(2001). Mixing It Up: Multicultural Support and the Learning Center. Learning Assistance Review, v6 n2 p19-32 Fall. Reports on Macalester College's (Minnesota) Learning Center peer-mentoring, speaker, and workshop programs, which were designed to focus on anti-racism activism and reorganization of multicultural affairs. Analyzes ambiguity of terms "racism" and "multiculturalism" and argues that a systematic approach is necessary to move toward realizing the vision of a vibrant multicultural and multiracial learning community. (Contains 20 references.) (NB)…
(2004). Looking for Cultural Congruence in the Education of \Gitano\ Children. Language and Education, v18 n5 p413-434. This paper presents an analysis of narrative participation frameworks in bicultural situations between \Gitano\ (Spanish Gypsy) children and non-Gypsy Spanish (\payo\) researchers in institutional and informal settings. Data were obtained in two contexts, a public school in a large urban city and a summer school in a mid-sized city. Narratives produced under these conditions are characterised by a high degree of co-participation between children that seems to be mediated by two elements: the multiple positions that children hold in relation to the narrative and narrated events, and peer relations outside the institutional contexts of the study. Our theoretical discussion builds on aspects of the \'home-school continuity-discontinuity framework\ and develops two arguments. First, we argue that the linguistic practices of \Gitano\ children can be problematic for \payo\ teachers, as these practices build on social structures that teachers do not take into consideration. Second, we… [Direct]
(2004). The Antiracism Field Assignment: Beginning Results and Lessons Learned. Journal of Teaching in Social Work, v24 n3-4 p147-163 Dec. As a second article in a series devoted to an ongoing evaluation of our antiracism field project, a controversial assignment rooted in our Smith College School for Social Work's antiracism commitment, this paper focuses on the review of 128 assignments completed between September 1998-August 2000. A thematic analysis of these projects revealed interesting findings regarding the types of projects, population served, race of student, institutional receptivity, factors that enhanced or impeded student learning, obstacles encountered and degree of collaboration. Specific case examples are included that illuminate the complexity of the processes involved in learning skills utilized in antiracism work. (Contains 2 tables.)… [Direct]
(2005). Teachers on Intercultural Education. Teachers and Teaching: Theory and Practice, v11 n6 p575-589 Dec. Opinions differ on the desirability of paying attention to intercultural education in schools and on the opportunities to do this. Theoretical agreement and conceptual clarity on the concept are hard to find. The theoretical debate on intercultural education is far removed from daily practice in the classroom. Ideally, experience-related ideas and the insights of teachers should form part of the debate. In this article we present an example of measuring teachers' opinions on the concept of intercultural education. The research was carried out in The Netherlands with the help of a written questionnaire. Seventy-four teachers participated. The researchers differentiated four accents in intercultural education, based on the literature. This differentiation was not reflected in the teachers' answers. They had a slight preference for a general pluralistic interpretation of intercultural education and, hence, for a particular pedagogical approach. We will explore this finding further in… [Direct]
(1992). Come Visit Our Country: India. Teaching Material Prepared within the Framework of the UNESCO Associated Schools Project. This teaching booklet on India is one in a series of four, developed within the framework of the Associated Schools Project of UNESCO with a view to promoting education for international understanding. The purpose is to enable students to learn more about the lifestyles of their peers in India–their school and family life, aspects of their cultural past, their preferences with regard to food, dress, literature, music, as well as their future aspirations. Divided into six chapters, chapter 1 presents "India: A Geographical Profile." Chapter 2, "Come Visit Our Country," contains a brief itinerary. Chapter 3, "Our Cultural Past," focuses on the ethnic composition of India's population and changes in political and economic life. Chapter 4 presents "Our Culture Today." In chapter 5,"Who Are We?" family, school, and community life are described. Chapter 6 examines "World Concerns" and considers the future of India. (EH)… [PDF]
(1993). Preparing Students for the Twenty-first Century: A Rationale for Integrating New Technology into School Arts Programs. The paper affirms the necessity to incorporate new technology and new assessment techniques into any restructuring of the way the Florida state system of public schools now functions at the local school level. If the intent of public education is to prepare students to become thinking, contributing members of the 21st century, teachers not only must prepare the students to use the tools, but also not allow technological advancement to overwhelm them and stifle their "humanness." In this context, the arts are a curricular necessity because they provide fertile ground for cultivating in students those "high touch" sensibilities and values that the community intuitively feels are essential for living full and productive lives in an increasingly "high tech" environment. The document examines the way in which technology in the arts classrooms, when properly structured, teaches, enhances, and reinforces opportunities for creative problem solving, critical… [PDF]
