(1996). Diversity Identity Development Training: Theory Informs Practice. Journal of Multicultural Counseling and Development, v24 n4 p229-40 Oct. Most identity development models are unidimensional and mutually independent. They rarely acknowledge multiple cultural identifications or their relationship to diversity-awareness training. This article discusses this relationship in a four-stage conceptual model for diversity identity development and its implications for the design, structuring, and leadership of diversity training programs. (Author)…
(1997). State History and African American History: An Interdisciplinary Civil Rights Approach. Social Studies and the Young Learner, v9 n3 p14-17 Jan-Feb. Describes a middle school class that incorporated social studies and state history into a course on African American history. Recommends the children's book, "African Americans in Florida," a model for an exploration of state history that can be used as a guide by teachers looking for similar books. (MJP)…
(1990). Teaching Multicultural Literature in the Reading Curriculum. Reading Teacher, v44 n1 p28-40 Sep. Describes a five-step sequence for the study of multicultural literature. Presents a detailed example of how the sequence can be used to study literature dealing with Native American cultural groups. Concludes with descriptions of how the sequence can be used and adapted with literature dealing with Black and Hispanic cultural groups. (MG)…
(1994). Developing a Multicultural Library Media Program. School Library Media Activities Monthly, v10 n8 p28-29 Apr. Describes the development of a multicultural library media program based on experiences at a Virginia middle school. Highlights include the media center as a cultural and curricular resource; establishing philosophies and goals; reviewing current materials and establishing guidelines for new material selection; staff development; and an integrated library media curriculum. (Contains six references.) (LRW)…
(1994). Culture, Ethnicity, and Language for Puerto Rican Women. Equity and Excellence in Education, v27 n1 p34-36 Apr. Examines concepts of culture and ethnicity commonly used to describe the adaptation faced by Puerto Rican migrant women as composite conceptualizations closely related to, and constructed by, language, class, and gender roles. The function of literacy is important in the adjustment of the newcomer. (SLD)…
(1996). The Role of Concrete-Abstract Thinking Levels in Teachers' Multiethnic Beliefs. Journal of Research and Development in Education, v29 n3 p134-40 Spr. Middle school teachers (n=123) in 2 southeastern states completed surveys examining the relationship of their abstract-concrete thinking levels to their multiethnic beliefs. Teachers' beliefs about multiethnic issues varied according to their individual thinking styles, with concrete thinkers holding beliefs that were less likely to nurture efforts to improve education in multiethnic settings. (SM)…
(2001). Exploring Multiple Serendipitous Experiences in a First Nations Setting as the Impetus for Meaningful Literacy Development. Canadian Journal of Native Education, v25 n1 p51-67. An Aboriginal teacher engaged her non-Native students in the historical study of a Secwepemc child's experiences of residential schooling. Pedagogical practices included reading a novel based on remembrances of residential schooling, journal writing to stimulate critical thinking and engagement with the text, author interview, and a field trip by students and parents to the former residential school. (SV)…
(2004). Holding Up the Mirror: The Complexity of Seeing Your Ethnic Self in History. Theory and Research in Social Education, v32 n4 p459-483 Fall. With the growing inclusion of multicultural curriculum in social studies, educators must understand the issues students of color face when learning about their ethnic history and culture. Using personal document analysis and phenomenological interviewing, this study explored six Filipino American college students' experiences with Pinoy Teach, a transformative multicultural curriculum focused on Philippine and Filipino American history and culture. Six themes emerged revealing the complex interplay among prior knowledge, ethnic identity, and a curriculum about one's self. Students experienced connections, collisions, decolonization, and empowerment from Pinoy Teach. Connections resulted when Pinoy Teach filled gaps in participants' prior knowledge; however, collisions occurred when their prior knowledge of a colonized history clashed with Pinoy Teach's transformative narrative. Pinoy Teach also problematized students' conceptions of ethnic identity and relationships with other… [Direct]
(2004). Using Entertainment Media to Inform Student Affairs Teaching and Practice about Multiculturalism. New Directions for Student Services, n108 p25-35 Win. This chapter discusses the importance of enhancing the diversity awareness and multicultural competence of undergraduate and graduate students through the use of popular media for classes and training workshops, and it presents two models that explain behaviors associated with racial identity development and understanding diversity issues. (Contains 1 figure.)… [Direct]
(1995). Destination: Paraguay. Study Guide. This guide offers a closer look at Paraguay as a landlocked republic in the heart of South America. The activities emphasize the interaction between the people and their land and pertain to three academic levels. Activities for grades 3-5 include: (1) "Packing for Paraguay"; (2) "Where in the World Are We Going and How in the World Will We Get There?"; (3) "Now Boarding for Departure"; (4) "Getting There is Half the Fun"; (5) "Sights Along the Way: A Field Guide to Wildlife in Paraguay"; (6) "A Day in the Life"; and (7) "Aleluya!" Activities for grades 6-9 include: (1) "Destination: Paraguay"; (2) "Testing the Waters"; (3) "Paraguay's Blending of Cultures"; (4) "Agriculture in Paraguay"; (5) "School Life in Paraguay"; and (6) "Source of Power." Activities for grades 10-12 include: (1) "Land of the Rivers"; (2) "Viewing the Video"; (3)… [PDF]
