NIUSI

part of the Education Reform Networks

Culture

• "Critical Perspectives on Project Head Start: Revisioning the Hope and Challenge," edited by Jeanne Ellsworth and Lynda Ames. Book Review
  Describes Ellsworth and Ames' edited book as an eclectic collection including historical, ethnographic, autobiographical, empirical, and self-reflective texts. Maintains that although the book is an important contribution to the literature by placing current practices into historical and social context, thereby leading to a more critical view of the revered program, the work omits an economic view.
• "Once Upon a Time, a Very Long Time Ago Now, About Last Friday..." (Pooh Bear)
  This article argues that all cultures, and thus all families, operate, possibly even evolve, from out of the stories we are told while we are young. Adding to this idea the realization that all stories evolve from out of our cultures, the article suggests societies are shaped by the circularity and interaction of this combination.
• "Other" Encounters: Dances with Whiteness in Multicultural Education
  Reviews four books in order to examine the contradictory and ambivalent spaces occupied and co-occupied with multicultural education, locating multicultural education within the Eurocentric regimes of truth (democracy, pluralism, and equality) and addressing how the books rectify or contest the regimes of truth moving within and against the parameters of the white studies configuration of higher education. (SM).
• "Our Own Voice": The Necessity of Chicano Literature in Mainstream Curriculum
  Discusses the importance of Chicano literature in mainstream curriculum for higher educational attainment and personal fulfillment, providing historical background on the education of Chicanos, describing Chicano literature, and making recommendations for implementing Chicano literature at the elementary, middle, and high school levels. Notes the importance of teaching Chicano students how their culture differs from other Hispanic cultures.
• "White Privilege": Discrimination and Miscommunication--How It Affects/Effects Underrepresented Minority [Groups] on College Campuses
  Thirty years after the enactment of civil rights legislation, the meaning of race has become a problem in the United States, largely because the legacy of centuries of white supremacy lives on. Monolithic white supremacy is over, but in a more concealed way, white power and privilege linger.
• "Would I Use This Book?" White, Female Education Students Examine Their Beliefs About Teaching
  Examines the interplay of two added components to a reading/language arts methods course: professional readings informed by diverse viewpoints; and participation in a multicultural literature discussion group. Explores how this methods course extended students' understanding and beliefs about teaching the history and lives of the varied groups of people who make up the United States.
• 1999 Notable Books for a Global Society: A K-12 list
  Offers brief descriptions of 25 recent outstanding books (fiction, nonfiction, and poetry written for children in grades K-12 and published in 1998) chosen for the 1999 list of Notable Books for a Global Society. Notes that these books celebrate the diversity and common bonds of humanity.
• A Call for Multicultural Counseling in Middle Schools
  Defines multicultural middle school counseling and outlines three main reasons for offering multicultural counseling designed specifically for young adolescents. Outlines problems faced by non-native students and presents guidelines for middle school counselors who work in multicultural settings.
• A Comprehensive Approach to Identifying and Addressing Issues of Disproportionate Representation.
  Focuses on the effect of disproportionate representation of minority students. Evaluation on the educational performance of the students; Identification of special education disability category; Terms of educational classification.
• A Licensed Professional Counselor's Professional and Personal Insights and Changes Resulting from a University Course on Cultural Diversity
  A personal account is given about counseling people of color in light of the fact that training and information about multicultural counseling was not part of counselor education programs 20 years ago. Recent attendance at a graduate level course on cultural diversity prompted this counselor to consider many issues.
• A Multicultural Autobiographies Interdisciplinary Course
  Describes an interdisciplinary course on multicultural autobiographies that integrated psychology and literature, requiring students to examine primary texts using analytical tools from both disciplines. Addresses the outcomes and writing assignments, psychological and literary perspectives on autobiographical texts, the students' responses, and teaching observations.
• A Nation of Minorities?
  Describes the new demographic transition the United States is currently undergoing; that it is becoming a multicultural society which may someday have no ethnic majority. Stresses the point that the main question is not what the demographics of future America will be, but how the different ethnic groups will relate to one another.
• A Preliminary Analysis of Counseling Students' Attitudes toward Counseling Women and Women of Color: Implication for Cultural Competency Training
  Counseling students (N=56) responded to peer-generated presentations on counseling women and counseling women of color. Qualitative methodology was used to identify students' racial, ethnic, and gender attitudes in counseling contexts.
• A World of Difference: Readings on Teaching Young Children in a Diverse Society
  As teachers encounter a wider variety of children and families than ever before, dealing with all the differences can be demanding. This book provides a collection of 45 readings reflecting the strong, continuing current of thoughtful work on teaching young children in a diverse society to help teachers and prospective teachers respond to the challenges and opportunities posed by classroom diversity.
• Acculturation of Vietnamese Students Living in or Away from Vietnamese Communities
  A t-test comparison of the acculturation levels of Vietnamese students living in or away from Vietnamese communities found higher overall acculturation for the former than for the latter group and no difference in the Value dimension of acculturation. Age and length of residency in the United States predicted acculturation.
• Adult Role Models: Needed Voices for Adolescents, Multiculturalism, Diversity, and Race Relations
  Examines parents', teachers', and administrators' beliefs about positive race relations and multiculturalism. Interview data indicate that parents and school role models are working to model acceptance of all cultures, and they understand that contacts and interactions with people of all races are necessary to make children better persons, lessening prejudice and biases not suitable in a diversified society.
• Advancing the Field or Taking Centre Stage: The White Movement in Multicultural Education
  Examines the white movement within multicultural education, reviewing three representative books: "We Can't Teach What We Don't Know: White Teachers, Multiracial Schools"; "Race and Culture in the Classroom: Teaching and Learning Through Multicultural Education"; and "Making Meaning of Whiteness: Exploring the Racial Identity of White Teachers." Suggests that this current movement to further empower whites may not be the solution. (SM).
• Affective Thought, Personalized Democracy, and the Council's Multicultural Mission
  Visualizes what embodied learning and shared authority looks like in an alternative high school for mostly Latino students. Argues for an approach to teaching that looks to teacher-student relationships.
• After the Tsunami, Some Dilemmas: Japanese Language Studies in Multicultural Australia. Language Australia Research Policy and Practice Papers
  This paper describes responses to linguistic pluralism in Australian policy in relation to Australia's Asian language context, and the teaching and learning of Japanese within these two frameworks.
• All of Us Together Have a Story to Tell
  Outlines questions for teachers to consider when selecting books which may be challenged. Looks at two different stories of challenges to multicultural education, regarding whether an "outsider" has the right to relate the stories of another culture.
• Already Reading Texts and Contexts: Multicultural Literature in a Predominantly White Rural Community
  Examines how the inclusion of multicultural texts played out in one predominantly white rural community, focusing on repercussions of a key event that set off conflict in the community and describing how various interpretations of this event haped teachers' and community members' beliefs about the selection, interpretation, and teaching of multicultural literature. (SM).
• An Ethnographic Study of Preservice Teacher Resistance to Multiculturalism: Implications for Teaching
  This paper examines student teachers' resistance to multicultural education, contrasting the expectations of teacher educators, as expressed in the literature, with the perspectives of preservice teachers from a required multiculturalism course.
• An Introductory Reader to the Writings of Jim Cummins. Bilingual Education and Bilingualism
  This book contains 19 readings covering three decades of the work of academic Jim Cummins.
• Angela: A Pedagogical Story and Conversation
  Presents a fictional account of one teacher's experience with an Aboriginal student, focusing on the details in each section of the story to highlight the many preconceived notions teachers may have when dealing with Aboriginal students. A sidebar offers guidelines for establishing a safe environment for discussing and learning about culturally sensitive issues.
• Anti-Bias Teaching To Address Cultural Diversity
  Multiculturalism must be integrated into classrooms and the curriculum, and it must be all-encompassing, taught through formal lessons and modeled and demonstrated at all times. Describes how teachers can create an anti-bias curriculum and promote a multicultural or anti-bias classroom.
• Applications of "Multiculturalism" Demonstrated by Elementary Preservice Science Teachers
  This study examined 38 thematic units prepared by preservice elementary teachers at the end of their science methods class and their second semester in an urban, field-based program, investigating how they addressed principles of diversity and multiculturalism. The units had either a science theme or science integrated with themes from other disciplines.
• Basque, Spanish, French and English in the Basque Country
  This paper analyzes the demographic, sociolinguistic, and educational status of Basque in the whole of the Basque country: the Basque Autonomous Community (BAC), Navarre in Spain, and the Northern Basque Country in France. It also discusses English as a third language within the bilingual educational system in the BAC.
• Beyond Fairy Godmothers and Glass Slippers: A Look at Multicultural Variants of Cinderella
  This annotated bibliography presents a collection of multicultural Cinderella variants, all of which allow children to experience the culture within an easily identifiable framework. Variants include African/African American/American South, Asian, Jewish, Latino/Latin American/Caribbean, Middle Eastern, Native American, and other European American.
• Beyond Multiple Intelligences: Implications for Multicultural Teachers
  Since intelligence is a highly respected universal value, education must build on sociocultural and educational expectations of diverse learners. Multicultural education is useful in tapping diverse learners' multiple intelligences.
• Bicultural Team Teaching: Experiences from an Emerging Business School
  A new graduate business course in Vietnam team taught by American and Vietnamese instructors illustrates issues in bicultural team teaching, including team formation, sharing workloads in and out of class, and evaluation/grading. The process made the class more relevant, exposed students to multiple perspectives, and helped participants appreciate their own and other cultures.
• Bilingual Education for All: A Benefits Model for Small Towns
  Suggests a curriculum for rural and small-town schools that combines bilingual education in local languages (indigenous, heritage, or immigrant languages) with global, multicultural education. Discusses benefits to students and community, and ways that the model overcomes typical rural constraints of inflexible school organization; administrative and public resistance; and lack of bilingual teachers, materials, and funding.
• Bilingual School Teachers' Cultural Mission and Practices in Alberta Before 1940
  Explores how bilingual school teachers in the past (1934-39) in Alberta (Canada) responded to competing Francophone and Anglophone ideological cultural reproduction discourses in their curriculum practices. Studies how the exercise of power can influence teachers' decisions to either give legitimacy or resist reproducing in their classrooms certain forms of knowledge and cultural orientations.
• Breaking Racial Stereotypes by Reconstructing Multicultural Education
  Racial stereotypes and discrimination have destroyed many bright futures by limiting the possibilities of people of color in America. Describes two initiatives that can be implemented in schools in order to help destroy negative images of race and reconstruct a more healthy foundation to build on: multiculturalism across the curriculum and multicultural awareness inservices for teachers.
