(2004). Diversity Work and Service-Learning: Understanding Campus Dynamics. Michigan Journal of Community Service Learning, v10 n2 p34-43 Spr. This paper examines the challenges faced as higher education institutions consider integrating their commitment to service with their commitment to diversity efforts. Findings from four case studies of small- and medium-size private institutions explore the connections and divergences among institutional mission, campus leadership, curriculum integration, and organizational structure as contexts within which integration efforts emerge. (Contains 3 notes.)… [PDF] [Direct]
(2004). The International Role of the NCSL: Tourist, Colporteur "or" Confrere?. Educational Management Administration & Leadership, v32 n3 p269-287. This article addresses the international positioning and role of the National College for School Leadership (NCSL). The article argues that the college stands as an initiator, exporter, importer and disseminator of leadership research and practice and that the role it adopts in regard to these will determine its international influence. The first part of the article discusses the uniqueness of the college and the possible pathways along which its influence could expand. It acknowledges that in building its sphere of influence the college faces a context of unpredictability and uncertainty. The second part of the article focuses specifically on the international role of the NCSL and suggests that from among a range of alternatives, the college would be wise to adopt a "confrere" role, that is, genuinely mutual dialogue and co-operative learning relationship with researchers and partners overseas. The third part of the article recognizes the associated difficulties and… [Direct]
(2005). Developing a Framework for Reducing the Cultural Clash between African American Parents and the Special Education System. Multicultural Perspectives, v7 n2 p3-11 Apr. A conceptual framework was developed to provide proactive relationship building strategies for professionals in special education and the African American families they serve. Cultural clashes have occurred between the respective groups because of the dissimilar cultural and personal experiences that shape one group's perceptions of the other. Yet, collaborative parent-provider relationships can be established through deconstructing the disparate factors that influence both the perceptions of African American parents and those of professionals. Through utilizing a family- and culture-centered planning approach to services, professionals may begin to more fully understand the factors that shape their own experiences and those of the families they serve. This will serve to reduce the cultural clash between the respective groups and create more positive outcomes for parents and providers. (Contains 1 figure and 1 table.)… [Direct]
(2005). Permitanme Hablar = Allow Me to Speak. Language Arts, v83 n2 p118-127 Nov. This multicultural feminist critical narrative inquiry examines how one Dominican Spanish and English speaking poor immigrant first grader, Pam, utilizes her critical literacies to intervene against inequitable teaching practices and affirm her cultures. Implications for early childhood educators to develop culturally responsive practices that better support children are discussed…. [Direct]
(2002). An Evaluation of a Decade of a Rural Field-Based Special and Elementary Teacher Training Program. To address the need for special education teachers trained in rural and culturally diverse settings, a field-based special education program was implemented in Kayenta Unified School District (KUSD), Arizona, on the Navajo Nation. KUSD provided teacher housing, classroom space, sites for practicum coursework, and some student teaching placements. KUSD teachers and administrators were hired as instructors and guest speakers for some courses and were involved in the selection of participants. Northern Arizona University contributed tuition waivers and administrative support, and the U.S. Department of Education provided funding. Since 1992, 109 students have been admitted into the program, and 104 completed it; 67 students were Native American, primarily Navajo. The high retention rate was attributed to the field-based nature of the program. The Native American students were predominantly paraeducators for the KUSD and therefore were able to remain employed and maintain their… [PDF]
(1995). Involving Preservice Teachers in Discussions of Diversity. Creating a safe, open environment for discussion is a critical first step in examining topics of diversity. Because public schools may be the only social arena in the United States where different social classes, ethnicities, and genders come together on a regular basis, it is important to involve preservice teachers in discussions involving different perspectives. Three major sources of student resistance to talking and learning about race and racism have been identified by B. D. Tatum: (1) race is considered a taboo topic for discussion, especially in racially mixed settings; (2) many students, regardless of racial-group membership, have been socialized to think of the United States as a just society; and (3) many students, particularly white students, initially deny personal prejudice, recognizing the impact of racism on other people's lives, but failing to acknowledge its impact on their own. The specific experiences of two instructors (the authors) in two different universities… [PDF]
(1979). Ethnic Studies Methods and Materials for Teacher Training: A Model for Schools of Education. Selected teacher resource projects for ethnic studies are identified and reviewed in this document. Developed at 16 educational institutions across the United States, the projects range in focus from general multiethnic education to specific minority groups including Japanese-, Afro-, French-, Polish-, Italian-, Mexican-, and Ozark-Americans, and Yakima Indians. Some focus on ethnic populations within a particular area, such as Chicago. Each project is identified in terms of location and address, project director, program subject, grade level, and subject areas into which materials can be incorporated. Grade levels range from kindergarten through college; most materials were designed for use in elementary and secondary classes. The reviews identify types of materials produced by each project (i.e., teacher's manuals, bibliographies, teaching units, audiovisual or print materials) and describe content and possible applications. (AV)…
