: A Psychoeducational Model for Connecting Thoughts and Feelings in Multicultural Group Work. A cognitively oriented psychoeducational model based on appraisal theory is introduced in this paper for helping participants understand each other's subjective experiences in multicultural group work. Psychoeducational groups, originally developed for use in educational settings, stress growth through knowledge. Appraisal theory is a promising area of research in social psychology that attempts to specify the precise links between cognitive evaluations of events and resultant discrete emotions. Such a model is particularly useful in facilitating dialogue among group members about the various ways in which thoughts translate into emotions, and to appreciate the commonalties and differences in these experiences which result from one's cultural and ethnic background. Current research on affective information processing provides intriguing possibilities for multicultural group work because it suggests that once cognitive evaluations are identified, they may be meaningfully understood… [PDF]
(1992). Exploring the Other Half of the Dialogue: A Case Study Analysis of Professor Responses to Student Dialogue Journal Entries in a Multicultural Community. This paper reports on a content analysis study of the dialogue in student-professor dialogue journals with a focus on professors' responses to student journal entries. Nine journals were kept by a multicultural sample of eight preservice secondary teachers and their three professors. The researchers applied Tannen's (1990) theory of symmetry in conversations to discover the extent to which the responses from professors reduced students' feelings of isolation as they progressed through the various stages of the certification program. It was found that the tone of student journals dictated professors' responses. However, the professors did not take the symmetrical role of co-learners in their conversations with students. Rather, they maintained a more distant professor-as-expert stance in their responses. The study also explored the issue of how best to handle student-professor dialogue journal reflection with a focus on individual cases. (Contains 33 references.) (GLR)…
(1990). The Arab World Notebook. Secondary School Level. The Arab world holds a storied place in western history and is a significant area today culturally, economically, and politically, with its more than 190 million people sharing a common heritage with the West. The Arab world merits serious study in U.S. schools; however, it is often misrepresented in U.S. textbooks. This notebook is written as an antidote to what are believed to be inaccuracies and distortions in the presentation of the Arab world to secondary level students. The notebook consists of three parts. Part 1 contains 20 subject areas, each presented in 4 parts: (1) an introductory \Essay\; (2) a \Reading\ that may be represented by a document, graph or chart, as well as by a first person account; (3) a \Lesson Plan\ for the classroom; and (4) a listing of audio-visual or print \Resources\ for further study or enrichment. Part 2 features 21 country entries, each presented with: (1) a detailed map; (2) a blank map; (3) a data profile of that country; and (4)…
(1991). Racial Identity Theory, Research, and Applications. Edited Conference Proceedings of the Annual Teachers College Winter Roundtable on Cross-Cultural Counseling and Psychotherapy (8th, New York, New York, February 22-23, 1991). The 1991 Winter Roundtable on Cross Cultural Counseling was the first national conference devoted to the topic of racial identity in counseling and psychotherapy. Conference papers include: (1) \A Brief Continuing History of the Teachers College Winter Roundtable on Cross-Cultural Counseling and Psychotherapy\ (Samuel D. Johnson, Jr.); (2) \Racial Identification and Feminism: A Synthesis of Perspectives for a Focused Group Intervention\ (Margaret M. Walker); (3) \Adult Transracial Adoptees and Racial Identity: Implications for Counseling\ (Jana Goldsmith and Kevin Wickes); (4) \Racial Identity Research on Asian-Americans and American Indians: Is Racial Identity Misplaced or Forgotten in the Literature?\ (Eric Kohatsu, And Others); (5) \The Relationship of Racial and Feminist Identity Attitudes to Black Women's Career Values\ (Pamela L. Weathers, And Others); (6) \Promoting a Healthier Cultural Climate on Campus: A Racial Identity Training Approach\ (Julia Yang, And Others); (7)…
(1990). Building a Global Community: International Perspectives on Community College Education. In the face of near-instantaneous global communication and the increased interdependence of nations, community colleges must seek to move beyond their tendency to serve only local needs and recognize the important role they must play in educating members of the international world community. The move to internationalize community colleges began in the 1970's and gained momentum during the 1980's. It has resulted in the development of statewide, regional, and national consortia promoting different aspects of international education. Among the activities in which community colleges can become involved are student study abroad programs, student exchange programs, and intercultural and area studies courses and programs. The International/Intercultural Consortium (I/IC), established by the American Association of Community and Junior Colleges in 1976, serves as a clearinghouse for international education information and holds yearly conferences aimed at sensitizing community college…
(1990). Cooperative Learning, Multicultural Functioning and Student Achievement. Cooperative learning (CL) is reviewed as a tool for helping educationally disadvantaged or limited-English-speaking students. A review of meta analyses and literature on CL indicates its effectiveness when both group goals and individual accountability are incorporated into learning methods. The achievement gap between traditional majority students and the \new majority\ (minority group students whose numbers equal or exceed the old majority) is widening, and the schools have not adopted effective practices to create positive ethnic and race relations. Basic elements of CL are positive interdependence, individual accountability, group processing, interpersonal and small group skills, and face-to-face promotive interaction. CL can help eliminate ethnocentrism and racism; and it is also valuable in socializing students, many of whom lack the social skills needed for school or work. The changing nature of society requires a shift in teaching approaches, with the emphasis on content…
(1990). The Soviet Union and Eastern Europe: Teacher's Guide. Revised Edition. An overview of the histories and cultures of the Soviet Union and the countries of Eastern Europe is provided for K-12 teachers in this guide. The guide is not intended to serve as a comprehensive history, nor as an in-depth analysis of the political and economic systems of these countries. It is hoped that teachers will share the information with students by incorporating the material into the daily curriculum or through special units on the Soviet Union and/or Eastern Europe. Suggestions are made for classroom or individual study projects. Puzzles are provided to familiarize students with vocabulary. A 90-item bibliography of materials also is included in the guide. (DB)…
