(1996). The Meaning of Multiculturalism in a Culturally Diverse Urban American Area. Journal of Social Psychology, v136 n6 p727-40 Dec. Examines the significance that female ethnic groups in Miami, Florida (Cuban, Nicaraguan, and Haitian) attach to heritage culture and language maintenance. Considers also the views of key majority groups (black women and white women). Reveals a consensus regarding cultural and language maintenance in the home while accepting English in the public domain. (MJP)…
(1994). Promoting a Global Perspective. Children's Literature. Social Studies and the Young Learner, v6 n4 p19-22,29 Mar-Apr. Asserts that citizens are aware of growing global diversity and interdependence. Maintains that simply providing children with information about other cultures is not enough. Provides a bibliographic essay divided into eight themes related to cultural diversity. (CFR)…
(1994). Funding for Race Equality in Education: Looking to the Future. Multicultural Teaching, v13 n1 p7-9,13 Fall. The present system of funding for race equality in education in England and Wales is inconsistent and discretionary. Issues in securing permanent funding for minorities and those for whom English is a second language are discussed for national, local-education-agency, and school levels. (SLD)…
(1994). Folk Musics and Increasing Diversity in American Music Education, 1900-1916. Journal of Research in Music Education, v42 n4 p285-305 Win. States that, from 1900-1916, U.S. demographic make-up changed dramatically due to the influx of people from southern and eastern Europe. Also asserts that some of the musics of African Americans and Native Americans were introduced into the music curriculum. (CFR)…
(1994). David P. McAllester on Navajo Music. Music Educators Journal, v81 n1 p17-23 Jul. Asserts that music teachers increasingly are interested in music that originates outside the Western European tradition. Presents an interview with David P. McAllester on world music, the musical culture of the Navajo people, and how it should be taught in music classrooms. (CFR)…
(1992). Cultural Pluralism and Core Curricula. New Directions for Teaching and Learning, n52 p61-69 Win. Across the country, college faculty are redefining core knowledge and skills to include learning about pluralism in the United States and about world cultures. They are experimenting with new pedagogical approaches that engage cultural diversity in effective ways. Interdisciplinary collaboration, thematic curricula, and cooperative learning activities are examples. (Author/MSE)…
(1992). Museum Showcase: Museums Offer Classrooms the Treasures of Many Cultures. Teaching Tolerance, v1 n2 p16-19 Fall. Describes resources that museums make available to classrooms nationwide, particularly multicultural exhibits and educational programs. Describes specific offerings at 14 museums that include inservice teacher training, educational tours, and curriculum materials in Chicano culture, African diversity, Western stereotypes, art, the Holocaust, slavery, Jewish traditions, American Indian topics, and multiculturalism. (JB)…
(1998). WebQuests: The Potential of Internet-Based Instruction for Global Education. Social Studies Review, v37 n2 p91-93 Spr-Sum. Defines a \WebQuest\ as an inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the Internet. Outlines six critical attributes of a WebQuest and provides a sample lesson. The lesson outlines the connections between democratic principles and pluralistic education. (MJP)…
(1998). "E Pluribus Unum": What Does it Mean? How Should We Respond?. Michigan Social Studies Journal, v10 n1 p5-14 Spr. Charts the intellectual history of competing conceptions of national unity, diversity, and ethnic identity. Explicates three models: monolithic integration (monocultural assimilation of diversity), pluralistic preservation (diversity and unity as equal values), and pluralistic integration (stressing consensus about core civic values while acknowledging the compatibilities and tensions regarding unity and diversity). (MJP)…
(1995). The Process of Africanizing the Social Studies. Social Studies, v86 n6 p260-69 Nov-Dec. Investigates social studies curriculum reform in Botswana, Kenya, Malawi, Nigeria, and Zimbabwe. Reports on each country contain a brief overview of the historical situation and current syllabus, and a discussion of the ongoing "Africanization" process. Concludes with a definition of "Africanization," its purpose, and implications. (MJP)…