(2002). Educators' Preparation for Cultural and Linguistic Diversity: A Call to Action. This policy paper provides information about issues surrounding the education of culturally and linguistically diverse (CLD) student populations, noting that preparing non-English speakers to survive in English-dominant schools and society is more complex than current policy debates would suggest. The paper stresses the need for teachers who can deliver classroom practice that respects the language and culture of the child and effective, accommodative instruction that results in literacy and academic success for second language learners. It also discusses the context that distinctly favors the assimilation of CLD students, with little thought to their rich cultural heritage or the language knowledge they bring to the classroom. The paper suggests that at the policy level, this sociopolitical context poses a challenge for future support and development, and at the level of praxis, this context threatens efforts to better prepare school educators for the differential learning and… [PDF]
(2001). Hispanic Education in the United States: Raices y Alas. Critical Issues of Contemporary American Education. This book portrays what works in creating better educational opportunities and effective school reform for Hispanic Americans, offering a reflection on the bicultural experience of minority groups in U.S. schools and showing how and why educational reforms must seek to build upon rather than downplay the native culture and language of minority students. The book includes stories from the author's life and from the experiences of other teachers and students. The 10 chapters examine the following: (1) "An Introduction to 'Raices y Alas'"; (2) "Culturally Diverse We Are, Equal and United We Are Not"; (3) "It Doesn't Have To Be 'Either/Or'"; (4) "Hispanics: A Growing Immigrant People"; (5) "Culture and Education: Seeds of the Individual and Collective Identity for Hispanics in Schools"; (6) "Educational Approaches–What Works for Hispanics: General Constructs and the Early Years"; (7) "Educational Approaches–What Works…
(1990). Intercultural Education and the Professional Knowledge of Teachers. European Journal of Teacher Education, v13 n3 p141-51. Discusses in-service teacher training in England, proposing alternative models of professional knowledge which could change and improve teachers and teaching. The article considers alternative models derived from work with teachers and students in England and explains how such models can help in establishing intercultural education courses for teachers. (SM)…
(1995). Implementing Indian Curriculum in Indian Teacher Education: The Student Teacher's Perspective. Journal of Professional Studies, v3 n1 p11-20 Fall-Win. Interviews with Canada Native student teachers asked them to reflect on their practice following a final practicum at the Saskatchewan Indian Federated College. Results showed that they were using techniques appropriate to Indian education, though they felt there were additional areas of need in their preparation. (SM)…
(1993). Making Good on Our Promises…Moving beyond Rhetoric to Action. A Report. The Commission to Improve Minority Education (CIME) was established in 1990 to address problems hindering the education of ethnic minorities at community colleges. This report features the CIME action agenda for the national community college system for improving recruitment, retention and transfer rates of minority students. Part I features a prefatory message from the Commission, while part II includes a foreword from the Commission chair. Part III, "The Challenge that Words Alone Cannot Solve," is divided into five sections: (1) "The Nation's Community Colleges: Shouldering the Challenge," highlighting the role of the community colleges in providing access to education for minorities; (2) "Mandate for a Community College Action Agenda," detailing the foundations of the agenda in terms of the needs for improving minority opportunities; (3) "Making the Commitment: It's in Our Best Interest," describing the benefits of diversity for…
(1995). A Guide to Curriculum Development in Family and Consumer Sciences Education. This guide is designed to help educators develop a comprehensive and integrated family and consumer sciences educational program for all grades. Chapter 1 provides an overview of the family and consumer sciences program in Connecticut. Chapter 2 describes the various program elements local districts should consider when reviewing, modifying, or developing program offerings, such as program overview, program goals, core topic areas, integrative components, and program structure. Chapter 3 describes a curriculum development process that addresses factors influencing curriculum development, recommended steps in the curriculum development process, integration of Future Homemakers of America/Home Economics Related Occupations into the curriculum, and current perspectives on teaching and learning that affect curriculum development. Chapter 4 provides guidance and tools to assist with the tasks of organizing program topics and selecting student competencies at middle/junior and high school… [PDF]
(1995). Hispanic American Heritage, Intermediate. This resource book features the cultural heritage of Hispanics living within the United States and includes ideas, materials, and activities to be used with students in the intermediate grades and middle school. This book explores the definition of the term \Hispanic Americans\ and suggests a multilayered population with a variety of cultural experiences. The book explores both the likenesses and differences and celebrates Hispanic American heritage as a whole. The book lists seven topics to explore: (1) \Our Heritage\; (2) \Coming to America\; (3) \Independence\; (4) \Hispanic Americans Today\; (5) \Customs and Traditions\; (6) \Hispanic Heritage Game\; and (7) \Management.\ (EH)…
(1992). Educational Opportunities for American Indians in Minneapolis and St. Paul Public Schools. This report is based on background research and a community forum held in September 1990 in St. Paul, Minnesota, and addresses issues related to equal education for American Indians in Minnesota public schools. Minnesota's Native American population is increasing, is younger than non-Indian Minnesotans, and is becoming more urban than rural. The dropout rate is higher for urban Indians than for rural Indians, and the educational attainment of American Indians still lags behind that of the total population. Most of the report consists of summaries of presentations at the forum from individuals, agencies, educators, state government officials, tribal government officials, and superintendents of school districts. Of central concern was the question of whether equal opportunity in public education means simply equal access to education, or whether it includes the certainty of equal attainment. Some participants called for Indian-controlled separate schools or a separate district to… [PDF]