• Bridging Cultures between Home and School: A Guide for Teachers--With a Special Focus on Immigrant Latino Families
  This book focuses on how to meet the challenges of education in a pluralistic society, presenting the Bridging Cultures framework, which is designed for understanding differences and conflicts that arise in situations where school culture is more individualistic than the home value system. Six sections examine: (1) "The Bridging Cultures Framework" (e.g., what culture is, the dynamic nature of culture, individualism and collectivism, and strands of multicultural education); (2) "Parent Involvement: Recommended but Not Always Successful" (e.g., minority parent involvement, parent-school partnerships, and finding common ground); (3) "The Cross-Cultural Parent-Teacher Conference" (e.g., the tradition of parent-teacher conferences, using cultural knowledge to enhance communication, and improving parent-teacher conferences); (4) "Learning What Works" (e.g., understanding parents' points of view, evaluating the messages schools send, and developing closer personal relationships with families); (5) "Teachers as Researchers" (e.g., action research, inquiry and reflection, and ethnographic inquiry); and (6) "Conclusion: The Challenge of Coming Together" (e.g., the need for cultural knowledge, how Bridging Cultures fits into the big picture of school reform, and what is to be gained).
• Bridging Cultures between Home and School: A Guide for Teachers--With a Special Focus on Immigrant Latino Families
  This book focuses on how to meet the challenges of education in a pluralistic society, presenting the Bridging Cultures framework, which is designed for understanding differences and conflicts that arise in situations where school culture is more individualistic than the home value system.
• Building Bridges: A Peace Corps Classroom Guide to Cross-Cultural Understanding.
  Understanding the concept of culture helps people live with others of different backgrounds within the classroom, the local community, and the worldwide scale of political, social, and economic interaction. The lessons presented in this book help students begin to more fully understand their own culture and how it has shaped them; to understand the perspectives of other cultures; and to provide an increased awareness of the value and practicality of social service within and beyond the bounds of schools.
• Building Citizenship Skills in Students
  An action research project implemented a program for the development of citizenship, cultural awareness, and positive character attributes. Targeted population consisted of middle and high school students in several growing, middle class communities located in northern Illinois.
• Business vs. Cultural Frames of Reference in Group Decision Making: Interactions among Austrian, Finnish, and Swedish Business Students
  Examines ways business and cultural frames of reference affect decision making in multicultural groups. Finds students' reactions to two class activities shows how "groupthink" arose in both exercises; cultural interference paralyzed group decision making in one group; and cultural interference demonstrated the importance of a cultural negotiation in finding common ground.
• Career and Academic Guidance for American Indian and Alaska Native Youth. ERIC Digest
  American Indian and Alaska Native (AI/AN) students strive to maintain their heritage while learning to be successful in the dominant culture. Although academic and career success are worthy goals, AI/AN students can pay a heavy price to achieve them.
• Changing Selves: Multicultural Education and the Challenge of New Identities
  After introducing identity and discussing how it has been used in multicultural education, the paper notes general challenges to this paradigm and uses data from an ethnographic study of a multiracial South African high school to critique multicultural education's treatment of identity, suggesting alternate theoretical paradigms, research strategies, and pedagogical practices. (SM).
• Changing What Is Taught: Hearing the Voices of the Underrepresented
  In 1991, policy makers at Florida State University made the decision to require all students to take multicultural courses to fulfill general education requirements. This article provides insights into the challenges that institutional policy makers face as they seek to change the curriculum to include the voices of those previously underrepresented.
• Child Development in the Context of Multicultural Pre-School Education
  This study examined the impact of a multicultural preschool curriculum in Slovenia on preschool children's sensitization to cultural differences and understanding of themselves, others, and different cultures. The curriculum was implemented for a 1-month period for 6.6- to 7-year-olds.
• Children's Ways with Words in Science and Mathematics: A Conversation across Disciplines (Durham, New Hampshire, December 4-7, 1999). Special Report
  At a time when children from culturally and linguistically diverse backgrounds represent the fastest growing school-age population in the United States, too many of these children are failing in school science and mathematics. This report discusses the events and recommendations of the Children's Ways with Words in Science and Mathematics conference which brought together educators and researchers from diverse backgrounds and disciplines to explore issues related to learning and achievement in science and mathematics for poor and minority students.
• Chinese New Year Dragons
  Presents an art project, used in a culturally diverse curriculum, in which second grade students create Chinese New Year dragons. Describes the process of creating the dragons, from the two-week construction of the head to the accordion-folded bodies.
• Classroom and Curriculum Accommodations for Native American Students
  This article explores culture-specific approaches to enhance the classroom and curriculum of Native American students and to improve their academic performance, social understanding, and acceptance by peers. It considers educational goals for these students, characteristics of Native American learners, and teaching strategies.
• Communicating Diversity: A Study of the Multicultural Climate in a Summer Academic Program
  A study examined multiculturalism and diversity through accommodations for minority and international students in LEAP (Learning Edge Academic Program), a six-week summer program for freshmen at a major Eastern university. Subjects included administrators, mentors, instructors, and students, who were interviewed regarding their perceptions on the issues.
• Communities and Regions in Germany, Social Studies Grades 3-4. Update 2002
  This instructional package is targeted at students in grades 3 and 4. The package, presented to students as a travelogue, stresses basic map, globe, and geography skills, and presents case studies of communities (cities/towns/villages) across Germany.
• Community Update, 2000.
  This document consists of ten issues (covering January through December 2000) of the Newsletter, "Community Update," containing articles on community and family involvement in education.
• Confessions of a Canon-Loving Multiculturalist. School Reform and the Language Arts Curriculum
  Bitter ideological battles exist over hegemonic control of classroom exchange in high school language arts classes. Discusses the debate over the selection of literature that students will read, noting the influence of the dominant culture, the resistance to inclusion of multicultural literature in these classrooms, and the importance of promoting a multicultural emphasis.
• Contesting Ideology in Children's Book Reviewing
  A study of attitudes about reviews of children's books found that librarians and teachers wanted stereotypes pointed out because children should have accurate information about other cultures. However, a book reviewer's experience suggests that editors may reject reviewers' objections and advocate for authors' freedom of speech, even when offensive or harmful to children.
• Creating Community: A Roundtable on Canadian Aboriginal Literature
  This book contains 13 essays on Canadian Aboriginal literature. Topics include literary criticism, pedagogical issues, and the experiences of Native authors and of faculty teaching Aboriginal literature in mainstream institutions.
• Creating Opportunities for Emerging Biliteracy
  Outlines instructional principles upon which classroom practices in a fourth grade and in a kindergarten class are based that contribute to students' success, love of literacy, and emerging biliteracy. Discusses creating a socioculturally supportive learning environment that (1) affirms the cultural and linguistic resources of all students; (2) provides opportunities for inclusion and choice; and (3) involves parents in their children's learning.
• Critical Citizens for an Intercultural World: Foreign Language Education as Cultural Politics. Languages for Intercultural Communication and Education
  This book explores the development of critical cultural awareness through the process of teaching and learning about foreign cultures. It draws upon theoretical foundations relating to inter- and intra-cultural communication from contemporary philosophical movements, namely critical theory and postmodernism.
• Critical Multiculturalism and Racism in Children's Literature
  Multicultural literature can help elementary students learn about cultural differences and racial bias and examine their prejudices and stereotypes. Critiques five children's books that emphasize the African American experience.
• Cultural Borderlands: Cultural Dissonance in the International School
  Discusses an investigation into the process of intercultural learning in an international school. Reports that cultural dissonance among students, between students and teachers, and in relation to the school culture, seemed to be the catalyst by which intercultural learning took place.
• Cultural Complexity That Affects Young Children's Contemporary Growth, Change, and Learning
  Based on the view that the group orientation to multicultural education reinforces group stereotyping and seldom allows acknowledgement of diverse children's unique capabilities and differences or helps children build self-identity while learning to appreciate others, this paper presents and discusses contemporary cultures of young children's lives relative to a notion of "lived" early childhood curriculum that is developmentally and culturally conscious. (KB).
• Cultural Knowledge in African American Children
  Fifty-eight African American children (grades 4-6) responded to the Test of Core Knowledge, a divergent task that required free associations about mainstream and African American topics. Participants' knowledge of both mainstream and African American cultural items increased significantly between grades 4 and 5.
• Cultural Orientation, Past Multicultural Experience, and a Sense of Belonging on Campus for Asian American College Students
  Examines the effects of cultural orientation and multicultural experience on campus belongingness for Asian American undergraduates, as compared to Anglo-Americans. Results confirm the value of secure cultural orientations, particularly biculturalism, in the college adjustment of Asian Americans.
• Cultural Voices
  Presents brief descriptions of 39 children's books (most of them published in 2000) that enlighten readers about new worlds by introducing countries, cultures, and people. Highlights books that present voices from the past, voices honoring heritage, the search for a voice, voices for freedom, voices of the community, and voices of wisdom.
• Culturally Competent Assessment: More Than Nonbiased Tests.
  Focuses on the unresolved issues of minority disproportionality in special education. Discussion of test bias; Development of educational opportunity; Quality of remedial and compensatory education programs.ABSTRACT FROM AUTHOR The persistent and unresolved issue of minority disproportionality in special education provides a strong rationale for ensuring that assessment is culturally appropriate and sensitive.
• Culturally Sensitive Strategies for Violence Prevention
  Discusses cultural influences on behavior, theoretical assumptions about culturally diverse students, and culturally sensitive behavior management strategies that educators might consider in their efforts to curtail school violence. The strategies are intended to be culture-specific and culture-fair, to humanize school environments, and to encourage a sense of community and collective responsibility.
• Current Research in Multilingualism and Education in Lebanon: A Report
  Examines 11 research projects on multilingualism and education in Lebanon, many of which focus on multilingualism and language learning. The research emphasizes three areas: different multicultural aspects of life and communication; specific patterns of multilingual communication (e.g., emphasizing home communication and children's language preference); and various language-related issues in multilingual elementary, secondary, and higher education.
• Curriculum Development for Multicultural and Multilingual Students
  Addressed the need to train teachers to work with culturally/linguistically diverse students, using a classroom case and online feedback from the case teacher and building a database of adapted lessons. Although cases were useful in promoting application of knowledge and skills, feedback and opportunity for reflection were essential.
• Dating Violence among Chinese American and White Students: A Sociocultural Context
  A survey of 289 Chinese American and 138 White college students examined perceptions of and experiences with dating violence, gender role beliefs, and the influence of gender role beliefs on definitions and contextual justifications of dating violence. The sociocultural context of dating violence and implications for social work practice are discussed.
• Democratic Dispositions and Cultural Competency: Ingredients for School Renewal
  This article argues that the current school reform movement of high-stakes testing is misguided. It advocates that democratic dispositions and cultural competency be included in the major goals of schooling and proposes that the purpose of schooling should be determined through public deliberation within diverse communities.
