(1999). Iroquois Corn in a Culture-Based Curriculum: A Framework for Respectfully Teaching about Cultures. SUNY Series, the Social Context of Education. This book offers a new culture-based framework that provides a way to research and develop curricula based on respect for diverse cultures. The Haudenosaunee (Iroquois) culture is used as an example to examine the reasons for prevailing stereotypes about American Indians and to explain how those stereotypes became the standard curriculum taught in America. Chapter 1 examines common stereotypes about American Indians (Noble Savages, Savage Savages, Living Fossils, Generic Indians) in academia, the media, and textbooks. Chapter 2 explores the academic theories behind stereotypes and provides insight on the creation of evolutionary theories and hierarchical scales that devalue indigenous cultures. Chapter 3 illustrates how such theories became the standard curriculum, which explains why diversity was not incorporated into textbooks. Chapter 4 presents the theories that support the culture-based curriculum framework, providing a new way to study diverse cultures and key elements for…
(1996). Vygotsky in the Classroom: Mediated Literacy Instruction and Assessment. Designed to help teachers think about, analyze, and make decisions on literacy instruction, this book provides the conceptual framework and methodology to put the ideas of Lev Vygotsky into practice for classroom literacy instruction. The book claims that Vygotsky's ideas provide a cohesive framework and an operational model that teachers can use to integrate and apply topics in literacy learning such as whole language, emergent literacy, writing, integrating literature in content areas, collaborative learning, teacher decision making, technology as a tool for literacy development, and dynamic assessment for explaining children's diversity in and potential for literacy development. Teacher educators who have used the Vygotskian perspective wrote the chapters in the book. Part I of the book explains the major ideas of Vygotsky's theory, and Part II applies the idea that assessment is dynamic and should occur while children are engaged in learning activities. Chapters in the book are:…
(1991). Colorado Directory of Multilingual/Multicultural Resources, 1991. This directory is designed for school districts and others in search of quality educational services for limited-English-proficient and language-minority students, especially refugees and immigrants. The directory lists multilingual and/or multicultural individuals and government, non-profit, and private organizations that will assist with translation, interpretation, and cross-cultural training. Individuals are listed alphabetically according to language group (African, American Indian/Native American, Asian, European, Middle Eastern, Oceanic/South Pacific, and U.S.S.R.) and organizations are listed alphabetically in a separate section. An appendix lists the national origins of the languages spoken by students in Colorado's public schools. An index offers cross-reference to entries by language or geographic area. (MSE)…
(1992). For the Administrator: Realities for the Native American and Education. For historical, cultural and sociological reasons, the American Indian's own perspective has been missing from the discussion on Indian education. Historically, White American government, education, literature, and entertainment have all played roles in the annihilation of Native communities and cultures. As children, Midwestern Indians born approximately between 1895 and 1920 were taken from their families and put into special federal schools. For them, and for many of their descendants, elements of White culture was seen as oppressive and untrustworthy. With fear, illiteracy, and poverty, American Indians rejected the dominate White society and its education institution. The idea of education was never foreign to Native Americans, however. Education enabled them to live very well in their own world. To Indians, education is a very personal means of promoting their societal and personal survival, not by greed, but by selflessness, generosity, and courage. White educational… [PDF]
(1992). Reflecting Community Diversity in the School. Although American students have always been somewhat diverse, newly identified groups with special needs appear on community horizons every year. Education is one arena from which response to diversity is necessary. Ethnic, socioeconomic, disability, and gender status differ from one region to another making communities the ideal nexus for change. Some communities have taken a pro-active approach to cultural pluralism, and several model programs are described. Successful approaches reflect community exigencies, but all emphasize the following components: (1) collaborative development of a clear belief system which respects the nature of and demands excellence for all students; (2) use of an inclusive belief system as a guiding focus for school and community; (3) intervention strategies for at-risk students involving community agencies, businesses, and constituents in cooperative ventures; (4) a globalized curriculum which acknowledges the value of differences and teaches students to… [PDF]
