(1990). Adelaide + Arizona: Sharing Our Knowledge. Community Services Catalyst, v20 n4 p22-24 Fall. Describes a cooperative international education project involving Adelaide College (South Australia), Rio Salado Community College (Arizona), and Austin Community College (Texas). Considers each institution's contributions, program goals (e.g., cross-cultural sharing of experiences by students studying a similar subject, bridging long distances via telecommunications, and supporting professional development), and operations. (DMM)…
(1994). The Hispanic Heritage in Novels, Short Stories and Nonfiction. Book Report, v12 n4 p19-23 Jan-Feb. Provides an annotated bibliography of culturally relevant materials for students of Hispanic heritage; discusses the designation Hispanic versus Latino, Chicano, Puerto Rican, and Cuban American; and describes common characteristics of Spanish-speaking people, including language, family ties, ethnic identity, and discrimination. Addresses of publishers are listed. (LRW)…
(1993). Teaching about Religions in State History Courses: The Religious Contours of California and Illinois. Social Studies, v84 n6 p239-44 Nov-Dec. Reviews the legal history of including religion in the curriculum and maintains that religion may have been the most important determinant of human behavior throughout history. Outlines an instructional model based on California and Illinois state histories and includes four themes that structure the model. (CFR)…
(1993). Advancing a White Discourse: A Response to Scheurich. Educational Researcher, v22 n8 p13-15 Nov. Responds to "Toward a White Discourse on White Racism" (James Joseph Scheurich; 1993). Reflects on participation of whites in racism and strategies whites have used to evade discourse on racism and to retreat from identifying racism with themselves. Ultimately, a discourse on racism must lead to action to reduce or eliminate white supremacy. An analogy is drawn with sexism. (SLD)…
(1997). Quinta da Princesa: A School "Reaching Out.". Multicultural Teaching, v16 n1 p35-38 Win. Describes how positive interventionist strategies improved the experiences and educational opportunities of the African-Portuguese and Romany children in Portuguese schools. The background of linguistic diversity in Portugal and the ethnic diversity in Portuguese schools are discussed. (GR)…
(1995). Towards a Multicultural Society: Bringing Postmodernism into the Classroom. Teaching Sociology, v23 n4 p307-20 Oct. Asserts that western civilization's belief in the differentiation between object and subject impedes a true multicultural discourse. Praises the postmodernist approach, that self-evident reality is actually a politically constructed text, as being useful in identifying subjectivity. Argues for acknowledgment, rather than displacement of, individual subjectivities. (MJP)…
(2002). Special Needs Provision in International Schools. International Schools Journal, v21 n2 p69-74 Apr. Describes some of the problems surrounding identifying a learning disabled student in an international school. States that because of the multilingual environment, common indicators may not apply. Offers suggestions for determining when a student needs help. (NB)…
(2000). A Successful Program for Struggling Readers. Reading Teacher, v53 n6 p474-76 Mar. Notes that a "staggering number" of struggling readers in the United States are African American children and other students of color. Outlines characteristics of successful schools for struggling readers, and details effective teaching techniques. Notes the importance of leadership, high expectations, culturally appropriate teaching strategies, and a variety of teaching approaches. (SR)…
(2001). Teaching Family History: An Annotated Bibliography. OAH Magazine of History, v15 n4 p11-18 Sum. Provides an annotated bibliography on teaching family history, organized by eight approaches to the topic: (1) chronological; (2) multicultural families (comparative); (3) the life-cycle (4) gender; (5) impact of major historical events on families; (6) family and public policy; (7) family rituals; and (8) genealogical. (CMK)…
(2004). Developing Cross-Cultural Skills of International Business Students: An Experiment. Journal of Instructional Psychology, v31 n2 p160-166 Jun. Cross-cultural skills are a major criterion for success in the global business environment. For students pursuing careers in international business, this means learning to manage cultural difference on three levels: self, interpersonal, and organizational. This paper describes five related and synergistic exercises that give college students experience in dealing with and solving real-world problems in cross-cultural management on all three levels. Anecdotal evidence suggests the exercises are a highly successful method for developing the cross-cultural skills of students. To confirm the efficacy of this process, a pre-test post-test experiment was conducted with a treatment-group and control-groups. Results show that the treatment group was the only one to show a significant (at p less than 0.05) increase in intercultural sensitivity–a measure of cross-cultural skill. (Contains 1 table.)… [Direct]