(1997). Sister Schools: An Experience in Culture Vision for Preservice Teachers and Elementary Children. The School of Education at Brigham Young University (BYU) in Utah developed a sister school program with teachers and children in Cuauhtemoc and Dublan (Mexico) to increase the culture vision of preservice teachers while simultaneously allowing elementary school children to develop culture awareness by participating in a cross-cultural learning experience. Student teachers from BYU were sent to the sister schools in Mexico, working under the direction of Mexican cooperating teachers as well as an onsite field instructor from the American sister school. At the same time, a child-to-child exchange developed joint fundraising projects for improvements to the Mexican schools and visits to Mexico by some of the American students. The preservice teachers in the program gained a substantive knowledge of how that culture affects the children, learning to look beyond color to see individuals within a unique cultural setting. American children participating in the program experienced similar… [PDF]
(1993). A \Liberating\ Education for the 21st Century. This speech discusses the development of a true undergraduate liberal education for the 21st century that is also global in scope. It argues that liberal education is failing in its goal to truly educate students. The mission of every college or university should be to advance students' knowledge, skills, abilities, and values for an international world, and to match means to expected outcomes. The focus should shift from teaching and prerequisites to student development and learning. Such a shift in focus means that students will be expected to have a greater commitment to their education, moving from being passive to active learners; that faculty must become facilitators of student learning rather than being the source of all knowledge; that learning should no longer be limited to the classroom but take place outside the classroom in extracurricular activities, including travel to foreign countries and the use of multimedia technologies; and that student testing and assessment… [PDF]
(1991). Mathematical Enculturation: A Cultural Perspective on Mathematics Education. This book breaks new ground in Mathematics Education by taking as its focus the idea of Mathematics as a cultural product and analyzing the educational consequences of this cultural perspective. Drawing on a wide variety of sources and references, the book integrates the literature into a new conceptual schema that demonstrates and substantiates the meaning of Mathematics as cultural product. A new curriculum structure integrating enculturation into the mathematics education curriculum is introduced, as well as exploring the mathematical enculturation process. Finally, there are several important implications for mathematics teacher preparation and for the whole process of teacher education made in the final chapter. Following a preface by the author, the seven chapters include: (1) \Towards a Way of Knowing\; (2) \Environmental Activities and Mathematical Culture\; (3) \The Values of Mathematical Culture\; (4) \Mathematical Culture and the Child\; (5) \Mathematical Enculturation:…
(1976). The Development of a Rationale for a Program to Prepare Teachers for Spanish-Speaking Children in the Bilingual-Bicultural Elementary School. This book sketches the educational history of Mexican Americans and describes bilingual education as one way they can draw on their heritage and teach in bilingual elementary schools. Chapters are devoted to: (1) the profile of depressed educational achievement of the Mexican American and its attendant circumstances; (2) the bilingual school as a possible solution to the problem; (3) identification of the special competencies needed by the teacher in the bilingual-bicultural elementary school; (4) statement of a rationale; (5) the nature of performance-based education and its implications for program design; (6) a response to the basic issues–the St. Edward's Program for the preparation of teachers for Spanish-speaking children in the bilingual-bicultural elementary school in Texas; and (7) conclusions and suggestions for further research. Tabular information, graphs, and a bibliography are included as is an appendix describing a bilingual teacher education conference at St….
(1981). The Self-Determined Curriculum: Indian Teachers as Cultural Translators. Journal of American Indian Education, v21 n1 p19-23 Nov. Outlines how education as practiced in most schools is similar to education in Indian schools and explains how this lack of difference has led to the failure of Indian education. Describes a remedy which fits the goal of tribal self-determination and utilizes the talents of university-trained Indian teachers. (Author)…
(1997). Opening Doors with Informal Science: Exposure and Access for Our Underserved Students. Science Education, v81 n6 p663-77 Nov. The Young Scholars Program at The Ohio State University is a 6-year pre-collegiate intervention program designed to prepare academically talented, economically disadvantaged minority students for college education. This study describes the success of this effort to reshape the traditional presentation of agriculture. (Author/DKM)…
(1994). Science for All Students. Science Scope, v17 n6 p5-6,8 Mar. Contends that a large segment of our nation's population is underserved in mathematics and science education. Some teaching strategies suggested to increase mathematics and scientific literacy among all students include making wrongs right; vary learning and allow group work; overcome language barriers with math and science; and respect different cultural mores and traditions. (ZWH)…
(1992). Rethinking the Concept of "The Popular" in Critical and Poststructural Social and Educational Theory. Educational Foundations, v6 n3 p51-66 Sum. Examines the concept of popular culture in social and educational theory in the context of developing nations, particularly Latin America. Using a poststructuralist literary theory, the article elaborates a notion of the popular that offers a new conceptualization by incorporating a sense of competing identities and ideologies that form it. (SM)…
(1989). The Practice of Equity. Peabody Journal of Education, v66 n2 p127-46 Win. Describes the evolution of the "Equals" and "Family Math" programs at the University of California (Berkeley) from a single-focus equity program to a multiple focus. Explains specifics of each program's philosophy, methods, and impacts, and describes the program characteristics that enable students to succeed in mathematics. (SM)…