(1992). Multiculturalism in Higher Education: A Myth or Reality?. This paper discusses the realities of multiculturalism in America's higher education and presents strategies for enhancing multiculturalism on college and university campuses. It examines what multiculturalism is and lists the various myths about it that have permeated the academic community. In response to these myths, solutions are examined that cover the following areas: (1) responding to affirmative action regulations; (2) providing funds; (3) broadening curricula; (4) redirecting testing and instruction; and (5) dealing with the problem of educational institutions not reaching out to minorities. It is noted that higher education has failed in its ability to respond to basic needs of nontraditional at-risk students, but also mentions that it is difficult to use traditional strategies to work with nontraditional students. Eight nontraditional strategies are identified to assist predominately white colleges to foster multiculturalism on their campuses. Finally, it is suggested… [PDF]
(1984). Foreign Students: Catalyst for Reducing Parochialism. Foreign students make up an important, and growing, segment of higher education in the United States. Reasons why foreign students come to the United States to study include the following: (1) the United States offers a serious approach to higher education in which students receive appropriate training and generally are able to complete the training; (2) the United States is an open society; and (3) programs take a reasonable length of time to complete. The use of English, which is a language college students from foreign countries have generally studied, is also a consideration. To meet the needs of foreign graduate and professional students, universities in the United States should emphasize skills, academic values, and learning strategies, rather than moral or religious values; be open to foreign ideas; be expeditious; insist on good English and good English-language instruction; teach diversity of ethnic, linguistic, and religious backgrounds; respect, honor, and help preserve… [PDF]
(1986). Bridging Linguistic and Cultural Differences through Reading: Multiethnic Literature in the Classroom. The use of multicultural literature in school reading programs can enhance the regular reading program by providing students with an awareness for other cultures, and by making a contribution to overall competence in all areas of language arts and in reading comprehension. When schools use literature that reflects only mainstream majority values, students are exposed to a narrow linguistic, historical, and cultural picture. An introduction to differing cultural viewpoints in literature can serve as a starting point for young readers to become more enlightened, providing an awareness of other cultures and a consciousness of oneself and one's relationship to a new culture. By integrating multiethnic literature into a school reading program, children realize that all ethnic groups have roots in the past and a strong heritage that is part of their culture. The stories should be carefully chosen and reflect accurate information, since more harm than good is done through literature which… [PDF]
(1987). Mirando al Futuro del Desarrollo Humano en America Latina y el Caribe. Seminario Regional sobre Universalization de la Educacion (Sucre, Bolivia, 4-10 mayo 1987) (Looking at the Future of Human Development in Latin America and the Caribbean. Regional Seminar on the Universalization of Education [Sucre, Bolivia, May 4-10, 1987]). One of every two children in developing nations does not complete primary school and four out of ten adults do not read or write. Of these ten, six are women. There were 44 million illiterate adults in Latin America in 1985, and of the 66 million school age children, 8.5 million were not in school. Thirty million of these children lived in poverty. In 1983, a project was begun with UNESCO/UNICEF in collaboration with interested countries, for the universalization of primary school education and to address problem of illiteracy. This seminar was organized to evaluate literacy programs, analyze national experiences, and search for alternatives to the continuing deterioration in providing basic education. Also examined were the role of education in child development and the factors in Latin America that affect access to education. Among the conditions affecting educational development were malnutrition, unemployment, inadequate facilities, and cultural discrimination. In 1984 a…
(1983). The Attitudes and Expectations of Student Teachers and Cooperating Teachers Toward Students in Predominantly Mexican American Schools: A Qualitative Data Perspective. The attitudes and expectations of five cooperating teacher-student teacher dyads toward students in two predominantly Mexican American schools were investigated. Data were obtained from participant journals, interviews, conferences, and classroom observations. This paper presents profiles of the dyads, with summaries of teachers' attitudes and expectations revealed by their conversations and conferences about pupils. It is noted that teachers' middle to upper class backgrounds contrasted with the students' low socioeconomic characteristics, and, to varying degrees, teachers had limited knowledge or experience with Mexican American students and their parents. Evidence is reported on teachers' negative attitudes toward the Mexican American community and on their generally low expectations for students. It is suggested that teachers and student teachers do not intentionally or maliciously stereotype or degrade minority students or their parents and that appropriate inservice and…