• Didn't Someone Invite Patty? How Patty Smith Hill's Vision of International Education Has Crossed the Border in a Most Unusual Place!
  This paper distills the history of early childhood education in Russia as a backdrop to a discussion of Patty Smith Hills visit to the nursery schools and kindergartens of the Soviet Union in the 1930s. The paper begins with a discussion of the introduction of early childhood education in the late 1800s, the lack of educational advances during the hardships of the period surrounding the revolution, and Russian educator Vera Fediaevskys work and the development of an educational plan emphasizing communistic ideals.
• Discovering Diversity
  Introduces a preservice teacher field trip to the rain forests and coastal areas. This experience develops an awareness for different cultures among preservice teachers by experiencing biological and cultural diversity in Costa Rica.
• Dissolving Borders and Broadening Perspectives through Latino Traditional Literature
  Offers a brief historical perspective on Latino folk literature. Discusses 26 recently published books for children and adolescents in both English and Spanish, organized into origin tales, tales based on historical facts, trickster tales, and cumulative tales.
• Diversity and Distrust: Civic Education in a Multicultural Democracy
  This book contends that diversity is often to be highly valued, but not always. It should be remembered that many forms of social and religious diversity are at odds with basic commitments to liberty, equality, and civic ideals.
• Diversity Consciousness: Opening Our Minds to People, Cultures, and Opportunities
  This book examines the relationship between a person's success and his or her ability to understand, respect, and value diversity. It also explores how people can develop diversity consciousness.
• Dow's Conception of Teaching Art: "Harmonious Composition" and "Notan."
  A U.S. art educator, Arthur Wesley Dow, synthesized Japanese and U.S.
• Earphone English
  Describes Earphone English, a student club sponsored through a partnership between Berkeley High School and the Berkeley Public Library that offers students whose primary language is not English to practice their spoken and aural English skills. Discusses the audiobooks used in the program and the importance of multicultural content and age appropriateness.
• Effective Teacher Training for Multicultural Teaching
  Effective teachers must be able to competently address issues related to student diversity. However, many teachers are not prepared for multicultural teaching.
• Effects of Teacher Preparation Experiences and Students' Perceptions Related to Developmentally and Culturally Appropriate Practices
  Case study of preservice early childhood teachers in a course on cultural diversity inquired how the course's structure prepared them for working with and understanding diverse students and families. Pre- and post-course surveys indicated that students perceived that they had made gains in their understanding of cultural diversity issues and were positively affected through their teacher preparation experiences.
• Embedded Preservice Teacher Education: Sophomore Multicultural Internship
  This paper describes the Sophomore Multicultural Internship for preservice teachers at Moorhead State University, Minnesota. From 1990-95, the program immersed preservice teachers in cross-cultural encounters and K-12 clinical experiences intended to: engender enlightened tolerance; provide an embedded context for making moral choices to pursue careers in teaching; prepare beginning teachers to address increasingly diverse groups of learners in contemporary classrooms; and affirm the connective tissue between professional education coursework and the kinds of decisions that confront teachers in diverse contexts.
• Embracing Race: Why We Need Race-Conscious Education Policy
  This book examines unsolved issues of race and education, emphasizing four major race-conscious education policies: bilingual education, multicultural curricula, affirmative action, and remedial education. It suggests that such policies are critical to fostering self-determination and personal autonomy in students who would otherwise receive a deficient education.
• Emic and Etic Perspectives on Chicana and Chicano Multicultural Literature
  Outlines historical perspectives on Chicano self-definition and identity. Examines emancipation in Chicano literature, and contrasts the ideological positioning of two prominent authors deemed culturally relevant for "Hispanic" students.
• Encyclopedia of Bilingualism and Bilingual Education
  This encyclopedia is designed to promote bilingualism in a comprehensive and comprehensive manner and to be academically sound while remaining accessible to as wide an audience as possible. Each topic is presented in a clear, understandable style.
• Enhancing Success in American Indian Students: Participatory Research at Akwesasne as Part of the Development of a Culturally Relevant Curriculum
  Participatory research by the State University of New York at Potsdam and the Mohawk Nation involved community discussion groups, which established needs for bicultural education for Indian students, the use of Mohawk culture as the arena for curriculum development, development of Mohawk cultural standards, and teacher training in Mohawk culture. (Contains 39 references.) (TD).
• Essentializing Dilemma and Multiculturalist Pedagogy: An Ethnographic Study of Japanese Children in a U.S. School
  Examined Japanese children's experiences at a U.S. elementary school, noting their teachers' pedagogical responses.
• Examining the Role of Critical Inquiry for Transformative Practices: Two Joint Case Studies of Multicultural Teacher Education
  Examined how an emphasis on critical inquiry in a multicultural preservice teacher education course influenced teachers' understandings and practices. Results from two case studies suggest that multicultural teacher education needs to not only include, but also extend beyond, particular courses to more expanded venues that provide opportunities for collaboration and critical reflection in action over time.
• Exploring Cultural Differences in Classroom Expectations of Students from the United States and Taiwan
  A survey of 265 U.S. and 247 Taiwanese college students' expectations of teachers and students showed significant differences related to cultural values such as collectivism/individualism, power distance, and egalitarianism.
• Exploring the Self-Perceived Multicultural Counseling Competence of Elementary School Counselors
  Counselors (N=76) from an elementary school completed the Multicultural Counseling Competence and Training Survey to assess their perceptions of multicultural competence. The results suggest they perceived themselves to be largely multiculturally competent, except in areas of racial identity development.
• Eyes on Education: A Proposal for East Side Union High Schools.
  This paper presents information from surveys of 1,028 diverse high school students in one California district about inequalities they experienced and their thoughts regarding such issues. While 83 percent of students are students of color, 38 percent of teachers are teachers of color.
• Facilitating Culturally Integrated Behaviors among Allied Health Students
  Cultural integration, an ongoing process of cultural awareness, competence, and action, is essential for allied health professionals. It may be fostered through a curriculum emphasizing critical reflection and active and experiential learning, including immersion in other cultures.
• Finding Yourself in Reading and Writing: Cultural Inclusion in the Classroom
  Proposes that to enable students to move along the literacy continuum, the pre-service teacher must become mindful of the multiple cultures and perspectives shaping the classroom. Discusses how a group of university students examined texts of the past and present and then worked to develop a critical awareness of teaching approaches and literacy practices congruent with a culturally inclusive classroom.
• Foreign Language Instruction: Tips for Accommodating Hard-of-Hearing and Deaf Students
  This training module presents information, both specific and general, about including postsecondary students with deafness and hearing impairments in foreign language classes. First, a variety of reasons for making sure that students with hearing impairments are not excluded from foreign languages are covered, including the need for improving attitudes toward language learning, improving English skills, and encouraging a heightened understanding of different cultures.
• Fostering the Exchange of Ideas about Diversity in the Higher Education Classroom
  A solution to the problem of preparing teacher education students to develop curricula that focus on multiculturalism is to help them develop the ability to infuse multicultural children's literature and young adult literature into the elementary and secondary school curriculum. Teacher educators must do more than expose their pre-service and in-service teachers to multicultural literature: they must structure their classes so that students see their own and other cultures present in the classroom.
• Freirean Pedagogy, Praxis, and Possibilities: Projects for the New Millennium. Volume 19, Critical Education Practice. Volume 1417, Garland Reference Library of Social Science
  This book contains 15 chapters, each by different authors, commenting and expanding on the educational philosophy and work of Paulo Freire. The following are included: "Paulo Freire's Pedagogy of Possibility" (Peter McLaren); "Studying the Media: What Makes Mainstream Media Mainstream" (Noam Chomsky); "Scientism as a Form of Racism" (Paulo Freire and Donaldo Macedo); "Liberating the Critical in Critical Theory: Marcuse, Marx, and a Pedagogy of the Oppressed.
• From Cradleboard to Motherboard: Buffy Sainte-Marie's Interactive Multimedia Curriculum Transforms Native American Studies
  Describes "Science: Through Native American Eyes," an interactive multimedia CD-ROM for middle school that is part of the Cradleboard Teaching Project developed by musician and teacher Buffy Sainte-Marie. The Cradleboard joins Native American tradition and high-tech innovation to explore the core curriculum of the National Content Standards.
• From Our Readers: Preparing Preservice Teacher Candidates for Leadership in Equity
  Describes the importance of moving beyond identity labels like Black, Hispanic, or female to examine how gender intersects with other social memberships like race and class. By considering more inclusive, individualized ways of viewing multiculturalism, educators can forge more meaningful conversations with students about diversity and equity.
• Future Directions with Troubled Children
  A leader in the education of troubled children identifies issues for the future. They include: (1) recognizing emotional and behavior disorders as a disability; (2) enhancing multicultural education with knowledge about commonalties; and (3) basing practices on scientific knowledge.
• Genograms and Family Sculpting: An Aid to Cross-Cultural Understanding in the Training of Psychology Students in South Africa
  Describes a specific training method developed in a family therapy course at the University of Pretoria in South Africa, where genograms and family sculpting were used to improve cross-cultural understanding among psychology masters students. Discusses the theoretical implications of the group training process for the training of psychologists in multicultural contexts.
• Global Perspectives for Young Readers: Easy Readers and Picture Book Read-Alouds from around the World
  Discusses how early childhood educators can use reading lessons as part of a global curriculum and help children develop an understanding of other peoples and their customs. Includes criteria for choosing international books as early reader selections, and annotated lists of picture books for beginning readers, chapter books for young readers, and translated books for read-aloud sessions.
• Globalization and Co-Integration of Universal Education
  This paper proposes an educational system in which integrated institutions can become co-integrated and continentally co-integrated institutions can become universally integrated. An integrated institution is one that offers both academic programs and extracurricular activities that meet the needs of students from other institutions and countries.
• Good Neighbors around the World: Building World Knowledge with Translated Literature for Children
  Although people may be making progress toward global understanding and multicultural acceptance, there are still "miles to go." Only when an individual can view the members of other cultures as people of equal value will s/he be able to truly understand the perspectives of another. Unfortunately, classroom teachers are rarely equipped to teach a global curriculum.
• Harriet Rohmer on New Voices and Visions in Multicultural Literature
  Presents an interview with Harriet Rohmer, founder of Children's Book Press, an independent publishing house founded in 1975 dedicated to publishing bilingual children's books authored and illustrated by writers and artists of American minority communities. Discusses how she selects books for publication, books to be published soon, and the importance of all children seeing reflections of themselves in books.
• High-Performing Schools Serving Mexican American Students: What They Can Teach Us. ERIC Digest
  A study examined the characteristics of successful schools along the Texas-Mexico border, where high percentages of students were Mexican American, came from low socioeconomic backgrounds, and had limited English proficiency. Three elementary schools, three middle schools, and three high schools were selected on the basis of the following criteria: enrollment of at least 66.6 percent Mexican American students, above-average standardized test scores on the Texas state assessment system, and state or national recognition.
