(1981). Special Report: Short Answers to Common Questions About Bilingual Education. AGENDA, v11 n4 p29-35. Defines United States bilingual education, why it is needed along with bicultural education, its advantages, why the Supreme Court did not require it, why it does not hinder English proficiency, the distinction between language grouping and segregation, why the research is inconclusive, and why Quebec's problems will not be encountered here. (LC)…
(1997). Four Works by African American Artists in the Baltimore Museum of Art Collection. Art Education, v50 n2 p25-32 Mar. Presents a series of lesson plans and learning activities using discipline based art education principles to focus on four works by African American artists. The artists featured are Joshua Johnson, Horace Pippin, Alma Thomas, and Tom Miller. Includes a representative color plate of each artist's work. (MJP)…
(1992). Paradise Elementary School. Urban Review, v24 n1 p73-82 Mar. Offers a fictionalized account of the development, within an elementary school, of four distinctive schools-within-schools. Questions and issues arising in developing such programs are discussed; the theme of each of these four is described, and advantages that staff find in the arrangement are presented. (Author/JB)…
(1993). Combating Racism: A Confusing Story. Multicultural Teaching to Combat Racism in School and Community, v11 n3 p16-19 Sum. Incidents in two Australian secondary schools illustrate the real problems of discrimination that aboriginal students face in the Australian education system in spite of policies intended to combat discrimination and promote the needs and rights of minority students. A program to combat racism in six schools is described. (SLD)…
(1993). Integrating ESL into the Mainstream: Australian Perspectives. Multicultural Teaching to Combat Racism in School and Community, v11 n3 p35-40 Sum. Describes the movement toward integrating the instruction of English as a Second Language (ESL) into mainstream education in Australia. Challenges of mainstreaming for teachers, students, and policymakers are described. ESL learners must have a carefully integrated program of language-conscious teaching and content-based language instruction. (SLD)…
(1999). Mexican-American Preservice Teachers and the Intransigency of the Elementary School Curriculum. Teaching and Teacher Education, v15 n5 p555-70 Jul. Investigated how Mexican-American student teachers expressed their cultural knowledge in lesson planning and implementation. Semistructured interviews with Mexican-American student teachers working in elementary Professional Development Schools revealed little ethnic expression, even when teaching Mexican-American children. They were never invited to develop curricular themes focusing on the cultural knowledge that they shared with the children. (SM)…
(1998). Moving Teacher Education in/to the Community. Theory into Practice, v37 n2 p131-39 Spr. Describes a set of structured experiences within a preservice teacher education program that helped construct, with the students, a critical perspective toward better understanding pupils' home, community, and school lives. The structured experiences occurred within a New Mexico school community research project combined with a course on families, schools, and communities. (SM)…
(1992). Many Faces, Many Voices: Multicultural Literary Experiences for Youth. The Virginia Hamilton Conference (Kent, Ohio). This volume contains keynote and workshop presentations from several Virginia Hamilton Conferences on multicultural literature for children and young people. The papers and speeches are as follows: (1) "A Toiler, A Teller" (Virginia Hamilton); (2) "The Next America" (Arnold Adoff); (3) "The Magic of Imagining: Transaction with Young Adult Fiction and Poetry" (Arlene Harris Mitchell); (4) "A Conversation with Patricia and Fredrick McKissack" (Anthony L. Manna and Carolyn S. Brodie); (5) "Making the Journey" (Sheila Hamanaka); (6) "A Journey Toward a Common Ground: The Struggle and Identity of Hispanics in the U.S.A." (Nicholasa Mohr); (7) "The Mythic Dimensions of Appalachia" (Gary D. Schmidt); (8) "Literature in the Pediatric Setting: The Use of Books To Help Meet the Emotional and Cognitive Needs of Chronically Ill Children" (Marcella F. Anderson); (9) "Jewish American Experiences in Children's…
(1993). The Canadian Maritimes: Images and Encounters. Pathways in Geography Series Resource Publication, Title No. 6. This guide covers the Canadian Maritime provinces of New Brunswick, Prince Edward Island, and Nova Scotia. The first in a series prepared for geographers and those interested in travel, this guide is written by local geographers or others with special expertise on the area and provides insights and a feeling for place that textbooks often miss. This guide introduces a region outside the geographical experience of most people in the United States and of many Canadians. The complexities, joys, and challenges of this multicultural region are presented for further exploration. Part 1, "An Overview of the Region," includes: (1) "Introduction"; (2) "First People"; (3) "The Maritimes in Canadian History"; (4) "The Environment of the Maritimes"; (5) "Physical Geography"; and (6)"Environmental Problems." Part 2, "The Regions of the Maritimes," includes: (1) "Acadia"; (2) "'Acadian' or 'Maritimer': A… [PDF]