(1981). The People of West Africa. Designed for use in Michigan schools, this K-2 social studies unit examines aspects of African and Black American life. Material is divided into 11 sections. Sections 1 and 2 provide rationale, project overview, and an introduction to the unit. Section 3 outlines the five content and skill goals of the program: to learn the location of Ghana, Nigeria, and Michigan; to learn about the structures of families in these 3 areas; to learn about housing, education, and community life in these areas; to learn greetings and some basic words in a West African language; and to listen and respond creatively to African music. Section 4 outlines the specific learning objectives associated with each of these five goals. Section 5 contains a variety of introductory activities focusing on students' identification of their own families and community. The remaining sections consist of activities for each of the previously stated goals. For each activity, objectives, materials, procedure, and…
(1987). Cultural Pluralism and the Schools: Theoretical Implications for the Promotion of Cultural Pluralism. Ethnic differences are valuable to the well-being of society, but it is difficult to determine how to transmit this cultural value from one generation to another. The development of the value of cultural pluralism is dependent upon the development of both a comprehensive theory of cultural pluralism and a model of cultural transmission which focus on the breadth, depth, and changes of ethnic groups within society. Four conditions must be met for cultural pluralism to thrive: (1) cultural diversity must be present within society; (2) interaction must exist between and among groups; (3) co-existing groups must share approximately equal political, economic, and educational opportunity; and (4) society must value cultural diversity. Since all aspects of cultural pluralism and transmission are constantly in a state of flux, the resultant effect is that each group and society itself continually evolves or changes. Some groups are assimilated, others form, and still others grow larger…. [PDF]
(1987). Adult Career Guidance. OPTIONS. Expanding Educational Services for Adults. This monograph is part of OPTIONS, a packaged set of materials developed to provide postsecondary administrators, program planners, curriculum developers, counselors, and instructors with up-to-date, reliable information. This volume and two other monographs are intended to enable counselors and instructors to establish and conduct special services to meet the learning and career needs of adult populations. The publication prepares counselors to provide intake, assessment, employability skill development, and career guidance to multicultural, handicapped, and older adults, as well as dislocated workers and women reentering the work force. The eight chapters present a succinct, practical, action-oriented synthesis of research and development material that addresses the issue of providing special services to various populations of adult learners. Topics are implementing adult intake and assessment, providing employability skills for adults, providing career guidance for multicultural… [PDF]
(1983). Cultural Pluralism in Education. Theoretical Foundations. This analysis of cultural pluralism in the United States focuses on the central concerns of balancing inequities and cultivating pluralistic values and attitudes. The first chapter reviews the historical background of cultural pluralism and its implications for educators. In Chapter 2, the theory of cultural pluralism is explored, concentrating on the necessary conditions of a society for the concept to apply–cultural diversity, membership in a common politic with interaction between and among groups, relative parity and equality between groups, and a perceived value for the continuance of diversity. The third chapter examines alternative ideological positions of cultural pluralism. Issues and available options involving cultural pluralism are analyzed. Chapter 4 outlines the current ideological trend of pluralism as it has been defined by the courts. In the fifth chapter, an assessment is made of the diverse groups in American society and their respective needs and desires….
(1982). America's Women of Color: Integrating Cultural Diversity into Non-Sex-Biased Curricula. Filmstrip User's Guide for La Mujer Hispana: Mito y Realidad (The Hispanic Woman: Myth and Reality). This document is one of five filmstrip users' guides that can be used to increase understanding of minority women in the United States by supplying basic information on their histories, current concerns, myths, and misleading stereotypes. The guide was designed to be used with a filmstrip entitled "La Mujer Hispana: Mito y Realidad (The Hispanic Woman: Myth and Reality)" and to help teachers of secondary and postsecondary students to integrate ethnic group information into existing curricula. The focus of the guide and filmstrip is on three groups of Hispanic women: Chicanas, Cubanas, and Puertorriquenas. A discussion guide presents four objectives, discussion questions and topics, and references to sources of additional information. A filmstrip script is provided, containing narration for the 69-frame filmstrip. Three charts supply education and employment statistics for Hispanic women. A teacher-developed 5-day lesson plan for seventh through ninth grade students is… [PDF]