(1976). New York State Conference on Bilingual Education in Colleges and Universities. This report of a New York State conference on bilingual education in colleges and universities contains opening remarks, keynote addresses, papers, and workshop summaries. Opening remarks were made by Carmen Ana Perez, Emmett Fields, and Lewis P. Welch. Keynote addresses included "Bilingual Education at Hostos Community College" by Candido de Leon and "Teacher-Training for Bilingual Education–School District and Institution of Higher Education Interaction" by Sonia Rivera. The following papers were presented: "Bilingual Certification Provisions in Texas" by Arturo Luis Gutierrez; "Training and Certification of Bilingual/Bicultural Personnel: Some Reflections" by Ernest J. Mazzone; and "The Illinois Experience" by Ned Seelye. Workshop summaries include: "Bilingual Certification" by John Borel and Gilbert Sanchez; "ESL in Bilingual Education" by Mary Hines and Richard L. Light; "The Role of Foreign Languages…
(1979). Local Control and Self-Determination: The San Juan Case. Rapidly increasing Navajo enrollment in San Juan County, Utah, public schools in the 1960's forced the rural school district to improve educational services to a sizable Navajo population while attempting to preserve local control in the face of changing Indian self-determination policy. The district implemented a Curriculum Development Center, a bilingual/bicultural program, and new staffing patterns. In 1974 the district also contracted with Northwest Regional Educational Laboratory for the Rural Futures Development (RFD) Strategy, a method of achieving significant educational innovation via broad community support while preserving local control. Six education agencies helped plan for the Strategy activities which included selection of four facilitators, needs assessment, identification of three School Community Groups (SCGs), determination of educational concerns, and facility planning. By 1979, when 50% of district Navajo students attended public schools, the RFD Strategy of… [PDF]
(1996). Using Culturally Relevant Approaches to Teaching Social Studies. Canadian Social Studies, v30 n4 p183-85,191 Sum. Describes classroom activities designed to make an elementary class' study of people's contributions to Alberta's (Canada) history more culturally relevant for both the native and non-native students. The activities centered on student research of famous local people of the past. The projects included writing assignments, interviews, and artworks. (MJP)…
(1996). Making the Art Experience Meaningful: Totem Poles Created by Pre-service Teachers. Art Education, v49 n3 p12-19 May. Describes a class project that combines Native American culture, art skills, and cooperative learning. The project involves assigned readings on the history and purpose of the totem pole. Students are then given a set of visuals and work in small groups constructing their own totem poles. (MJP)…
(2004). School and Ethnicity: The Case of Gypsies. Pedagogy, Culture and Society, v12 n2 p201-216. The schooling of Gypsy children has become a major challenge for the Spanish educational system. After centuries of, first, exclusion and then segregation in separate schools, an egalitarian policy and a sudden enforcement of compulsory schooling have resulted in difficulties and conflicts in numerous Spanish schools. The specificity of the Gypsy way of life, paradoxically, brings to light the arbitrariness of the school system, i.e. its dependence on a particular culture and way of life marked by nation-state, market economy, wage labour, sedentariness, nuclear family, rule of formal law, etc. After the initial stages of exclusion and segregation, educational policy towards Gypsies is now going through a reinterpretation of the idea of equality, departing from formal egalitarianism to arrive at some form of multiculturalism. Yet this reinterpretation is always on the basis of an external appraisal of the needs and opportunities of this ethnic minority by different professional… [Direct]
(2006). Chapter 2: Cross-National Explorations of Sociocultural Research on Learning. Review of Research in Education, v30 n1 p33-64. Scholars, practitioners, and laypeople at one time or another have questioned what learning is and how it can be measured once it is defined. Many use the term interchangeably with growth, change, development, knowledge, education, cognition, or acquisition as it is commonly considered in educational practice. However, most generally assume a vague and unstated understanding of learning. Despite this apparent consensus, few will disagree that the notion of learning is complex and indistinct. This chapter focuses on research that seeks to account for this complexity by characterizing learning as a product of social and cultural processes. This perspective regards learning as achieved through a social process that is intimately related to cultural and cognitive development–a viewpoint that dates back to the work of Lev Vygotsky, the father of Soviet psychology, in the 1920s and 1930s. In this chapter, the author focuses on learning in the actual classroom, the theorized classroom, and… [Direct]