(1993). A Matter of Respect: An Interview with Pam Martell, Coordinator of Indian Education, Michigan Department of Education. This document presents an interview with Pam Martell, who coordinates educational services to Michigan's approximately 60,000 Native Americans. Since over 98 percent of Michigan's American Indian children attend public schools, Martell places a high priority on the quality of public education. Equally important is working on issues concerning student retention, policy development, negotiating pro-Indian legislation, community networking, implementing teacher inservices, attending Indian events, and organizing a summer youth camp. Martell, who is also Native American, believes that in order to improve education for American Indians, teachers must implement practices that consider children's differing cultural and learning backgrounds. Teachers must also become aware of their own biases and stereotypes regarding Native Americans. To avoid stereotyping, Martell recommends teaching children about Native Americans in a developmentally appropriate sequence by exposing young students to… [PDF]
(1990). Proceedings of the National Forum of the Association of Independent Liberal Arts Colleges for Teacher Education (4th, Milwaukee, Wisconsin, November 9-11, 1990). The papers in these proceedings focus on the critical elements of values and ethics, critical inquiry, and reflection. The following papers are included: (1) "The Moral Imperative of Ethnic Studies in Urban Teacher Education Programs" (C. Ellwood); (2) "Teachers, Values, and the Culture of Education" (M. Kurimay, S.J.); (3) Teaching as Moral Reflection: Thoughts on the Liberal Education of Teachers" (L. Valli); (4) Teaching, Critical Reflection, and Liberal Learning" (L. Beyer); (5) "Making Uncommon Sense: Critical Revisioning Professional Knowledge about Diverse Cultural Perspectives in Teacher Education" (P. Murrell); (6) "Educational and Social Commitments in Reflective Teacher Education Programs" (K. Zeichner); (7) "Developing a Knowledge Base for Teacher Education" (M. Guy); (8) "Reflection in Teacher Preparation: A Qualitative Perspective" (M. Wohlfeil); (9) "Reflection in Teacher Preparation: A Case… [PDF]
(1992). Long-Term Unemployed and the Elderly in Migrant Communities in Europe. The educational needs of the long-term unemployed and elderly in Europe's migrant communities should be understood in a context of state diversity and migration complexity. This report examines the role education plays in alleviating long-term unemployment in Europe's migrant communities and socioeconomic isolation among older migrants. Compared to nonmigrant communities, figures show migrant communities' continued disadvantages in employment. Xenophobia, discrimination, and racism are all influential factors regarding migrant unemployment. Recently, however, governments and communities have created effective educational interventions, including some researched by the Council of Europe. Success rates are higher when four conditions are met: (1) students are motivated; (2) the"skills gap" and labor need are effectively identified; (3) general rates of unemployment are low; and (4) the status of training courses is perceived by participants to be high. A field survey of…
(1983). Intergovernmental Conference on Education and International Understanding, Co-operation and Peace and Education Relating to Human Rights and Fundamental Freedoms, with a View to Developing a Climate of Opinion Favourable to the Strengthening of Security and Disarmament (Paris, France, April 12-20, 1983). Final Report. The purpose of this conference was to review the activities undertaken by members to implement the recommendations established by the 1980 General Conference concerning education aimed at international understanding and cooperation, peace, human rights, and fundamental freedoms. Pepresentatives of 122 member states of UNESCO attended this conference, which had a total of 546 participants. There are three major parts to the report. Part 1, the \General Report,\ discusses preparations for and the work of the conference, the adoption of the draft final report and recommendations, and reports of the closed meeting and of the plenary. Part 2 contains the \Reports of the Commissions.\ Topics examined are basic principles, traditions, policies, and legal measures; formal education; out-of-school education, intercultural exchanges, and the role of the media; training of educational personnel, research, and experimentation; international cooperation; the preparation of reports at the…
(1983). Invitation to Submit for Adoption in California Basic Instructional Materials in the Areas of: Art, Music, Bilingual-Bicultural, English as a Second Language, and Foreign Language; 1983-84. This Invitation to Submit Materials provides an overview of the total instructional materials adoption-distribution process and specific instructions relating to initial submissions for materials to be used in California schools–kindergarten through grades 1 to 8–in the areas of art, music, bilingual and bicultural education, English as a Second Language, and foreign languages. The State Department of Education distributes the invitation to publishers interested in participating in the process. The introductory pages of the document provide information on the framework/adoption cycle, legal authority, adoption process, instructional materials funding, ordering and distribution process, and special approvals. The following attachments are included: framework/adoption cycle; education code provisions and instructional materials; specimen copies of the "List of Instructional Materials Submitted for California State Adoption"; International Standard Book Number; instructions…