• Hispanics and Higher Education: Multicultural Myopia
  Hispanic Americans are underrepresented in higher education and in business faculty. Their career development is often hindered by discrimination and they are often channeled into two-year colleges where attrition is higher.
• Historical Facts and Fictions: Representing and Reading Diverse Perspectives on the Past
  Presents brief descriptions of 22 recently published books for children and adolescents that present untold stories that begin to fill in the gaps of mainstream versions of the past. Includes categories of historical fiction, historical nonfiction, biography/memoir, and poetry and verse.
• Hockey Night in Canada and Waltzing Matilda: Examining Culture in a Global Classroom
  This paper, the result of a collaboration between professors at the University of Calgary in Canada and Ararat Community College in Victoria (Australia), was presented at the 2001 Teaching the in Community Colleges Conference, "Teaching and Learning: What Have We Discovered and Where Are We Headed?" In this paper, the authors describe their experiences in setting up a collaborative course to examine Canadian and Australian cultures in a global classroom and offer tips and instructions for setting up global educational communities, including advice about managing time zones, setting up video-conferencing and email technologies, and planning a cooperative agenda.
• Holidays in the Public School Kindergarten: An Avenue for Emerging Religious and Spiritual Literacy
  Addresses holidays in the curriculum and concerns raised for educators about how to be inclusive and recognize students' different cultures. Presents a sample approach to exploring holidays in the classroom, including techniques for brainstorming, celebration activities, children's individual experiences, expanding experiences, engaging families, choosing resources, and parties.
• Home Literacy Experiences and Their Relationship to Bilingual Preschoolers' Developing English Literacy Abilities: An Initial Investigation
  Forty-three Puerto Rican mother-child dyads in Head Start programs, grouped according to whether the children had learned Spanish and English from birth (n=28) or Spanish from birth and English in Head Start (n=15) participated in a study of home literacy experiences and emerging English literacy abilities. Results found that literacy development would benefit from increased exposure to literacy materials and events.
• How Can a Teacher Save a Program That Administrators Want To Cut?
  Describes the Multicultural Advancement Program at the author's school. Illustrates how the teachers within the program sing its praises, but it appears that they are always in a defensive position repeatedly compelled to validate themselves.
• I, Too, Am an American: Preservice Teachers Reflect upon National Identity
  Preservice teachers read poetry by Langston Hughes and an Arab American student about being American, then composed and discussed their own poems. Poems helped them reflect on their own cultures and attitudes, thus developing a caring community of learners who valued diversity and human rights.
• Identifying the Prospective Multicultural Educator: Three Signposts, Three Portraits
  Investigates how prospective teachers respond to social differences they encounter in educational discourse and public schools, identifying three signposts indicative of prospective multicultural educators (desiring change because of identifying with educational inequality, valuing critical pedagogy and multicultural social reconstructivist education, and wanting to understand educational inequality and its causes). Presents data from observations and interviews with three teacher candidates.
• Immigrant Children in Our Classrooms: Beyond ESL
  Strategies for supporting immigrant students include providing opportunities for self-expression, ensuring that all students see themselves reflected in the curriculum, providing translation for key events and documents, having teachers and staff that reflect student cultures, maintaining first-language skills, making special efforts to communicate with parents, and training students to support new peers. (TD).
• In Search of Wholeness: African American Teachers and Their Culturally Specific Classroom Practices
  This collection of essays is a theoretical and practice-oriented treatment of how culture and race influence African American teachers.
• In the Process of Becoming Multicultural: Reflections of a First Year Teacher
  Discusses how although the author knew she only had meager training in teaching multicultural literature, she was committed to teaching it because she believes in its importance and influence on impressionable minds. Describes an incident where she was confronted with an anonymous note criticizing her teaching of African American Literature.
• Increasing Awareness and Implementation of Cultural Competence Principles in Health Professions Education
  Cultural competence is being recognized as an essential skill by allied health accrediting and professional organizations. However, more information is needed on the types and content of courses or other activities intended to explore cultural, ethnic, and racial diversity issues related to health care.
• Indiana's Best Practices Celebrating Diversity: Many Communities...One Indiana. A Resource Manual of Diversity Programs & Activities. Update 2000
  This updated resource manual of racial diversity programs and activities should help promote racial reconciliation and understanding among diverse communities.
• Insights from the Field: Understanding Geography, Culture, and Service.
  Designed for use with students in grades 6-12, this curriculum guide uses primary source materials from the experience of Peace Corps volunteers in countries, such as the Dominican Republic, to enliven the study of geography, culture, and service. The guide aims to engage students in an inquiry about the world, themselves, and others as they focus on a culture other than their own.
• Intercultural Education in European Classrooms: Intercultural Education Partnership
  This collection of papers demonstrates the role of the Intercultural Educational Partnership in the United Kingdom. It offers contributions from teachers, educationalists and academics in the field of second/additional language learning.
• Intercultural Literacy and the International School
  Defines intercultural literacy as the understandings, competencies, attitudes, language abilities, participation, and identities that enable effective engagement with a second culture.
• International Programs at Community Colleges. AACC Research Brief
  The American Association of Community Colleges conducted a year 2000 survey that was designed to determine the involvement of U.S. community colleges in international programs and services.
• Issues in Mathematics Education with African American Students
  To teach mathematics successfully to African Americans, there must be modification of what math is as a knowledge. Recently, a framework was composed which delineated four disparate dimensions of math as a type of knowledge and how assessment varies as a result of the definitions.
• Issues in Social Studies: Voices from the Classroom
  This collection of essays, from Houston area educators, investigates and analyzes the state of social education, offering a critical and transformative perspective.
• Issues of Discrimination in European Education Systems
  Examines difficulties and complexities in researching issues of discrimination in education across European countries as a first step in devising intercultural curricula. Discusses cross-national differences in terminology, in the ways in which research issues related to racism and interculturalism are formulated, and in the educational experience of children of immigrant and ex-colonial groups.
• Joining the Canadian Tribe: Building a Pluralistic Community in a B.C. School
  Immigrants often comprise most of the student body in urban Canadian schools. An elementary school in suburban Vancouver (British Columbia) provides sheltered classes and bilingual student partners for beginning English language learners.
• Journey toward Sensitivity: An Examination of Multicultural Literature
  Uses the portrayal of Native Americans in children's literature to describe the impact of racially biased reading materials and argue for greater cultural sensitivity. Offers tips for identifying culturally insensitive books.
• Kaleidoscope: A Multicultural Booklist for Grades K-8. Third Edition. NCTE Bibliography Series
  The third edition of this annotated bibliography collection offers students, teachers, and librarians a helpful guide to the best multicultural literature (published between 1996 and 1998) for elementary and middle school readers.
• Language Policy and Pedagogy: Essays in Honor of A. Ronald Walton
  This edited volume brings together 14 diverse articles dealing with various aspects of language policy and pedagogy. Chapter titles include the following: "Language Practice, Language Ideology, and Language Policy" (Bernard Spolsky and Elana Shohamy); "The Status Agenda in Corpus Planning" (Joshua A.
• Learning about Culture through Dance in Kindergarten Classrooms
  Describes how dance was incorporated into African and Native American cultural study units. Notes that when dance was used, children's participation level was high and they showed evidence of integrating new knowledge into current information.
• Learning How To Ignore Racism: A Case Study of One White Beginning Teacher in "The White Highlands" and the Two Black Boys in Her Care
  This paper focuses on the experiences of one beginning teacher, studying the ways issues of race and ethnicity are dealt with in a predominately white elementary school. Faced with issues of racism in the classroom, the teacher had no strategies to handle either overt or covert racism, both of which appeared to be condoned by those responsible for her training.
• Learning Together
  Describes a teaching assignment at a Department of Defense (DoD) high school in Puerto Rico with bilingual Latin students influenced by island cultures. Discusses classroom cultural awareness and the importance of understanding and appreciating students' backgrounds when cultural or ethnic differences exist in the science classroom.
• Leaving Authority at the Door: Equal-Status Community-Based Experiences and the Preparation of Teachers for Diverse Classrooms
  Describes a cross-cultural, equal status internship designed to prepare teachers for diverse classrooms, examining its influence on prospective teachers' emerging sociocultural perspectives and raced identities and exploring successes and challenges of this experience and what has been learned about supporting more mature anti-racist identities in the 3 years that students have been engaged in this internship.(SM).
• Linguistic Diversity
  Discusses 14 books for young readers, chosen for the diversity of their languages, cultures, and uniqueness. (SR).
• Literacy & Libraries: Learning from Case Studies
  This book presents 22 personal narratives in which library directors, program administrators, teachers, tutors, librarians, and adult learners explain firsthand how literacy programs at libraries across the United States have changed people's lives.
• Literature and Lives: A Response-Based, Cultural Studies Approach to Teaching English
  Telling stories from secondary and college English classrooms, this book explores the new possibilities for teaching and learning generated by bringing together reader-response and cultural-studies approaches. The book connects William Shakespeare, Charles Dickens, Mark Twain, and other canonical figures to multicultural writers, popular culture, film, testimonial, politics, history, and issues relevant to contemporary youth.
• Literature Discussion in the Elementary School Classroom: Developing Cultural Understanding
  One effective instructional technique for promoting cultural awareness and understanding among elementary school students is literature discussion. Literature discussions help children explore multicultural ideas and issues, reading works of culturally relevant literature, then coming together to discuss their personal responses.
• Many Peoples, One Land: A Guide to New Multicultural Literature for Children and Young Adults
  This book covers works of fiction, oral tradition, and poetry published from 1994 through 1999, and is deemed suitable for young people from preschool through high school. The book deals with four major ethnic groups within the United States: African Americans, Asian Americans, Hispanic Americans, and Native-American Indians.
• Math and Science Across Cultures: Activities and Investigations from the Exploratorium
  Throughout history, people of all cultures have used math and science in everyday life and contributed a wealth of ideas to these disciplines. However, math and science textbooks generally focus on the contributions of Western culture.
• Mediating Boundaries of Race, Class, and Professorial Authority as a Critical Multiculturalist
  Presents one college professor's reflections on the challenges of mediating the boundaries of race, class, and professorial authority in an undergraduate multicultural education course. After discussing current debates about multicultural education, the paper examines assumptions underlying a multicultural discourse, poses questions about pedagogy, and discusses the usefulness of theories of critical pedagogy in addressing the questions.
• Mental Health in Urban Schools
  Many people hear the term mental health and they think mental illness. Others hear mental health in schools and they think it’s only about therapy and counseling.