(1995). Connections '95. Proceedings of a Faculty Conference (Victoria, British Columbia, Canada, May 1995). "Connections '95" focused on educational collaboration and change and the process of becoming a professional. Following the introduction, "Creating the Context: Connections '95" (C. Miller and M. Sakari), the 16 conference papers are presented. The papers are: (1) "Taiga and Tundra: Art and Culture in a Changing Circumpolar World" (B. Zuk and R. Dalton); (2) "The Perspective of the Other: Differences and Equality" (D. W. Stanley); (3) "Curiouser and Curiouser" (S. Taylor, A. Oberg, H. Coey, B. Levis, and T. Main); (4) "Reading a Tango: Multiple Interpretations of Text" (A. Oberg, S. Taylor, C. M. Harvey, and P. Murray); (5) "Establishing Collaborative Research within a University of Victoria Partnership Program at Okanagan University College" (V. A. Green); (6) "The Processes of Researcher-Teacher Collaboration: Reflections of a Researcher and Two Teachers in a Project for Promoting Social Integration of… [PDF]
(1978). 1978 Annual Report to the President and Congress. The National Advisory Council on the Education of Disadvantaged Children. This is a report of the Council's site visits, assessment activities, and recommendations concerning programs for the educationally disadvantaged. Although most of the programs examined are funded under Title I, other types of compensatory programs are also considered. Particular attention is given in the report to the areas of: funds allocation and distribution; program planning, administration and evaluation; parent involvement; State operated programs; individualized education; alternative schools and programs; bilingual/bicultural education; American Indian and migrant education; community support services; peer tutoring; and the participation of children in nonpublic schools. Site visit reports from schools in Alabama, Arizona, Arkansas, California, Florida, Georgia, Kentucky, Mississippi, Rhode Island, New York, Tennessee, and Puerto Rico are presented. Particularly noted is the effectiveness Title I programs have demonstrated in meeting the needs of rural and small school… [PDF]
(1993). A Different Mirror: A History of Multicultural America. First Edition. The history of the United States is recounted from the viewpoint of the many peoples previously left out of the historical canon. The traditional Eurocentric viewpoint is turned inside out, beginning with the arrival of English strangers as seen by Native Americans. Also examined are the perspectives of African Americans, the Irish, Asians who came from China and Japan, European Jews, and Latinos. How racism has divided U.S. society is explored, considering how the conflict of the inner cities has developed. Issues of access to education and equal education are explored for several ethnic groups, including African Americans, faced with school segregation and racial prejudice. The consideration of education for Chicanos centers on political influences and the roles for which Chicanos were being educated, with education linked to questions of equal employment. For the Japanese immigrants to Hawaii, education provided a way of recognizing new opportunities and clarifying…
(1990). Crossing the Bridge to Equality and Excellence: A Vision of Quality and Integrated Education for Connecticut. This report is the product of 17 months of research, consultation, and discussions; and it presents the views of the Connecticut Governor's Commission on Quality and Integrated Education. Connecticut has long acknowledged an affirmative responsibility to desegregate the public schools and guarantee educational quality for all students. The Commission found that the goal of "quality and intergrated education" currently is blocked by increasing racial isolation (i.e., the majority of Connecticut's students remain isolated from daily educational contact with students of other races and ethnic groups). Following its research into the dimensions of racial isolation in education in Connecticut and nationally, the Commission developed the following six findings: (1) educational opportunity cannot be addressed in isolation and public policy should be linked in the cooperative enterprise of removing barriers to achievement and of promoting the common ground that strengthens all in…
(1991). Teaching Diverse Students: Cases and Commentaries. Instructor's Guide. This instructor's guide has been developed to help teacher educators and staff developers use the cases in "Teaching Diverse Students: Cases and Commentaries" in preservice and inservice seminars. It promotes the use of discussion methods as a vehicle for engaging teachers and students in analysis of real-life situations. These teacher-written cases describe problems that all inner-city teachers face and bring to the surface many of the challenges of multiculturalism in the classroom. Often the narratives deal with culturally sensitive issues that are taboo to discuss in public. This volume provides an analysis of these issues and offers a structure for groups to discuss them in a safe and constructive environment. The guide is organized to help instructors facilitate case discussions. It begins with an introduction that offers general suggestions for preparing case analysis and examines effective group processes. The main section, "Teaching Notes," provides an… [PDF]