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DOCUMENT RESUME

ED 369 703 SO 023 893

TITLE Influsing Multicultural Education into Today'sSchools. An Alinotated Bibliography To Accompany aSpecial Topical Collection of ERIC MicroficheIntended for Teachers, Administrators, andLibrarians.

INSTITUTION ERIC Document Reproduction Service, Springfield,VA.

PUB DATE 93

NOTE 65p.; Contains 181 citations, extending from ED 318584 to ED 351 354.

AVAILABLE FROM ERIC Document Reproduction Service, 7420 FullertonRd., Suite 110, Springfield, VA 22153-2852(Bibliography: free. Microfiche collection: $195).

PUB TYPE Reference Materials Bibliographies (131)

EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS American Indian Culture; Asian Americans; Black

Culture; *Cultural Pluralism; *CurriculumDevelopment; Elementary Secondary Education;Instructional Materials; Latin American Culture;Learning Activities; *Multicultural Education; SocialStudies; Teacher Educati,n

ABSTRACTThis annotated bibliography on the topic of

multicultural education is intended to accompany a special collectionof documents on microfiche selected from the Educational ResourcesInformation Center (ERIC) bibliographic database. Evaluation reportsof state and district efforts to implement multicultural curricula,and step by step instruction on addressing the needs of a diversestudent body though multicultural programming are included. Specifictopics covered in this collection include infusing multiculturalisminto the arts, literature, history, and other subject areas includingphysical education; appreciating African American, Native American,Asian, and Hispanic cultures. Additionally, the collection includesitems offering a theoretical rationale for including multiculturaleducation in school programming. Each entry includes the ERICidentification number, author, title, publication year, notes, price,and an abstract. Resources include those designed for use in teachereducation, instructional materials such as folktales from foreigncountries, and works suggesting specific teaching methods forintroducing multiculturalism at a particular grade level, or within aparticular subject. Conference proceedings and papers on theintroduction of multicultural education, literacy, and literature areincluded. Surveys and reports of research work also are included.Resources that describe programs in multicultural education atschools across the country are listed. (DK)

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INFUSING MULTICULTURALEDUCATION

INTO TODAY'S SCHOOLS

An Annotated Bibliographyto Accompany a Special Topical Collection

of ERIC MicroficheIntended for Teachers, Administrators, and Librarians

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

E R

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC).-

181 Citations Extending fromED 318 584 to ED 351 354

Spring 1993

U.S. DEP'FITNIENT OF EDUCATIONOffice ol EdpCational Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

0 Th,s document has been reproduced asreceived I,om the person or organizationoriginafing it

0 Minor changes have been made to !MVOS,.reproductmn quality

Points ot view or opinions staled m t his docu-menu do not necesaanly represent officialOERI position or poSCy

ERIC Document Reproduction Service (EDRS)7420 Fullerton Road, Suite 110

Springfield, Virginia 22153-2852

2

Infusing MulticultucalEducation Into Today'sSchoolsThroughout the United Starts,school districts and St= Depart-

ments ofEducation have been=ling 1 COMELlitraent to =bi-cultural education. This nzwspecial collection from the ERIC

DOCIIMCIat Reproduction Service

(MRS) oats teachers andadministrators the most recentand relevant information on the

topic. The collection includes

specific resources, bibliographies,

and activities on multiculturaltopic4 evaluation reports of

earts of SC:iteS and districts to

implement multicultural cur-ricula; and, step-by-step instruc-

tion on addressing the needs of

1 diverse student body throughmulticultural programming.Topics covered in this special

collection indud=

Infusing multiculturalism into

the arts, literature, histori,and other subject areas,including physical education;

AppreciatingAfrican-Amcri-

can, NativeAmerican, Asian,

and iftspanic cult= and

A theoretical rationalefor

including multicultural edu-

cation in school prograniniing.

This miaofiche collection is ofered on

an annual subscron basisfor a cost

of $195. ThefillIsubscriptionpxkage includes the base collect*

quarterly updates ofnewly released

documents, a microfiche szrageboo;

and liardcopy index (also updated

qu'arerlY).

3

Infusing MulticulturalEducation into Today'sSchoolsSpring 1993

ED351354Author: Schlessman-Frost,-AnryTitle: A Democratic Model and Some PolicyRecommendations: Multicultural Educational Evaluation.Publication Year: (1991]Notes: 10 p.; In: Orteza y Miranda, Eve Una, Ed.

inilosophy of Education Proceedings. Alberta, Canada,1991. p87-94.EDRS Price - MF01/P091 Plus Postage.