• Mentoring in the Preparation of Graduate Researchers of Color
  Makes the case that effective mentoring can improve the graduate school experience of multicultural students to position them better for postdoctoral success. Discusses the ways faculty members can enhance their multicultural competence in mentoring.
• Mentoring: Creating Connected, Empowered Relationships
  This book is an effort to explore the ways in which mentoring and counseling are related and can be applied to one another. To meet the needs of a diverse audience, the authors present the advantages of initiating mentoring relationships with people of different genders, age groups, and cultural backgrounds.
• Mrs. Boyd's Fifth-Grade Inclusive Classroom: A Study of Multicultural Teaching Strategies
  Examined strategies used by one multicultural fifth grade teacher to nurture academic excellence in an inclusive classroom environment. Observation and interview data highlighted accommodation activities that supported and encouraged all students without limiting or impeding their academic or social development.
• Multicultural Aspects of Parent Involvement in Transition Planning
  A survey of 308 African-American, Hispanic-American, Native-American, and European-American parents found that culturally and linguistically diverse (CLD) parents are active in transition planning activities and, in some instances, their level of reported participation surpassed that of European-American parents. In contrast, 52 professionals described CLD parents as less involved.
• Multicultural Competencies: A Guidebook of Practices
  Intended to benefit the entire counseling community, this guidebook demonstrates current multicultural competencies and successful delivery of services across the various professional counseling disciplines. Leading authorities offer concrete direction for effective multicultural counseling and reflect on what they have found to be the best practices in their specialty area.
• Multicultural Counseling: Historical Context and Current Training Considerations
  Describes how three interrelated systems of psychology contributed to the development and maintenance of racist practices within psychology and how such practices defined a need for the subsequent emergence of multicultural counseling. Discusses the development of competence in multicultural attitudes, beliefs, and skills, examining the current status of graduate training in psychology with respect to competence in multicultural counseling.
• Multicultural Education and Technology: Perfect Pair or Odd Couple? ERIC Digest
  This digest examines how technology can support multicultural education. Multicultural education represents an approach to education and the teaching-learning process that is grounded in the democratic ideals of justice and equality.
• Multicultural Education in the U.S.: A Guide to Policies and Programs in the 50 States
  This book compiles information to investigate the presence and structure of multicultural education programs throughout the United States.
• Multicultural Education in the United States and Japan
  This paper compares multicultural education in U.S. and Japanese schools, analyzing multicultural education from the ethnic perspective.
• Multicultural Education: A Caring-Centered, Reflective Approach
  This book for teachers presents stories and real-life examples that illustrate key concepts of culture, discrimination, and social justice and how they can affect diverse classrooms. It is written in a conversational style within a caring-centered framework, and it discusses culture's role in the learning process and in students' identity development.
• Multicultural Infusion in the Counselor Education Curriculum: A Preliminary Analysis
  Counselor educators agree on the necessity of preparing counselors in training to work in a diverse society. Traditional training programs have no special accommodations and are characterized by unawareness of the impact of cultural factors in counseling.
• Multicultural Is Who We Are: Literature as a Reflection of Ourselves
  This article discusses multicultural children's literature, the need for teachers to include multicultural children's literature in their teaching, how teachers can encourage pluralism, and evaluating and selecting multicultural literature titles. A selection of 17 multicultural books for use in the classroom is provided.
• Multicultural Mosaic: A Family Book Club
  Authors, a library media specialist and a literature/language arts teacher, both recipients of Theodore R. Sizer Fellowships, describe their joint project, "Multicultural Mosaic: A Family Book Club." Their proposal was to strengthen the home-school connection by establishing a book club accessible to all middle and high school students and their families.
• Multicultural Teacher Preparation: Establishing Safe Environments for Discussion of Diversity Issues
  Describes a project within an early childhood multicultural teacher education program that examined what makes educational environments conducive to discussing culturally sensitive issues. Diverse students participated in two discussions, created guidelines, and completed interviews and questionnaires.
• Multicultural Technology Integration: The Winds of Change Amid the Sands of Time
  This case study describes how a high school language arts teacher in a poor border community in southern New Mexico combined technology-based teaching strategies with multicultural elements to ensure learning and equitable access to technology for her minority students. Discusses bilingual and bicultural students, constructivist classrooms, and instructional flexibility.
• Multiculturalism and the Liberal Arts College: Faculty Perceptions of Pedagogy
  This is a qualitative study of faculty perceptions of the relationship between pedagogy, liberal education, and multiculturalism. The incompatibility of liberal education and multiculturalism ground this study along with the assertion that teaching and learning are central to the liberal education mission.
• Multiculturalism as Jagged Walking
  Argues that teacher educators must find ways to move beyond student teacher resistance to multiculturalism so that future teachers are prepared to understand and teach diverse students, proposing a model that examines the multidimensionalities of place and memory as they shape multicultural identities, discussing social bias in education in the American south, and examining memory as ambiguity, complexity and history. (SM).
• Multigroup Ethnic Identity Measure with Art Therapy Students: Assessing Preservice Students after One Multicultural Self-Reflection Course
  Graduate art therapy students enrolled in a multicultural art therapy course were given the Multigroup Ethnic Identity Measure as a pretest and posttest to assess their own cultural identity. Results indicate that stronger cultural identification is possible following the completion of one multicultural art therapy course.
• Multiple Cultures, Multiple Literacies
  Describes the author's work in his fifth-grade class as he helps his students understand the importance that culture plays in their representations of meaning. Shows how opportunities to transcend language by using other sign systems allow multiculturalism to flourish.
• Newcomers and the Environment: Teaching Guide--Answer Key [and] ESL Textbook. Intermediate Level
  This intermediate level teaching guide, answer key, and English-as-a-Second-Language (ESL) textbook package provides nine career and personal profiles of immigrants to the United States from a variety of countries presently working in the field of environmental protection and regulation. A glossary translates numerous more specialized, environment-related vocabulary into six languages other than English, including Russian, Hmong, Serbocroatian, Somali, Vietnamese, and Spanish.
• Nonnative English Speakers: Language Bigotry in English Mainstream Classrooms
  Examines and discusses ways in which both subtle and blatant bigotry toward nonnative speakers of English is present in departments of English. Illustrates how unfounded and inaccurate beliefs about English language proficiency create a hostile climate for a new population of students.
• On the Nexus of Race, Disability, and Overrepresentation: What Do We Know? Where Do We Go?
  America’s schools are more culturally diverse and complex than at any time in the nation’s history. The schools continue to have problems with overrepresentation as long as they develop educational structures, systems, routines, and pedagogies without understanding more about how the belief systems, biases, prejudices, and socioeconomic inequities that have existed for centuries in the American society are played out and perpetuated in our nation’s schools.
• One-Way Streets of Our Culture
  Presents various definitions of culture and contemplates how much a culture can really be shared by those not born into it. Asserts that, in international education, certain concerns must be raised, including: (1) a truly shared meaning depends upon a shared culture; (2) language plays a key role in understanding and developing a culture; and (3) teachers cannot help but support as well as challenge cultural values.
• Organizational Culture and Its Impact on African American Teachers
  Studied how the organizational culture of schools and the cultural values of African American teachers affect the professional experience of these teachers in schools where they are in the minority. Results for seven teachers show that the majority established the work norms, resulting in a uniformity of rules and regulations with which people of color were expected to comply.
• Osborne. A Teacher's Handbook
  Osborne, located on the Isle of Wight, is almost entirely Victorian. It was designed, built, and furnished to the royal family's specifications (as a holiday home), and remains largely unaltered since Queen Victoria died in 1901.
• Pacific Resources for Education and Learning Fact Sheet.
  Pacific Resources for Education and Learning (PREL) is a nonprofit corporation that serves schools in 10 Pacific island political entities, whose affiliation with the United States ranges from statehood to free association. PREL's main office is in Honolulu, Hawaii, with service centers in American Samoa; the Commonwealth of the Northern Mariana Islands; the Federated States of Micronesia (Chuuk, Kosrae, Pohnpei, and Yap); Guam; the Republic of the Marshall Islands; and the Republic of Palau.
• People, Places, and Mathematics
  Offers weekly activities for students to explore mathematics from different cultures. (ASK).
• Personal Transformations from the Inside Out: Nurturing Monocultural Teachers' Growth toward Multicultural Competence
  Contends that the transformation of incoming preservice teachers into multiculturally competent, committed advocates for all students can be achieved through a combination of sound multicultural research and best practice, discussing mediated cultural immersions, the role of attending faculty in student growth, and the three phases of mediated cultural immersion. The origins of mediated cultural immersion programs are described.
• Picture Books by Latino Writers: A Guide for Librarians, Teachers, Parents and Students
  This comprehensive guide includes background and publication information about picture books for children and adolescents by Latino authors, summaries of titles and bibliographical information on the authors, illustrators, and translators. The picture books suggested in the guide cover a variety of different subjects, including families, holidays, celebrations, animals, foods, libraries, homes, traditions, religious celebrations, and careers.
• Pluralism and Science Education
  Examined how British preservice science teachers responded to an independent study pack designed to stimulate their understanding of race and culture. The pack provided information on cultural diversity and pluralism in Britain and educational responses to cultural pluralism.
• Polynesian Folklore: An Alternative to Plastic Toys
  Argues that folklore goes beyond plastic toys and popular media symbols to share the humanness of a people. Suggest ways to use Polynesian folklore (nature fables, tales, and legends) to deepen children's understanding of Polynesian culture.
• Pre-Creating the HyperNews Classroom Community: (Not)Speaking, (Not)Writing the Subtext
  As two groups of teachers met to set up a HyperNews network for a grant project, it became clear that politics cannot be kept out of the classroom. In creating a community of diverse writers via HyperNews, six composition classes were linked for online discourse among departments: Asian American Studies, Chicano Studies, Pan African Studies, and English participated in each group.
• Preparing Limited English Proficient Persons for the Workplace. ERIC Digest No. 215
  This digest describes cultural considerations and effective approaches for limited English proficient (LEP) individuals' workforce development, including the impact of recent training legislation. LEP persons often come from both a different language background and a very different cultural background; so English-language instruction must provide cultural and linguistic orientation.
• Preparing Teachers for Culturally Diverse Schools: Research and the Overwhelming Presence of Whiteness
  Reviewed research studies on preservice teacher preparation for multicultural schools, particularly schools serving historically underserved communities, examining the effects of such strategies as recruiting and selecting students, cross-cultural immersion experiences, multicultural coursework, and program restructuring. Very little research actually examined which strategies prepared strong teachers.
• Preservice Teachers and Teacher Educators: Are They Sensitive about Cultural Diversity Issues
  This study assessed the beliefs about and sensitivity toward cultural diversity issues of teacher educators and preservice teachers. A group of 78 predominantly white preservice teachers and 45 predominantly white teacher educators completed the Beliefs About Diversity Scale, which assessed beliefs about race, gender, social class, ability, language/immigration, sexual orientation, and multicultural education.