(1994). Educationists and Their Vanities: One Hundred Missives to My Colleagues. This volume collects 100 short essays written from 1957 to the present on the study of education and the training of teachers. The essays appear in the order in which they were originally written because they deal with issues and events that occurred at the time they were written. They embrace a range of themes including the art of teaching, the human sciences, multiculturalism, egalitarianism, postmodernism, and particularly the study of education itself. Throughout, the aim is to recall the university to its true mission: to seek knowledge and pass it on, to teach as well as to research, each process stimulating the other. A balanced, discipline-based undergraduate education is advocated as opposed to a mix of electives common on many campuses. Throughout, there is a focus on the large problems facing education and a critique is offered of schools of education which are held responsible for many of those problems. In particular, it is charged that schools of education use their…
(1997). Cultural Moments: A Teaching Strategy for Preparing Teachers for Cultural Diversity. Students in the Elementary Teacher Education Program at Rowan College (New Jersey) are predominately White and have had little previous contact with minority communities. Reflective classroom activities have been developed to facilitate critical reflection on teaching for diversity and to raise consciousness regarding educational equity. In one such exercise, the "cultural moment," students are asked for reflection about a personal experience of being in a minority status and about an experience that was bicultural, cross-cultural, or intercultural and then to respond to questions about their feelings in these situations, their understanding of the norms and roles of the group, and their own belief system and how it differed from that of the group. Field observations were made of teacher candidates in their student teaching placements (10 in urban schools and 10 in suburban or rural schools) using the Praxis III: Performance Assessment for Beginning Teachers and a pre- and… [PDF]
(1993). Celebrating Diverse Voices: Progressive Education and Equity. Thought and Practice Series. This publication is the first annual yearbook of the Bank Street College of Education (New York) and discusses the effects of actions by educators and others in light of concerns for equity, focusing on New York City schools. The volume includes scholarly chapters and chapters on policy and advocacy, and authors address practical and theoretical concerns at different levels of schooling and among different disciplines. Following a preface and information on the authors, the 12 chapters are as follows: (1) "Perspective and Diversity: Toward a Common Ground" (Maxine Greene); (2) "Restructuring and Multiculturalism: A New Alliance To Shift the Power Balance?" (Norman Fruchter); (3) "Reclaiming the School as a Democratic Site: Educational Leadership, Parent Participation, and School Restructuring" (Frank Pignatelli); (4) "The Supervisory Selection Process in New York City: A Parent Activist Perspective" (Jon Moscow); (5) "Shared Leadership: A…
(1986). Contemporary Cultural Revisitation: Bilingual and Bicultural Education. Wicazo Sa Review, v2 n1 p31-35 Spr 86. Since the enactment of the Indian Reorganization Act of 1934 many manifestations of self-determination and community control have surfaced in Native communities. During the 1940s the United States Indian Service attempted to initiate cross cultural education but had limited success. The 1960s saw significant education but had limited success. The 1960s saw significant change in Indian education at the postsecondary level when student activism brought about the establishment of ethnic studies programs and courses on Native culture and languages. The 1967 passage of Title VII of the Elementary and Secondary Education Act greatly stimulated interest in the bilingual education of Native children. The Rough Rock Demonstration School is one example of a successful bilingual, bicultural program. Navajo is the language of instruction for beginning students, and cultural studies continue with a strong emphasis upon written Navajo, which is possible because of a standardized Navajo…
(1984). Education of Migrants and Their Families. Eurydice Bulletin, n8 Spr. The bulletin is an overview of events and developments in policy regarding the education of migrants and their families, as reflected in the press, periodicals, and ministerial press releases of Europe. The bulletin contains abstracts of actions taken in the European community, the European Parliament, the Council of Europe, Belgium, Denmark, Germany, France, Greece, Ireland, Italy, Luxembourg, the Netherlands, and the United Kingdom. The actions involved the implementation of directives, the European Social Fund, mother tongue and mother culture projects, the status of women, training on return to the country of origin, intercultural education, rights of foreigners, foreign student legislation, enrollments, vocational training, teacher training, reception classes, government policy, and racial discrimination. (SB)…