(1996). Preparing Teachers To Recognize Multiple Perspectives. This paper describes several practices designed to challenge preservice teachers to question their assumptions regarding multiculturalism and to explore other points of view. The "Culture Walk" at Susquehanna University (Pennsylvania) increases awareness and sensitivity to interpersonal and personal identities. It involves writing and reflecting on one's own background, participating in a guided walk through an urban community, and teaching a lesson in a multicultural setting. The "Hegemonic Process" at Madonna University (Michigan) helps students to assess "normality" in today's society and the impact on students who are marginalized. Two case studies designed to help future teachers analyze their responses in relation to students who are marginalized are included. "Shadow Studies" at Willamette University (Oregon) helps preservice teachers relate more personally to how students are affected by school in order to better understand and meet… [PDF]
(1995). Community. InSEA News, v2 n2 Aug. Art in context of community is the theme of this newsletter. The theme is introduced in an editorial "Community-Enlarging the Definition" (Kit Grauer). Related articles include: (1) "The Children's Bridge is not Destroyed: Heart in the Middle of the World" (Emil Robert Tanay); (2) "Making Bridges: The Sock Doll Project" (Anami Naths); (3) "Community Arts: Society & Culture" (Maro Socratous Tozzetti); (4) "Teacher Education in Eatonville, Florida: Building on Zona Neale Hurston's Legacy" (Kristin G. Congdon); (5) "Reggio Emilia: Early Childhood Education Links" (Sally A. Meyers); (6) "A Community of Teachers: Anything That Is Worth Doing Is Worth Overdoing" (Enid Zimmerman); (7) "A Community Context into Art Classes" (M. Cristina Biazus); (8) "Educacion Para El Siglo XXI" (Olga Blinder); (9) "The Outing of School Art: Art, Design & Community" (Stuart MacDonald); (10) "A… [PDF]
(2005). Reshaping Liberal Education: An Appeal to the Stoic Tradition. Education Research and Perspectives, v32 n1 p1-11. In recent years, Australian universities, like many in other countries, have been increasingly driven by the values of commercial enterprise. A key consequence has been the growing emphasis on the kinds of vocational education likely to attract large enrollments and be financially profitable. In strengthening such programs (and related research), universities have been whittling down their involvement in what has traditionally been known as liberal education. Of course, what has been done under that rubric has often been deficient. In a book published in 1997, Martha Nussbaum presents a strong and interesting argument on what the characteristics of liberal education should be, and why it should hold a central place in the work of universities. She discusses examples of various programs in American universities that illustrate how the essential features of liberal education can be embodied. This article focuses on the general features she identifies as defining liberal education. [For… [PDF]
(1987). Aboriginal Viewpoints on Education: A Survey in the East Kimberley Region. Research Series No. 5. This research-in-dialogue study ascertained the viewpoints of representatives of 31 groups of East Kimberley (Australia) Aboriginal people on education, their priorities as to what issues government should be addressing, and their suggested strategies for achieving a system of education which meets perceived needs of the remote Aboriginal community. Findings indicated that Aboriginal East Kimberley people were acutely aware of the need for children to acquire the same competencies as other children in the mainstream of Australian society. However, they desired a balanced education that would transmit cultural values in addition to new skills and knowledge. The following emerged as priorities in developing more effective education for the region: (1) teach/inform Europeans about Aboriginal people of the region, (2) improve standard Australian English levels and acknowledge and provide for diverse language/cultural backgrounds, (3) provide on-site education, and (4) provide for…