• Proceedings of the Midwest Philosophy of Education Society, 1999-2000
  This proceedings of the Midwest Philosophy of Education Society contain two presidential addresses: "Separating School and State: An Analytical Polemic" (D. G.
• Programming for Multicultural Competencies
  Reviews resources for and examples of effective diversity programming and suggests multicultural competencies for program planners and their students. Argues that practitioners must consider multicultural competencies for themselves and their students as well as the issue of free speech.
• Project Change Evaluation Research Brief
  Project Change is a community-driven anti-racism initiative operating in four communities: Albuquerque, New Mexico; El Paso, Texas; Knoxville, Tennessee; and Valdosta, Georgia. The formative evaluation of Project Change began in 1994 when all of the sites were still in planning or early action phases.
• Project Kaleidoscope, 1996-2000. Final Report: Executive Summary. Corp Author(s): George Mason Univ., Fairfax, VA. Helen A. Kellar Inst. for Human disAbilities. Publication: U.S.; Virginia; 2001-01-18 Description: 14 p
  This final report describes the activities and outcomes of Project Kaleidoscope, a grant funded project designed to develop, field test, and disseminate training materials and methods to prepare personnel to better serve culturally, linguistically and developmentally diverse young children and their families.
• Projects Submitted by Participants of the Fulbright-Hays Summer Seminars Abroad Program, 2000 (Poland and Hungary)
  These curriculum projects were developed by participants of the Fulbright-Hays Seminars Abroad Program in Poland and Hungary during the summer of 2000.
• Prologue: Toward an Understanding of Literacy Issues in Multicultural School-Age Populations
  This article introduces a forum that explores issues surrounding literacy in multicultural school-age populations. It discusses sociocultural factors that overshadow traditional literacy-learning objectives, the relationship between low socioeconomic status and low literacy, environmental influences that affect literacy, and culturally biased assessments that challenge educators to find reliable alternative assessments.
• Promoting Cultural Awareness and the Acceptance of Diversity through the Implementation of Cross-Cultural Activities
  An action research project implemented a program for developing tolerance through increased cultural awareness. Targeted population consisted of third grade and high school students in a rural, middle class community in western Illinois.
• Promoting Multicultural Competence: A Cross-Cultural Mentorship Project
  Describes the Cross-Cultural Mentorship Project (CCMP), designed to increase the multicultural competency of Euro-American graduate counseling students and to serve the needs of Native American students as defined by Native American educators in an urban school district. The CCMP model supports mentors in their multicultural development through cultural consultants, academic coursework, and faculty supervision.
• Promoting Multicultural Understanding and Positive Self-Concept through a Distance Learning Community: Cultural Connections
  Explores the effectiveness of distance learning and multimedia technologies in facilitating an expanded learning community between geographically separated elementary and secondary schools with Hispanic students in Texas. Highlights include the Cultural Connections program; teacher collaboration; curricular activities; identity-forming multicultural activities; interactive videoconferencing; multicultural understanding; and students' positive self-concept.
• Providing a Culturally Relevant Curriculum for Hispanic Children
  A culturally relevant curriculum lets Hispanic students learn from a familiar cultural base and connect new knowledge to their own experiences, thus empowering them to build on personal knowledge. Teachers must understand Hispanic culture to help students embrace the authentic information they receive.
• Provocative and Powerful Children's Literature--Developing Teacher Knowledge and Acceptance of Ethnic and Cultural Diversity
  A study examined personal written responses of novice white teachers to address methods, patterns, and implications of teachers' responses to powerful and provocative multicultural children's literature.
• Questionnaire Surveys: Four Survey Instruments in Educational Research
  This paper presents four questionnaire surveys administered in educational research. Each of the questionnaires is followed by a brief research report with an abstract and summary statistics.
• Race and Higher Education: Why Justice Powell's Diversity Rationale for Racial Preferences in Higher Education Must Be Rejected
  The assertion of the right of higher education institutions to use racial preferences in their admissions policies has been based on the diversity rationale that U.S. Supreme Court Justice Lewis F.
• Race, Culture, and Intelligence: An Interview with Asa G. Hilliard III
  Hilliard, a professor and expert on African culture, speaks about the racial and cultural bias of standardized tests, multiculturalism, the concept of race, Afrocentric teaching, Ebonics, recruiting and retaining African-American teachers, and the future classroom. (SK).
• Reading "The Star Fisher": Toward Critical and Sociological Interpretations of Immigrant Literature
  Proposes a critical-sociological approach to analyzing immigrant literature, noting that for many students, their only contact with immigrants may be through representations in children's literature. Examines how Chinese immigrants to the United States are represented in Laurence Yep's (1992) "The Star Fisher," discussing how the issues of race, class, and ideology influence Yep's construction and representation of Chinese immigrant subjectivities.
• Reading Enhancement for Deaf and Hard-of-Hearing Children through Multicultural Empowerment
  Considers how learning to read can be difficult for Deaf students, but the task is even harder for Deaf minority students. Explores strategies to inspire an interest in reading and multicultural acceptance for Deaf and hearing students alike.
• Reducing Resistance to Diversity through Cognitive Dissonance Instruction: Implications for Teacher Education
  Applied the principals of cognitive dissonance theory to an instructional strategy used to reduce resistance to the idea of white privilege, comparing groups of college students in diversity education courses that did and did not receive supplemental instruction on cognitive dissonance. Incorporating cognitive dissonance theory created an awareness of dissonance and has the potential to reduce resistance to diversity issues.
• Reflections on Multicultural Education: A Teacher's Experience
  Describes a high school-level multicultural course designed to challenge the predominantly white students to reflect upon system power inequities that benefitted many of them directly. Students engaged in social action projects, working with people unlike themselves in organizations that had social justice orientations.
• Reflections on the "White Movement" in Multicultural Education
  Responds to an essay that examined the role of whites in multicultural education and reviewed three books, critiquing five of the essay's assumptions (e.g., there is a white movement in multicultural education, attention to whites' role in multicultural education is very recent, and the focus on white identity development in multicultural education signals a shift away from equity pedagogy). (SM).
• Relationships among Multicultural Training, Moral Development, and Racial Identity Development of White Counseling Students
  Surveys counselor education students (N=68) using Defining Issues Test and White Racial Identity Scale to determine relationships among multicultural training and moral racial identity development. Results indicated that training could help change modes of information processing about racial attitudes, but may not promote cognitive complexity needed for moral development.
• Representing the Inuit in Contemporary British and Canadian Juvenile Non-Fiction
  Examines text and pictorial representations of the Inuit in juvenile reference books and in geographical and historical juvenile non-fiction works. Finds continuing prevalence of a wide range of stereotypes.
• Research Methods and Methodologies for Multicultural and Cross-Cultural Issues in Art Education. Crossing Cultural, Artistic, and Cyber Borders: Issues and Examples in Art Education Conference (Tempe, Arizona, January 7-8, 2000)
  This monograph is the outgrowth of a conference that explored research concerns related to multi-cultural and cross-cultural contexts in art education. In the monograph, presentations are organized into three sections.
• Resources for a Multicultural Classroom. The Multicultural Resource Series, Volume 2
  This second volume in the series "Resources for a Multicultural Classroom" helps teachers develop creative ways to integrate multiculturalism into every curriculum, from science to literature. This annotated resource guide presents K-12 teachers with an extensive listing of print (biography, poetry, anthology, essay, fiction, research, and history), film and video, and electronic resources.
• Respond to Stories with Stories: Teachers Discuss Multicultural Children's Literature
  Describes a literature discussion group consisting of eleven social studies representatives involved in a discussion of children's multicultural literature and articles. Focuses on story as a resource for exploring diversity and for sharing personal experiences and responses with others.
• Revolutionizing Multicultural Education Staff Development: Factor Structure of a Teacher Survey
  Investigated African American and white elementary teachers' beliefs about and knowledge of multicultural education and their interest in staff development, noting differences by race. Survey data indicated that teachers considered multicultural education beneficial to students, but they were not very motivated to participate in training sessions.
• Saving Black Mountain: The Promise of Critical Literacy in a Multicultural Democracy
  Explores the concept of "democracy" and what it means in a multicultural society. Outlines several assumptions of critical literacy and suggests that it is important in realizing a strong democracy.
• Science Learning for ALL: Celebrating Cultural Diversity. An NSTA Press Journals Collection
  This publication includes 17 of the best articles from recent additions of The Science Teacher, the National Science Teachers Association's (NSTA) journal for secondary educators. The articles are written by science educators who offer ideas and strategies for bringing multicultural education into the classroom and providing opportunities for all students to learn science.
• Separating Siamese Twins: Can We Extricate WAC from Writing Centers?
  This paper addresses the culture of writing in higher education from a multicultural perspective of those within the "monolith." The paper first notes that writing programs, more specifically writing across the curriculum (WAC), and writing centers work in similar ways by benefiting each other and sharing the broad mission of improving students' writing.
• Sharing Our Pathways: A Newsletter of the Alaska Rural Systemic Initiative, 2001
  This document contains the five issues of "Sharing Our Pathways" published in 2001. This newsletter of the Alaska Rural Systemic Initiative (AKRSI) documents efforts to make Alaska rural education--particularly science education--more culturally relevant to Alaska Native students.
• Sharing the Wisdom of Practice: Schools That Optimize Literacy Learning for All Students
  The No Child Left Behind Act leaves no doubt about the importance of effective reading instruction, setting a national goal for every child to become a proficient reader by the third grade. With 70% of fourth graders from low income families currently unable to read at even a basic level, teachers face a daunting challenge.
• Significance of Ethnomathematical Research: Towards International Cooperation with the Developing Countries
  Development assistance was started for the sake of reconstruction of Europe shattered by World War II, and turned its attention to north- south problems starting at the Development Decade by the United Nations in 1960. In spite of all the efforts the international community has made, the situation for poor countries seems to have worsened and many insurmountable problems still lie ahead.
• Small-Town College to Big-City School: Preparing Urban Teachers from Liberal Arts Colleges
  Describes a model program to prepare teachers from midwestern liberal arts colleges for urban teaching careers. Student teachers come to Chicago and live together, student teaching in local urban schools and completing regular professional development and cultural diversity activities.
• Social Constructs of Validity and Value in a Multi-Layered Action Research Investigation of the Global Perspectives Calendar Project for Teacher Education
  An action research study addresses validity and value in teacher education by discussing thematic constructs and making specific normative underpinnings explicit. Concerned with developing teachers' abilities to create democratic classrooms and dispositions toward social justice, this study is a multi-layered, longitudinal inquiry into classroom processes and preservice teachers' constructions of meaning.
• Sociocultural Issues in Education: Implications for Teachers
  Exclusion, hatred, and injustice have caused much pain in U.S. society.
