(1995). Historical and Social Science Research on Mexican Americans. This historiographical survey divides the literature on Mexican Americans thematically into five sections: (1) Mexicans as a regionally conquered people (1821-1880); (2) the Mexican as immigrant (1880-1993); (3) the Mexican American minority (1920-1965); (4) Chicanos as a nationality (1965-1993); and (5) recent research trends (1985-1993). These dates are rough approximations for the primacy of these themes in the literature, but the divisions are not so chronologically clear in fact as the diffusion of information, population movements, and paradigm shifts do not always conform to neat and thematic divides. A look at particular works makes it clear that in each of these periods the Mexican population of the United States was negatively stigmatized by its culture and its occupations and persistently viewed as a problem to be cured, if not eradicated. Scholarship written by Chicanos themselves, as is currently emerging, is doing much to change the tenor of research. Mexicans have…
(1999). Community College Humanities Review, 1999. Community College Humanities Review, v20 n1 spec iss Fall. This special issue of the Community College Humanities Review contains articles generated by National Endowment for the Humanities Summer Institutes, held over several years. The institutes provided opportunities for academics from a variety of humanities disciplines and types of institutions to interact over an extended period of common study of topics associated with the encounters of European and indigenous cultures in the New World. The papers included are: (1) "Gender Relations and Political Legitimacy: Replacing Patrilineal with Ancestral Inheritance of Power in Ancient Mayan Society" (Lowell S. Gustafson); (2) "The Making of the Face and Heart: Notes on an Aztec Metaphor" (Paul Aviles); (3) "Image as Text in Post-Contact Mexican Books and Artifacts of Indigenous Origin" (George L. Scheper); (4) "Constructing Nature and Ordering Space/Spain and Mexico" (Mary Ruth Donnelly); (5) "Kiva in the Cloister" (Felix Heap); (6)… [PDF]
(2000). Teaching with Picture Books in the Middle School. Arguing that picture books have much to offer students in the upper grades (including middle school and even high school students), this book discusses using picture books to stimulate students' thinking in a variety of topic areas. Chapter 1, Using Picture Books in the Middle School To Stimulate Thinking, introduces the topic of using picture books to enhance teaching in middle school classrooms. Chapter 2, Sharing Our Literary Heritage, delves into the resource of Mother Goose rhymes and nursery tales and suggests reasons and ways for engaging older students with these verses and stories. Chapter 3, Promoting Reading Development, focuses on using picture books to support the development of reading abilities; while chapter 4, Stimulating Thinking, Talking, and Writing, examines additional ways of developing literacy skills with particular attention to writing. Chapter 5 is entitled Extending Student Knowledge about Language and Literature; and chapter 6, Understanding and…
(1992). Socialising Multilingualism: Determinants of Codeswitching in Kenyan Primary Classrooms. Journal of Multilingual and Multicultural Development, v13 n1-2 p103-21. Using ethnographic observations of classroom interaction in three primary schools, determinants of teachers' language choice and codeswitching among English, Swahili, and mother-tongue were explored: official school policy, cognitive concerns, classroom management concerns, values and attitudes about societal multilingualism. (36 references) (Author/LB)…
(1991). Notes on the Gulf War, Racism, and African-American Social Thought: Ramifications for Teaching. Journal of Urban and Cultural Studies, v2 n1 p81-92. Development and enhancement of multicultural and antiracist educational objectives in classes and educational materials that analyze the connection between racism and militarism are crucial for the development of opposition to U.S. interventionism and war making. African-American community resistance to expressed government explanations of Gulf War policy provides an example. (SLD)…
(1992). Color Me Multicultural. Multicultural Review, v1 n4 p15-17 Oct. The constructive engagement of various communities through a confluence of information professionals, including graphic designers, librarians, educators, and publishers, is necessary to ensure a culture informed by, and responsive to, all constituents. Positing easy solutions to problems of diversity merely postpones reasoned solutions. (SLD)…
(1993). Boundaries of Identity: Cultural Regionalism and the American West. Multicultural Review, v2 n1 p22-24,26-27 Mar. Geographic region is a useful starting point for thinking about multiculturalism. Multiculturalism encompasses a regional view that acknowledges the value of different vantage points and environments. A bibliography is included of works on the American West that illustrate these points. Editorial notes provide additional titles. (SLD)…
(1994). Making Every Picture Count: Ethnicity in Primary Grade Textbook Photographs. Elementary Education. Social Education, v58 n3 p156-58 Mar. Asserts that, since the civil rights movement of the 1960s, social studies textbooks have changed to reflect a multicultural perspective. Encourages primary-level teachers to supplement instruction with visual aids that represent ethnic groups in positive ways. (CFR)…
(1979). Educational Programs That Work. Sixth Edition, Fall 1979. Intended to stimulate communication among the federal, state, intermediate, local, and postsecondary agencies that share responsibility for the improvement of education, this Department of Education catalog of exemplary educational programs describes all the projects dealt with in previous editions as well as providing information on more than 30 new programs approved by the Joint Dissemination Review Panel. Many specialties in the general field of education are considered. The type of funding projects received and names and addresses of state coordinators who can provide assistance are listed. Programs described are under the auspices of the National Diffusion Network. Name of project, descriptive indexing, target audience, project description, evidence of effectiveness, implementation requirements, financial requirements, services available, and contact persons are listed for all entries. (LH)…