(1986). Historical Review of Indian Education: Cultural Policies United States Position. Wicazo Sa Review, v2 n1 p27-31 Spr. Beginning in the year 1568, American Indians were thrust into an alien educational environment in which their languages–the very expressions of their tribal cultures–had no relevance or validity from the perspective of their teachers. The evolution of educational policy as it has affected Indians was initially tied to land transfer and acquisition, and it has been consistently assimilative in its orientation. The church, the federal government, and the schools could not and would not allow Indians to remain Indians. These three most powerful institutions in the United States all tried to change Indians, and they exerted intense pressure aimed at suppressing Indian cultures and Indian languages. The failure of the United States to educate Indian children continued until 1972 when Congress enacted the Indian Education Act specifically to meet the unique educational needs of American Indians at all levels of education. Indian involvement is a legislative mandate in the planning,…
(1980). Participant Planned Staff Development. Resources for Schools. No. 18. This booklet describes some recent participant planned staff development activities in Massachusetts. To varying degrees, programs are initiated, governed, and designed by participants. In the first section, profiles are presented of six programs which represent a cross-section of models serving small, medium, and large school systems. Included in this section are programs which highlight self-help groups, curriculum development, coordination of inservice activities, and peer training. Program abstracts in the second section provide information on other programs including purpose, training structure, number of participants, and funding source. The final section lists teacher center and Teacher Corps programs in Massachusetts as well as educational collaboratives and locally-based organizations with extensive experience in staff development. (JD)…
(1968). INTEGRATION AND THE SCHOOLS, A STATEMENT OF POLICY AND RECOMMENDATIONS. POSITION PAPER NO. 3. THIS POSITION PAPER REAFFIRMS THE DETERMINATION OF THE REGENTS OF THE UNIVERSITY OF THE STATE OF NEW YORK TO ELIMINATE RACIAL SEGREGATION IN THE SCHOOLS OF THE STATE. TOWARD THIS OBJECTIVE, A SET OF GUIDING PRINCIPLES ARE OFFERED FOR USE IN THE DEVELOPMENT OF LOCAL POLICIES AND PLANS. THIRTEEN RECOMMENDATIONS FOR ATTAINING INTEGRATED EDUCATION INCLUDE (1) ESTABLISHING SCHOOL ATTENDANCE AREAS THAT ARE BASED ON A CROSS-SECTION OF A SCHOOL DISTRICT'S POPULATION, (2) DEVELOPING A DISTRICT PLAN FOR RACIAL BALANCE, AND (3) EMPHASIZING THE INITIATION OF ANTI-SEGREGATION STEPS BY OTHER PUBLIC AND PRIVATE AGENCIES. ALSO RECOMMENDED ARE INTERDISTRICT COOPERATION TO BE FACILITATED BY LEGISLATION AND INCREASED APPROPRIATIONS FOR SCHOOL FINANCING. IN ADDITION, TEACHING MATERIALS SHOULD REFLECT THE CULTURAL AND ETHNIC DIVERSITY OF AMERICAN LIFE, AND PRESERVICE AND INSERVICE TRAINING IN THE SPECIAL REQUIREMENTS OF INTEGRATION SHOULD BE OFFERED FOR ALL WHO ARE CONCERNED WITH THE SCHOOLS. THE… [PDF]
(2000). Developing Culturally Consonant Curriculum Using the Technology of the New Millennium. This paper explains how educational technology and multimedia materials can enhance teaching and learning for today's diverse students. The United States still carries the Puritan influence in education (attempting to build a single culture), with little recognition of the need to address diversity in California's K-12 classrooms. Recently, California legislative mandates developed a policy of banning curriculum materials in Spanish, yet in over half of all California school districts, 20 percent of students are non-English speakers. Data on changing ethnic compositions and achievement scores show that discrimination has not disappeared. Teachers must understand and recognize the prejudicial myths and stereotypes embodied in the dominant U.S. culture. A significant impediment to multiculturalism is the dysconscious racism that still lingers in the dominant culture. It is important to investigate different cultures to get away from negative stereotypes. Multimedia and computer… [PDF]
(1992). A Mountain Child: An Active Learning Pack for 9-13 Year Olds. This resource packet includes a teacher's guide, reproducible student activity sheets, a simulation game: "Life with the Incas", and a poster. The resource presents a cross-curricular thematic approach to the United Kingdom's National Curriculum. The materials look at the Andes and the Andean people, the Quechuan, who live in the Peruvian mountains. The presented activities are divided in three sections. In section one, students focus on the geology and geography of the Earth and focus in particular on the mountainous regions of the world. The second section examines the history of the Incas who ruled in South America from the 11th to the 15th century. The third section looks at the descendants of the Incas, the indigenous peoples, living in the Andes mountains today. In addition to background information and sequentially presented activities, the teacher's guide includes instructions for using the supplementary materials, teaching points and interdisciplinary extensions,…