(1990). Shadow Play. This document presents a series of essays on the relations between Australia and its neighboring Asian countries. Several of the essays focus on the history of particular groups of Asians who have lived or still live in Australia. Reasons for, and effects of, migration to Australia are analyzed. Five essays are included: (1) "Australia and its Region" (Michael Dugan); (2) "Restrictions to Recognition: China and Australia" (Morag Loh); (3) "Changing Balances: Japan and Australia" (Gavan McCormack); (4) "Above Down Under: Australia and Indonesia" (Richard Chauvel); and (5) "Indochinese Refugees and Australia" (Nancy Viviani). (DB)…
(1991). "Reason Is but Choosing": Ideology in First Year English. Writing courses which incorporate the tenets of "critical literacy" (such as the "difference" curriculum at the University of Texas at Austin) not only often fail to make students more aware of the role ideology plays in their culture, but also create profound new silences in the classroom–silences caused by political intimidation. Advocates of such courses seem inclined to design curricula in which most or all of the readings, assignments, and discussions represent or endorse values that conform to their political perspectives. Furthermore, these programs prove in practice to be inadequate at instructing students in logic and writing. The "difference" curriculum at UT-Austin was objectionable because it seemed to be deciding what politically correct perspectives on significant political and social issues should be. The ensuing controversy could have been avoided by: (1) creating the program more slowly and systematically; (2) listening to those who… [PDF]
(1990). Prospective Teachers' Views of Diverse Learners: A Study of the Participants in the ABCD Project. Research Report 90-6. Using data from pre- and postprogram questionnaires and interviews, the study describes the views that a group of 17 student teachers drawn from 5 Michigan universities hold of culturally diverse learners both before and after a 3-day workshop intended to influence their views. The study found that the multicultural presentations had little effect on students' beliefs–about the capabilities of learners labelled "high" and "low" ability, about the use of stereotypes in making teaching decisions, or about providing genuinely equal opportunities to learn challenging and empowering subject matter. It is suggested that teacher educators may need to rethink both the content and pedagogy of opportunities to learn about teaching culturally divers learners. The appendixes include: (1) The ABCD (Accepting Behavior for Cultural Diversity) for Teachers Training Schedule; (2) Description of the ABCD Sample; (3) Examples of Pre- and Postprogram Responses to Scenario #2…. [PDF]
(1990). Building Bridges of Learning and Understanding: A Collection of Classroom Activities on Puerto Rican Culture. This collection of 35 self-contained teaching activities about Puerto Rican culture for elementary school students is designed for teachers who wish to incorporate multicultural concepts into their curriculum or make their teaching more relevant to Puerto Rican students. All lesson plans and student worksheets needed for immediate classroom use are included. Section I, "Here and There: Location and Migration," explores the geography, climate, and location of Puerto Rico as well as issues that surround why people move from place to place. Section II, "Puerto Rico: A Blend of Cultures," highlights some of the history of the island, from the indigenous Taino Indians to the arrival of the Spanish to stories of several heroes from diverse backgrounds. Section III, "An Island Rich in Tradition," looks at Puerto Rican symbols and traditions, including holidays and celebrations that are important elements of Puerto Rican culture. Each unit includes basic… [PDF]
(1990). Classroom Activities for Cross-Cultural Learning. One-fourth of the students in Boston public schools have parents who were born outside of the United States. This guide contains a series of classroom activities, produced by Boston teachers and aides, that are designed to take advantage of the abundant cultural diversity found in Boston schools by encouraging these dual-culture students to share their multi- ethnic backgrounds with their peers. The activities help students construct booklets about themselves and their cultural backgrounds, and include information about the different countries these students' families came from as well as students' reflections on what it is like to live in two cultures. Other activities provided in this guide include the following: interviews/panel with foreign-born students; gestures in Spanish and English; middle and high school cooking classes; and other multicultural activities. (GLR)…
(1984). A Guide to Children's Literature. Intended to help those searching for the right reading material, whether for a beginning reader or a young adult who is a slow reader, the books cited in this bibliography provide a subject access to children's literature. Each citation is accompanied by an annotation and a Library of Congress catalog number and is included in one of 15 sections of the bibliography: (1) general guides, (2) award books, (3) history of children's literature, (4) subject indices for children's literature, (5) biographical information, (6) representation of minorities, (7) special readers, (8) juvenile readers, (9) values, (10) coping, (11) poetry, (12) storytelling, (13) collection development, (14) miscellaneous, and (15) journals. (HOD)…
(1978). Planning for Ethnic Education; An Overview of the Elements Necessary in Planning and Implementing Ethnic Studies. The Illinois School Code requires that each student be taught the role and contributions of blacks and other ethnic groups in America. In this handbook aids are provided for elementary and secondary teachers striving to present meaningful ethnic studies learning experiences to their students. Definitions and desirable goals for ethnic studies programs are clarified as a basis for implementation of multiethnic materials into a curriculum. Examples are provided as to how this may be achieved. One element necessary in the provision of a multiethnic curriculum is the heightened awareness of and sensitivity to cultural differences. Classroom activities designed for encouraging this sensitivity at the middle, junior, and senior high levels are presented. The inclusion of cognitive material, while simultaneously challenging the student's mind and attitudes, is seen as necessary in creating a meaningful ethnic studies curriculum. In this context activities which focus on decision making and…