(1994). Teaching about Haiti. Caribbean Connection Series. Third Edition. These materials are designed to help students bridge the gaps in the news and their textbooks about the country of Haiti and to provide suggestions for further research. The following framework is suggested for studying Haiti today: (1) Haiti's current crisis is best understood in historical perspective; (2) the U.S. government has heavily influenced Haitian society in the 20th century; (3) racism has been an important factor in shaping United States/Haitian relations; (4) popular movements play a crucial role in Haiti; (5) President Aristide should be presented in his social context; and (6) a key concern is the role of the Haitian people in determining their country's policies. The volume contains: (1) "Haiti's History"; (2) "Maps"; (3) "Studying the Media"; (4) "Roots of Poverty"; (5) "Aristide"; (6) "Roots of Democracy"; (7) "Haitian Voices"; (8) "The Konbit"; (9) "Folktales"; (10)… [PDF]
(1993). The Logic of Language: A Paradigm for Multicultural Literacy. It is argued that in the culturally rich communities developing in the United States, educators can do much more to develop literacy programs that reflect real student needs, differences, and talents. Widespread dependency on pre-defined curricula and assessment is seen as perpetuating outdated classroom strategies and techniques that do not work. A new paradigm for multicultural literacy that acknowledges the role of language as a cognitive and affective factor in human development and learning is proposed. In this approach, schools should be \linguistic zones\ in which students and teachers learn to listen to different voices. Empowerment of each individual, by providing a social and cultural context for the use of language to solve problems, is the objective. It is suggested that to make this occur: (1) every classroom must be filled with varied vehicles for communication, (2) all students must enter into a critical dialogue with those outside their cultural communities, and (3)… [PDF]
(1995). Celebrate Our Similarities, Primary. This resource book contains a whole-language, extended thematic unit about the ways in which all people are the same. The book includes the following sections: (1) \Everybody Eats Food\; (2) \Everybody Wears Clothes\; (3) \Everybody Needs a Place to Live\; (4) \Everybody Communicates\; (5) \Everybody Uses Transportation\; (6) \Everybody Goes to School\; (7) \Everybody Likes Stories\; (8) \Everybody Has Games and Toys\; (9) \Everybody Listens to Music\; (10) \Everybody Creates with Arts and Crafts\; (11) \Everybody Celebrates Special Days\; and (12) \Everybody Needs a Friend.\ The thematic unit has bulletin board ideas, planning guides, curriculum connections, suggested literature, writing ideas, group projects, hands-on activities, research topics, a bibliography, and culminating activities. (EH)…
(1997). Meeting the Special Needs of Girls and the Special Needs of Boys: Advocating for Equal Learning Opportunities in a Multicultural City Youth Club. The Foothills City Youth Club (Colorado) is a nonprofit organization in an urban community at the base of the Rocky Mountains. Most of the children it serves are disadvantaged, and the club's membership is racially and ethnically diverse. The present youth club was formed when two youth organizations, viewed as similar in mission and practice, but different in population, programming, and philosophy, were forced by economics to merge. Although the local government and the community funding agency saw this merger as a way to save money, the move actually cost money, as the unified club was required to hire more staff and develop more programs. Even as the youth club has grown, its funding has decreased. The mission statement calls for providing for the "special needs of girls and the special needs of boys," but this is not easy to accomplish. The club's leadership believes that girls face oppression in society daily because of their sex, and that gender-specific programming… [PDF]
(1995). Twinning and Winning! Hokkaido, Japan, and Alberta, Canada. A Grade 7, Topic B, Social Studies Teaching Resource. This teaching unit celebrates the 15th anniversary of the twinning of the prefecture of Hokkaido (Japan) and the province of Alberta (Canada) by providing students opportunities to learn more about the two areas and their relationships. Coordinated to address objectives in the grade 7 program of studies on cultural transition, the activities include: (1) introductory activities about twinning and a role play about a student exchange; (2) development activities describing where and what it is like in Hokkaido, and what students and adults do there; and (3) culminating activities that celebrate the twinning of Hokkaido and Alberta. The materials can be adapted to meet learner needs. (EH)… [PDF]
(1993). Exploring the Developing World: Life in Africa & Latin America. This book was designed with activities for students in grades 9-12. The activities are to increase student awareness about the developing African nations and the Latin American states. Each section contains numerous activities. Section titles include: (1) "Introduction"; (2) "Introductory Activities"; (3) "African Activities"; (4) "Latin American Activities"; and (5) "Concluding Activity." (EH)…
(1998). Improving Minority Student Success: Crossing Boundaries and Making Connections between Theory, Research, and Academic Planning. In an effort to cross boundaries and make connections between theory, research, and academic planning, Prince George's Community College in Maryland (PGCC) and the University of Maryland University College's Institute for Research on Adults in Higher Education (IRAHE) developed a partnership using national and institutional research to link theory and academic planning. In doing so, both institutions developed new programs responsive to the needs of a diverse population of adult learners. This paper reports how multi-institutional, theoretical research influenced the design and development of intervention programs at a large, predominantly African-American community college. Sections of the document include theory, research and planning, hypotheses regarding increased student achievement, the IRAHE study of risk and promise, and analyses of student success at PGCC. Information is also included about the R3 Academy, a two-semester program of developmental and credit instruction…. [PDF]
(1990). Intercultural Communication and the College Campus: A Select Annotated Bibliography 1985-1990. This annotated bibliography was compiled by searching the ERIC and PSYC-LIT CD-ROM databases. While this is not a comprehensive treatment of intercultural communication, the 18 journal articles and single ERIC document cited offer the reader an opportunity to examine pedagogical and programmatic issues of intercultural communication. Individual items listed in the bibliography address the special needs of foreign students; identify the differences between the Asian-American, Hispanic American, and Afro-American cultures; explore aspects of verbal and nonverbal communication; and outline educational methodologies that target international students. (MAB)… [PDF]