(1995). The Bubbling Cauldron. Race, Ethnicity, and the Urban Crisis. The essays in this collection provide a background for discussions about multiculturalism, cultural politics, and urban crises by illustrating the ways in which race is still a central source of meaning, identity, and power and why it is intensifying as a category, rather than diminishing. Selections include: (1) "Putting 'Race' in Its Place" (Michael Peter Smith and Joe R. Feagin); (2) "Dictatorship, Democracy, and Difference: The Historical Construction of Racial Identity" (Howard Winant); (3) "Who Are the 'Good Guys'? The Social Construction of the Vietnamese 'Other'" (Michael Peter Smith and Bernadette Tarallo); (4) "The Rising Significance of Status in U.S. Race Relations" (Martin Sanchez Jankowski); (5) "African American Entrepreneurship and Racial Discrimination: A Southern Metropolitan Case" (Michael Hodge and Joe R. Feagin); (6) "Black Ghettoization and Social Mobility" (Norman Fainstein); (7) "Historical…
(1995). Figures of Speech, Symbolism and the Communicative Process in the Multilingual Classrooms. The increasing linguistic and cultural diversity of U.S. public schools requires teachers to be more sensitive to how symbols and figures of speech are used to maintain an effective cross-cultural communication. The purpose of this paper is to address and discuss the role of sociocultural factors that shape the insights and perspectives of diverse students in the process of interacting with others. Diverse students come to the classroom with a limited view of the use of English figures of speech and language symbols; they also employ culturally-bound symbols and figures of speech that cause miscommunication in the target language. Teachers need to foster a classroom environment where these symbolic differences are taken into consideration. They also need to create conditions that promote effective use of symbols and figures of speech. These conditions involve valuing linguistic and cultural diversity, contextualizing learning tasks and activities, and utilizing language functions to… [PDF]
(1997). Preparing White Teachers for Urban Schools: A Compendium of Research. The perceptions of novice and expert teachers in urban schools about their preparation through teacher education were studied. It is generally recognized that middle-class white teachers are strangers to urban cultures, and that they often believe the mass media's negative images about low- income African American and Latino communities. Thirty-five novice teachers and 15 experienced teachers were studied over a 2-year period. Novice teachers completed the questionnaire before and after student teaching, and their supervisory teachers completed identical questionnaires at the end of student teaching. Results show that teachers, whether experienced or novices, do not think about culturally responsive pedagogy or reflect on the interaction between culture and teaching. The initial concerns of novice teachers reflected their uneasiness with the urban environment and their students. By the end of student teaching, novice teachers were able to see their students as individuals and to…
(1995). The International Basis for Intercultural Education Including Anti-Racist and Human Rights Education. Many international documents, building on the philosophy and contents of the Universal Declaration of Human Rights of the United Nations, support this declaration's standards and stress teaching and education as effective ways to make these standards reality. The two papers in this document describe and analyze some international documents for their implications for intercultural education. The first paper, "The Legal Character of International Documents on Intercultural Education," by Fons Coomans describes the legal character of international documents on intercultural education and explores whether they have legal standing with governments and their value at grass-roots level for students and teachers. In general terms, these documents are not enforceable against states, but they have great value as yardsticks and guidelines. The second paper, "The Implications of International Documents on Intercultural Education," by Pieter Batelaan, discusses obligations… [PDF]
(1993). Current Research Issues in Minority Student Education. As a conclusion to a symposium on issues related to diversity and American education reform in the context of Goal 3 of the National Education Goals, this paper summarizes important issues of language and culture that must be faced in the process of implementing Goal 3. One of the prerequisites for dealing effectively with these issues is an adequate foundation of research. The need for accurate information and data from all possible sources is emphasized, and the following categories are identified: program and instructional models; the needs of special populations; processes of second language learning; acquisition of literacy; influence of home and community; assessment issues; and teacher education. Contains 44 references. (LB)… [PDF]
(1993). Education, Development, and the Rebuilding of Urban Community. The paper asks what are appropriate policies for urban school reform in the context of global transformations affecting cities in both developed and "Third World" countries. Features of this transformation include growing population diversity, a semi-permanent underclass, and the informal economy. Comprehensive community development (i.e. economic, socio-political, and cultural) must promote alternative forms of integrating communities into the larger whole, in ways that emphasize "indigenous" knowledge and problem solving. Urban school reforms that promote culturally relevant education and community partnerships can make a contribution. However, the connections between school and community and school and work need to be rethought. The paper provides examples of strategies to convert new economic forms into life-sustaining opportunities and new social forms into structures that sustain the community. (Contains 55 references.) (Author)… [PDF]