• Sociopedagogy: A Move beyond Multiculturalism toward Stronger Community
  Examines how teacher educators can confront diversity while addressing preservice teachers' individual uniquenesses, describing one university's required course on pluralism. By critically examining their histories, educators learned the importance of going beyond issues of race and ethnicity.
• Special Services and Capeverdean Children: Establishing Culturally Relevant Connections
  Although Capeverdean Americans have been a part of the long multicultural history of the United States, little has been written within the professional literature about the special services needs of this cultural group. This article presents some important features of the culture and history of Capeverdeans that are relevant for the provision of culturally sensitive special needs services.
• States' Requirements for Teachers' Preparation for Diversity
  Investigated the state teacher licensure requirements regarding diversity among the 50 states and District of Columbia. Overall, 67 percent of respondents required some level of diversity preparation in their teacher preparation programs, though specific requirements varied greatly from state to state.
• Taiwanese Preservice Teachers' Conceptions of Nature and the Nature of Science
  This study examined views of the human relationship with the natural world and understandings about the nature of science (NOS) held by preservice elementary teachers in the context of Taiwan. The participants included 54 third-year students enrolled in the departments of science education and mathematics education at a teacher college.
• Teacher Attitudes to, and Beliefs about, Multicultural Education: Have There Been Changes over the Last Twenty Years?
  This study compared Australian teachers' attitudes toward multicultural education in 2000 with their attitudes in 1979, focusing on: fostering community language maintenance, fostering cultural identity and prestige maintenance, and fostering the benefits of multiculturalism within the community. Participating schools included: those which had been multicultural before the advent of official multicultural policy documents in the late 1970s and continued to be so over the study period; schools that were monocultural during the 20 years; and schools that were transitional during that period.
• Teacher Education and Knowledge in "The Knowledge Society": The Need for Social Moorings in Our Multicultural Schools
  Considers the missing elements of race, class, gender, and power relations in the knowledge base for teacher education, suggesting a knowledge base for the missing ideas, especially in the area of questioning the effects of social, cultural, and historical movements and power relationships. The concept of social mooring is applied to make connections between academic discussions and social movements.
• Teacher Education and the Cultural Imagination: Autobiography, Conversation, and Narrative
  This book argues for the importance of addressing the role of culture in the lives of student teachers. It explains how passionate dialogue in small groups about multicultural literature and autobiography can transform teachers' lives and practice, arguing for a broad and intellectual, yet practical and concrete, vision of teacher development in which teachers not only begin to explore issues of race and class, gender and culture, but also themselves as thinkers and articulate voices.
• Teachers' Attitudes toward Multiculturalism and Their Perceptions of the School Organizational Culture
  Examined Israeli teachers' attitudes toward multiculturalism and the relationship of attitudes to perceptions of school organizational culture. Overall, pluralistic attitudes were higher with regard to integrating immigrants into the general society, while assimilationist attitudes predominated when referring to integrating immigrants into education.
• Teaching and Learning about Multicultural Literature: Students Reading Outside Their Culture in a Middle School Classroom
  This book shares the findings of a study of one teacher, Ann, and her eighth-grade classes of 123 readers who participated in a multicultural literature unit. A feature of the study was that the majority of the students were white--that is, the dominant culture--and studied novels representing nondominant cultures.
• Teaching Family History: An Annotated Bibliography
  Provides an annotated bibliography on teaching family history, organized by eight approaches to the topic: (1) chronological; (2) multicultural families (comparative); (3) the life-cycle (4) gender; (5) impact of major historical events on families; (6) family and public policy; (7) family rituals; and (8) genealogical. (CMK).
• The Academic Achievement of Minority Students: Perspectives, Practices, and Prescriptions
  This book presents a collection of papers by educators and researchers who discuss various methods of improving minority student achievement.
• The Acceptance of a Multicultural Education among Appalachian College Students
  Explored the multicultural predispositions of 437 students in a Central Appalachian university, discovering which sort of multicultural programs garner weaker and stronger support. Tested explanatory models incorporating a mix of 21 independent variables, some drawn from sociological, psychological, and political science studies of reactions to other multicultural programs.
• The Archaeology Education Handbook: Sharing the Past with Kids
  This guidebook outlines the culture and structure of schools and shows how archaeologists can work with teachers, curriculum developers, museum professionals, and park rangers to develop useful programs in archaeological education both in the classroom and in informal settings. The essays strive to provide multiple examples of exemplary programming that meets the needs of students, educators, and archaeologists in a realistic, achievable manner.
• The Asset of Cultural Pluralism: An Account of Cross-Cultural Learning in Pre-Service Teacher Education
  Highlights a Canadian preservice educator in a cross- cultural course who worked with student teachers to understand how they encountered one another's diverse attitudes and values, promoting a theory of cross-cultural education that validated experiential interactions as moments of learning. This led to a vision of pluralism where diversity helped create interpretive competence through encounters of difference and self-study.
• The Bilingual Factor.
  Reports on the advocacy of speech language pathologists and audiologists in New Mexico for state recognition for bilingual skills. Goal of a legislation introduced in the New Mexico House of Representatives; Reasons for the overrepresentation of Hispanic and Native American Students in special education; Actions taken by the New Mexico Speech-Language-Hearing Association.
• The Color of Bureaucracy: The Politics of Equity in Multicultural School Communities
  This book is for administrators, teachers, policymakers, educational reformers, and community leaders who are concerned with achieving greater social justice in education. It provides an in-depth understanding of the challenges to schools brought about by lingering views of race, gender, ethnicity, and class, showing how the inequalities of the country's past are unconsciously maintained through inherited systems of bureaucratic control.
• The Concept of "Ubuntu": Africa's Most Important Contribution to Multicultural Education?
  Examines the African concept of "ubuntu", which indicates an inner state of almost complete humanization and is the essence of community and commonality. Discusses how ubuntu could contribute to multi-cultural education.
• The Concept of Academic Politeness in a Multicultural University Classroom
  This study explored a context-embedded concept of politeness in a discussion-type, multicultural university classroom. The graduate-level class, Language Planning, had 33 students from a variety of cultural backgrounds.
• The Development of Course Content: Teaching Child Development from a Multicultural Perspective. Focus on African American Children
  This paper addresses the dominant view from which child development is currently taught, examining the impact of culture on the developing child and offering a rationale for shifting paradigms toward a more inclusive framework of instruction. The dominant framework presents child development from a middle class white, generally western, paradigm.
• The Difficulty with Difference in Teacher Education: Toward a Pedagogy of Compassion
  In a course preparing student teachers for culturally diverse classrooms, passionate debate about racism and affirmative action revealed some students' entrenched resistance to "difficult knowledge" about oppression and white privilege. A pedagogy of compassion builds trust by recognizing the need to learn about other peoples' realities through acknowledging each person's subject position and point of departure.
• The Diversity Project: Institutionalizing Multiculturalism or Managing Differences?
  Institutions embrace diversity in theory, but they do not do much to implement it. Their inadequate support for ethnic studies is a case in point.
• The Effect of Cross-Cultural Dialogue on Child Welfare Parenting Classes: Anecdotal Evidence in Black and White
  Chronicles the efforts of two social workers--one black, one white--to collaborate and create a parenting class format that recognizes the psychosocial and cultural influences inherent in facilitating these classes. Evaluates juxtaposition of the clinical concepts of projections and projective identification against the backdrop of the social concepts of empowerment and diversity.
• The Energy-Culture Connection
  Introduces an activity in which students study the relationships between cultures and energy. Provides students with different scenarios to investigate the possible effects of having or not having energy in different cultures.
• The Evolving Theme of Teaching Multicultural Art Education. Monograph Series
  This publication, sponsored by the U.S. Society of Education through Art (USSEA) as a forum of past presidents involving audience participation, aims to stimulate dialogue on the evolving theme of teaching multicultural issues and what affects student learning.
• The Fin Art of Science
  Describes how Japanese fish printing brings interdisciplinary science and culture to the classroom. Presents an activity on fish printing that provides students with a tactile, concrete experience and explores what fish feel like and how their scales are arranged.
• The High-Quality Learning Conditions Needed To Support Students of Color and Immigrants at California Community Colleges. Policy Report.
  California Tomorrow, a non-profit research organization that supports the development of a fair and inclusive multicultural society, conducted this study.
• The Influence of Teacher Background on the Inclusion of Multicultural Education: A Case Study of Two Contrasts
  Examined the impact of preservice teachers' backgrounds on their multicultural perspectives in teaching secondary social studies, highlighting two student teachers with widely different backgrounds and beliefs. Data from papers, interviews, and observations showed significant differences in perspectives.
• The Linguistic Nature of Language and Communication
  Discusses five recent books about language that address issues that arise in classrooms with an increasing number of diverse dialects and varied home languages. Discusses the complexities of language, misunderstandings in the Ebonics controversy, socioeducational issues, and classroom ideas for teachers.
• The Multicultural Factor in Making Decisions
  This paper summarizes a south Asian custom of decision-making and a western custom of decision-making. It then describes by example the meeting of these customs, based on traditional philosophies (one supporting an entire family group, the other leaving a person to function individually and independently), when a newcomer (an Indian male graduate student) from the family-oriented philosophy enters a host culture of the individual and independent philosophy.
• The Multicultural Movement and Its Euphemisms
  Discusses educational implications of the multicultural movement, highlighting: relativism versus anti-relativism; consequences of institutionalizing differences; implications of confusing culture with identity; tensions involved in cultural identification; African Americans as an example of race, class, and education; the neglected variable of social class; black culture versus black identity; subjective culture, self-esteem, and community; and positive approaches to these debates. (SM).
• The Pearl in the Shell: Author's Notes in Multicultural Children's Literature
  Notes that an increasing number of contemporary multicultural children's books aid readers' text comprehension with an author's note, foreword, or afterword. Describes ways teachers can use these author's notes, and ways to make the most of this author information.
• The Pit Boss: A New Native American Stereotype?
  Stresses the importance of U.S. history textbooks containing information that is accurate, realistic, and comprehensive, noting that while there are increased portrayals of Native Americans in today's history textbooks, portraying them in a stereotypical manner that suggests a single type of Indian culture is inappropriate and may affect students' attitudes toward Native Americans or their own self-esteem.
• The Politics of Multiculturalism and Bilingual Education: Students and Teachers Caught in the Crossfire
  Essays on political issues in multicultural and bilingual education include: "Cultural Recognition and Civil Discourse in Democracy" (Carlos J. Ovando, Peter McLaren); "The Political Life of Language Metaphors in Writings About Diversity in Education" (Sharon Pugh, Ovando, Nicole Schonemann); "Contesting Whiteness: Critical Perspectives on the Struggle for Social Justice" (McLaren, Juan Munoz); "The War Against Cultural Politics: Beyond Conservative and Neo-Enlightenment Left 'Oppositions': A Critique" (Henry A.