(1997). Adding International Perspectives to Vocational Education. ERIC Digest No. 183. Future workers will need to develop global awareness and an understanding of competitive, cultural, and economic factors that influence ways of doing business to work in the international arena. Vocational education, the educational program area specifically designed to prepare students for work, must infuse international concepts into programs so the youth of today are prepared for the global workplace. Ostheimer (1995) offers five suggestions. First, with the growth of multinational corporations and increased trade among nations, workers need to be aware of global conditions, development, and trends. Second, vocational educators must internationalize the curriculum. Third, vocational education needs to adopt instructional practices that incorporate international dimensions. For example, communication curricula could be upgraded to take students beyond awareness of other cultures to competence in intercultural communication. Fourth, increased corporate input is necessary for… [PDF]
(1997). Preparing Teachers To Teach Global Perspectives. A Handbook for Teacher Educators. This book provides a conceptual framework that encourages exploration of global perspectives; it provides teacher educators with a guide for establishing goals, objectives, rationale, and a working definition for global education. The chapters are: (1) \A Framework for Teacher Education in Global Perspectives\ (Merry M. Merryfield); (2) \Earth Systems Education: A Case Study of a Globally Oriented Science Education Program\ (Victor J. Mayer); (3) \Teachers' Perspectives on School/University Collaboration in Global Education\ (Timothy Dove, James Norris, and Dawn Shinew); (4) \Cross-Cultural Experiences in Teacher Education Courses: Reflections and Advice from American and African Teachers\ (Cynthia Tyson, Patricia L. Benton, Barbara Christenson, Anku Gollah, and Ousmane Mamourne Traore); (5) \Assessing Teachers for Learner-Centered Global Education\ (Giselle O. Martin-Kniep); (6)\Student Teaching Overseas\ (Craig Kissock); (7) \Infusing Global Perspectives Throughout a Secondary…
(1980). Hopi Education: Integrating Past, Present and Future. Hotevilla-Bacavi Community School. The development of Hotevilla-Bacavi Community School, the first Hopi school to open under Public Law 93-638, is described in this model for other reservation communities. The following projects and programs are outlined: (1) the Hopi-English Language Assessment Battery, designed to assess the total linguistic knowledge of Hopi children in their use of both Hopi and English; (2) the curriculum design project, a pilot project to develop curriculums in maths, language, and science; (3) the "Environmental Literacy" program, through which students learn to deal with changes in their environment as those changes occur; (4) the bilingual/bicultural education program, with areas of concentration in staff training, community education, materials and resource development, and instructional format; (5) the demonstration curriculum and resource development project, which is designed to stimulate the involvement of each student in the process of his own education and which will enable…
(1980). Elementary Bilingual/Bicultural Teacher Education Curriculum. The Northern Illinois University (NIU) bilingual/bicultural program is incorporated into an established elementary education program and provides teacher candidates with an integration of extensive practical field experiences and theoretical course work. NIU offers three program options. The Baccalaureate in elementary education with a bilingual/bicultural emphasis provides dual certification and centers on over 250 hours of field work, including a semester in which the candidate serves as a Community or Educational Intern under the auspices of selected community agencies or public schools. The 18-hour Post Baccalaureate Certification Program is designed to provide bilingual certification for and increase the competencies of teachers already functioning in bilingual classrooms. The Masters program is intended for those desiring both a Masters in elementary education and bilingual certification. Screening of program applicants includes a diagnostic language procedure. Extensive…
(1991). Teaching Multicultural Literacy to Teachers. Teaching Education, v4 n1 p135-44 Sum-Fall. Describes strategies one teacher educator uses in an ethnic studies course designed to prepare teachers for the future (which is predicted to have more minority students and fewer minority teachers). Multicultural educational experiences are essential so teachers can gain social science, pedagogical, and subject matter content knowledge about diversity. (SM)…
(1994). Education for Peace: A Conference Report of the Peace Education Commission of the International Peace Research Association (Malta, October-November 1994). Peace Education Reports No. 13. This report presents reviews of the sessions at a recent Peace Education Commission (PEC) of the International Peace Research Association meeting in Malta. The report is divided into five parts, with the first four parts containing examples of full-length papers within different content areas while the fifth part presents abstracts of additional papers. Part 1, "Principles," includes the following papers: (1) "The Role of Peace Education in a Culture of Peace: A Social-Psychological Analysis" (Michael G. Wessells); and (2) "Nonviolence in Education" (Ian M. Harris). Part 2, "Contexts," contains the following: (1) "Exploring Peace Education in South African Settings" (Valerie Dovey); and (2) "Australian Aboriginal Constructions of Humans, Society and Nature in Relation to Peace Education" (John P. Synott). Part 3, "Conflict Resolution," includes: (1) "Conflict-Resolution Skills Can Be Taught" (Benyamin… [PDF]