(1992). Using Literature by American Indians and Alaska Natives in Secondary Schools. ERIC Digest. Literature is a powerful vehicle for the transmission and interpretation of culture. Reading a variety of literature helps students to understand the principles underpinning values and traditions of their own culture and the cultures of others. Studying the myths, legends, and songs of traditional Native literature helps readers understand contemporary Native literature and appreciate its differences from the mainstream. However, the accepted canons of literature exclude works by American Indians and Alaska Natives. Furthermore, the few literary works about Native Americans that have secured a place in the secondary school curriculum were written by non-Natives, are unauthentic, portray cultural information inaccurately, and perpetuate negative stereotypes. Over the centuries, the stereotypical Native American in literature has shifted from simple, superstitious child of God to blood-thirsty savage to noble savage to victimized dispossessed nomad. Non-Native writers today continue… [PDF]
(1984). World Cultures: A Theme Guide to K-12 Curricular Resources, Activities, and Processes. This guide is for educators who wish to improve existing curricular frameworks for teaching about world cultures. The guide is anchored by six goal statements for student learning: (1) to begin to understand that cultures are complex and are made up of many components (values, behavior, habitat, aesthetics, etc.); (2) to recognize the part geographic setting and history play in shaping a culture; (3) to understand that change is natural and ongoing and that people are affected in different ways because of their value systems; (4) to understand the interdependence of people, groups, and nations; (5) to develop an awareness of how perspectives differ among individuals and between groups; and (6) to recognize the importance of individual and cultural differences within the context of certain cultural universals. Sample activities, separated by grade level, are organized to correspond to each of the six goals. Resources that teachers might use in conducting the activities also are…
(1991). Indigenous Bilingual EC Programmes in Aotearoa, Wales and the U.S. This paper examines bilingual early childhood programs in Aotearoa, New Zealand, in Wales, and among the indigenous people of the United States. The first section of the paper describes bicultural programs as programs that promote an acknowledgement of the ways people of each culture live, communicate with one another, and understand their world. A bilingual program is a bicultural program that involves the learning of a minority language. The advantages of bilingual programs in Aotearoa, New Zealand include fostering the Maori people's access to their language and culture, providing individual and societal enrichment, and promoting enhanced academic achievement. The second section of the document outlines the history of Maori educational initiatives. Research that exposes nonegalitarian practices in New Zealand educational policy is cited and Maori attempts to achieve autonomous control over their educational development are described. The third section contains observations on…
(1988). Teaching toward Peace and Social Responsibility in the Early Elementary Years: A Friends School Case Study. Scholarly Report Series No. 27. A 1-year, school-based collaborative research project explored ways in which children from 5 to 10 years of age learn social concepts related to acceptance and understanding of human diversity, strategies of conflict resolution, social problem solving, and ways to promote peace. The study was carried out by an educational anthropologist, three teachers at a Friends (Quaker) elementary school, and a research assistant. An ethnographic case study approach which employed repeated participant observations and spontaneous and semi-structured interviews with teachers and students was used. Videotapes of activities, discussions, and classroom and playground interactions were made and analyzed. Findings document group processes and classroom discourse, planned and spontaneous activities, and children's perspectives on issues related to their school, strategies for social problem solving, and peace. This paper presents an initial analysis of over 200 hours of observation data and interviews… [PDF]
(1988). Australia: On the Other Side of the World. Young Discovery Library Series: 15. Part of an international series of amply illustrated, colorful, small size books designed for children ages 5 to 10, this volume presents information on the life and customs of Australia and what it is like to live on the biggest island in the world. Color illustrations and maps show the habitats of birds, flowers, and animals native to Australia and what everyday life is like. The early history of Australia, modern life, the experiences of school children, childhood games, and the history of the aborigines are covered. (NL)…
(1986). Asia in the European Classroom: The CDCC's Teachers Bursaries Scheme. Asia now claims more than half of the world's population and economically presents a challenge to the former western domination of the world's markets. With these changes, education for international understanding is essential. How can the classroom become the site for effective and balanced instruction about Asia? This document presents numerous classroom approaches for teaching about Asia in a non-fragmented way. A multidisciplinary approach is suggested, employing art, history, current events, music, literature, religion, foods, and using the school as a cultural broker, rather than simply introducing courses labeled Asian history. Teaching students to question and challenge stereotypes, and to evaluate and compare Asian systems against their own will lead to global understanding and a lessening of racism. Sections on teaching materials, learning resources, and how to incorporate teaching about Asia in the existing curriculum are included. (NL)…
(1984). Toward a Rationale for a Supervisory Model of Instruction in Multicultural Student Populations or Sweathogs Won't Bite. This monograph, intended for training teachers to deal with multicultural groups, focuses upon the realities of the counter-culture of lower socioeconomic group minority students. In a discussion of the rationale for a supervisory model of instruction for these students, it is noted that most of the severely isolated minority groups within the lower socioeconomic group live almost completely within a folk culture that is communal and oral. The program focuses on the ability of teachers to incorporate the strengths of an oral culture into instructional methods and the realization that reading and writing present grave difficulties for their students. To give a teacher with a middle-class orientation an idea of what to expect in the classroom behavior of these students, a list is provided of general characteristics of lower socioeconomic minority children. Suggestions are offered for the teacher on how to deal with a group that appears to be strange or hostile. The content of a series…