• The Power of Poetry
  Discusses poetry and the power it can have in elementary school classes. Considers why poetry is effective and the value of memorizing poems, and recommends multicultural titles for Blacks, Mexican Americans, Asian Americans that can help motivate children to read and write.
• The Process of Culture Learning within a Foreign Language Program at a Selected Suburban Middle School Site: A Case Study
  This paper examines the effect of foreign language instruction on middle school students' attitudes toward "the other." The primary purpose of this case study is to describe the process of culture learning as it takes place within a middle school foreign language program. Culture learning is a particular type of human learning related to the patterns of human interaction and identification that can be viewed in one of three ways: (1) a series of stages along a road to the development of intercultural communicative skills; (2) a path or continuum leading from ethnocentrism; and (3) as varying stages of awareness, understanding, and acceptance.
• The Relationships between Situated Cognition and Rural Preservice Teachers' Knowledge and Understanding of Diversity
  A study examined the influence of situated knowledge embedded in 17 rural preservice teachers' autobiographies on their perspectives on diversity and future classroom practices. Four themes emerged in interviews: situative cognition in rural contexts; cultural groups being together but existing apart; understanding group similarities and differences; and desire to teach in a small rural school.
• The Road to Chiliseni: Collecting Stories to Read By
  Describes a project in Romania that trains elementary and secondary teachers in folklore and oral history fieldwork methodology, so that their own students can collect materials from their communities that are pertinent to their lives and bring it back to the classroom. Describes successful outcomes from around Romania in the project's first year.
• The Role of Empathy in Teaching Culturally Diverse Students: A Qualitative Study of Teachers' Beliefs
  Investigated teachers' beliefs about the role of empathy in their effectiveness with culturally diverse students. All respondents had participated in a multicultural professional development course geared to fostering culturally responsive practice.
• The Values of a Global Perspective
  Asserts that college curricula, student activity programs, and institutional partnerships should each work toward the goal of promoting multicultural awareness. States that, as the nations of the world become more accessible to one another, students must learn to live comfortably with other peoples and cultures, and that teachers are instrumental in opening students' minds to this prospect.
• The Vocational Situation and Country of Orientation of International Students
  A culturally relevant career development needs assessment survey was administered to 227 international college students. Factor analysis indicates that the participants' vocational needs centered on obtaining work experience, overcoming interview barriers, and developing job search skills.
• They Came to America. Fifth Grade Activity. Schools of California Online Resources for Education (SCORE): Connecting California's Classrooms to the World
  Since the early 1600s, millions of people have came to the United States from all over the world. At that time, Native American Indians inhabited the land, but they too had come from elsewhere 30,000 years earlier.
• Through the Eyes of Preservice Teachers: Implications for the Multicultural Journey from Teacher Education
  Investigated definitions and perceptions of multicultural education among 103 preservice early childhood education students. Found that students' definitions illustrated minimal understanding of multicultural education, limited to race and ethnicity.
• Tibetans and Tibetan Americans: Helping K-8 School Librarians and Educators Understand Their History, Culture, and Literature
  Provides a review and listing of literature for K-8 school librarians and teachers that focuses on the geography, history, and culture of Tibet and the diverse experiences and folklore of Tibetans. Includes references, other recommended works, and an annotated bibliography divided into folklore, biography, culture and history, fiction, videos, and Web sites of interest.
• Tie-Dye Chemistry
  Presents a multidisciplinary activity for reviewing general chemistry concepts in which students make their own tie-dye cloth. Explores the traditional cultures and customs of Nigeria.
• Tipi Technology: Student Teachers in Washington State Experiment with Multicultural Science
  Describes a project for graduate students in teaching that asked them to see from another cultural viewpoint by working out a way to erect a tipi. The success of the lesson with graduate students resulted in its adaptation for elementary school students as a multicultural science lesson.
• Towards a Sociocultural Framework in the EFL Classroom
  This paper presents the results of a study of sociocultural materials used with approximately 50 primary and secondary school teachers of English as a foreign language (EFL) in Andalusia, Spain. Because Spain is becoming a more culturally diverse society, and will become even more so in the future as it joins the European Union, the Spanish Ministry of Education has decided to reform the entire Spanish education system from the primary through the university level.
• Towards Equal Educational Opportunities for Asylum-Seekers
  Interviewed and surveyed staff, asylum-seeking/refugee English for Speakers of Other Languages (ESOL) students, and ESOL students who came for other reasons at one British college, examining why the college's ESOL provision featured separate programs for the two groups. Discusses: the consequences of this divide; teacher discourses; alternative pedagogies; labeling of students; integrated provision; and multicultural education.
• Transformative Training: A Year-Long Multicultural Counseling Seminar for Graduate Students
  Describes a year-long multicultural training seminar for psychology and social work interns in a university counseling center. Discusses the experiential, cross-disciplinary, peer-based multiformat structure of the group.
• Trends in the Scholarship on Teachers of Color for Diverse Populations: Implications for Multicultural Education
  This paper reviews patterns in the literature on minority teachers and teacher preparation. The study involved an extensive literature search using the following database selections: Books in Print A-Z; ERIC Database 1966-2000; Education Abstracts FTX 6/83-12/99; PsycINFO 1984-2000/02; Sociological Abstracts 1963-1999/12; and Social Sciences Abst FTX 2/83-12/99.
• Two Important New Documents Reviewed: OFSTED and TTA
  Reviews the OFSTED document, "Educational Inequality: Mapping Race, Class and Gender. A Synthesis of Research Evidence," (which examines the persistent inequality between the main ethnic populations within English schools) and the Teacher Training Agency document, "Raising the Attainment of Minority Ethnic Pupils: Guidance and Resource Materials for Providers of Initial Teacher Training" (which focuses on racial equality and teacher training).
• Understanding Puerto Rican Culture Using Puerto Rican Children's Literature
  Presents examples of Puerto Rican children's literature, explaining how these books facilitate understanding of Puerto Rican culture. Describes criteria used to evaluate Puerto Rican children's literature and how to acquire the books using Puerto Rican bookstores, publishers, and distributors.
• Universal-Diverse Orientation and General Expectations about Counseling: Their Relation to College Students' Multicultural Counseling Expectations
  Examines universal-diverse orientation, general counseling expectations, and multicultural counseling expectations in a sample of 186 culturally diverse college students. Findings reveal that college students' universal-diverse orientation and general counseling expectations were positively related to their multicultural counseling expectations.
• Using Analogy To Develop an Understanding of Deaf Culture. A K-5 Curriculum
  Presents a model for a multicultural curriculum in which aspects of deaf culture are introduced to hearing students, noting the rationale for developing it. Discusses using analogy and empathy as catalysts for change in multicultural settings, describes a conceptual model of culture, and explains what deaf culture is.
• Using Counselor Training and Collaborative Programming Strategies in Working with International Students
  Provides an overview of the adjustment concerns of international students and explores venues for inclusion of this population in multicultural training and counselor competency development opportunities for graduate students. Highlights a model of programming implemented at a private university that provides training opportunities for counselors-in-training.
• Using Educational Technology To Teach Cultural Assessment
  A module to prepare nursing students to conduct cultural assessments of patients covers multicultural health care environments, genogram skills, self-awareness, theoretical lenses, and cross-cultural communication skills. Instructional materials use multimedia CD-ROM and web-based technologies.
• Using Intercollegiate Response Groups To Help Teacher Education Students Bridge Differences of Race, Class, Ethnicity
  To provide preservice teachers with opportunities for contact with people from racially and ethnically different backgrounds, one university initiated intercollegiate reader response groups using the WebCT format, which allowed students to converse with one another over distances, both within and across universities. Students from separate universities talked with one another about multicultural children's literature.
• Using Multicultural Cinderella Books To Engage Students in Comprehension Strategies. Classroom Connections
  Teachers can help their young students build a strong foundation for multicultural understanding by introducing them to stories from many cultures and teaching them to use the cognitive strategies that enable them to comprehend and experience cultures different from their own. Multicultural literature can become a powerful tool that illustrates for children the similarities that exist between cultures and begins to ease cultural prejudice and intolerance.
• Using Popular Films To Challenge Preservice Teachers' Beliefs about Teaching in Urban Schools
  Discusses myths about urban education and education in general that are illustrated in three popular films about inner city schools, focusing on myths about learning, specifically about questions and answers, authenticity, and motivation; teaching, specifically about the center of the learning process; relationships with students, parents, and the institution; and culture. Proceeds from a constructivist approach to learning.
• Using the New Racial Categories in the 2000 Census: A KIDS COUNT/PRB Report on Census 2000
  This report addresses issues that data users will face in using, interpreting, and presenting new data on race from the 2000 census, which allowed multiple racial responses. Changing how the census collects data on race is not new.
• Walking Ourselves Back Home: The Education of Teachers with/in the World
  Shares the insights and knowledge that one African American teacher gleaned about the historical and cultural understandings of Africa that, although sometimes unconscious to her as an African American, run through her veins and are manifested in her teaching, focusing on her work in Ghana and noting the tensions, contradictions, struggles, and joys available to teachers when they engage and work in international or inter-cultural sites. (SM).
• Welcoming the Culture of Computing into the K-12 Classroom: Technological Fluency and Lessons Learned from Second Language Acquisition and Cross Cultural Studies
  Discusses the integration of innovative technologies into the K-12 curriculum and its impact on instructional programs for linguistically and culturally diverse students. Describes the debate over whether the culture of computing is inclusive or exclusive, examining: educational technology standards; information technology and fluency; speech registers; postulating registers of information technology fluency; and the role of automaticity in developing fluency.
• What Counts and How: Mathematics Teaching in Culturally, Linguistically, and Socioeconomically Diverse Urban Settings
  Examined urban teachers' efforts to embrace mathematics reform with culturally, linguistically, and socioeconomically diverse student populations, noting teachers' roles in providing accessible and valuable mathematical learning opportunities to diverse students. Data from two third grade teachers indicate that such work is complex.
• Why Aren't Teachers Being Prepared To Teach for Diversity, Equity, and Global Interconnectedness? A Study of Lived Experiences in the Making of Multicultural and Global Educators
  Investigated why and how teacher educators bridged the gap between multicultural and global education to prepare teachers for diversity and equity. Respondents wrote about lived experiences which shaped their world views.
• Working with Asian Parents and Families
  Discusses how teachers can enhance the experiences of their Asian American students, examining the importance of understanding Asian American parents and families. Suggestions for working with Asian American parents and families include: respect immediate and extended family members, understand diversity within Asian ethnic groups, consider parents' English proficiency, combat stereotypes, and encourage children to be bicultural and bilingual.