ABSTRACT: A democratic model of educationalevaluation and some policy recommendations to developculturally appropriate evaluation are presented. Thetraditional hard science paradigm in r.tsearch must bereplaced with evaluation designed to feed back tocommunities of varying cultural backgrounds. The mostfundamental assumption of the new model is democracy, orthe democratic principle, meaning participation by peoplein decisions that affect them. The value-aesthetic focus isto identify shared and cherished ideas from multiplecultures. The shared value system of a multiculturaldemocracy will be operationalized into new forms ofeducational evaluation through participatory design

development that involves representation of each

participating culture in the selection of evaluationmethodology. Culture must be incorpoisted into thediscourse categories of evaluation to make evaluation acontributing part of the democratic process of education.The bottom line for the new model of evaluation is not theuse of usual descriptive information gathered fromstandardized and normed instruments; rather, the intent isto prescriptively reinform the participants of their ,wn

perceptions of their children's school environmtinstruction, and the values transmittez:. One f-ti,-ure presentsthe evaluation model. (SLD)

ED351299Author: Sherritt,-Caroline; Basom,-MargaretTitle: Reflecting Community Diversity in the School.Publication Year: 1992Notes: /4 p.EDRS Price - MFOI/PC01 Plus Postage.

ABSTRACT: Although American students have alwaysbeen somewhat diverse, newly identified groups withspecial needs appear on community horizons every year.Education is one arena from which response to d;versity isnecessary. Ethnic, socioeconomic, disability, and genderstatus differ from one region to another makiagcommunities the ideal nexus for change. Some communitieshave taken a pro-Relive approach to cultural pluralism, andseveral model programs are described. Successfulapproaches reflect community exigencies, but all emphasizethe following components: (1) collaborative development o fa clear belief system which respects the nature of anddemands excellence for all students; (2) use of an inclusivebelief system as a guiding focus for school and community;(3) intervention strategies for at-risk students involvingcommunity agencies, businesses, and constituents incooperative ventures; (4) a globalized curriculum whichacknowledges the value of differences and teaches studentsto live in a heterogeneous, interdependent world; and (4) aholistic approach to instruction where whole children areeducated in whole classrooms and are never labeled.Responding to cultural differences means restructuringpublic schools and supporting new practices to address thereality of plurality in the schools. (Contains 12 references.)(LL)

ED351290Author: Finch,-Maty-Ellen; Rasch,-KatheTitle: Preparing Preservice Students for DiversePopulations.Publication Year: 1992Notes: 20 p.; Paper presented at the National Forum of theAssociation of Independent Liberal Arts Colleges forTeacher Education (5th, Louisville, KY, June 5-8, 1992).EDRS Price - MF01/PC01 Plus Postage.

ABSTRACT: The Education Division of MaryvilleUniversity (Missouri) believes in preparing teachers forstudent diversity. It encourages teachers to be reflectivepractitioners and suggests that the quality of a teacher'sreflections and actions depends on a developmental abilityto integrate concrete teaching experiences, models andstrategies of others, and principles of research in teachinginto an integrated whole. Maryville's teacher educationprogram has four conceptual strands: (developmental,curriculum and instruction, sociological, and research). Thepaper describes the Roblee Project, which builds upon theexperiences and curriculum permeating Maryville'spreservice teacher education program. The project began in1991 with several activities: faculty and focus groupmeetings on cultural diversity designed to critiquepreservice teacher education; data collection from newstudents, student teachers, and first-year teachers; and

To Order Call 1-800-443-ERIC

resource list collection. Data analysis showed that: (1)students were uncomfortable with children unlikethemselves; (2) racism exi:ited in most students; (3)

students needed to believe that all children could learn; (4)many students did not want to work in schools with diversepopulations; and (5) most students were ignorant of thecivil rights movement and related historical issues. Onecrucial finding is that providing dissonance in terms of bothknowledge and experience is crucial. (SM)

ED351278Author: Rlsinger,-C.-FrederickTitle: Trends in K-I2 Social Studies. ERIC Digest.Source: ERIC Clearinghouse for Social Studies/SocialScience Education, Bloomington, IN.Publication Year: 1992

Notes: 4 p.EDRE Price - MFOI/PC01 Plus Postage.

ABSTRACT: Drawing on contemporary research

literature, recently developed curriculum guides, andblue-ribbon reports, this digest reviews 10 contemporarytrends in K-12 social studies in the United States. Trendsare as follows: (1) History, history, and more history; (2)More geography, too; (3) Using literature to teach socialstudies; (4) Focus on the multicultural nature of Americansociety; (5) Renewed attention to western civilization; (6)Renewed attention to ethics and values; (7) Increased

attention to the role of religion; (8) Attention to

contemporary and controversial issues; (9) Covering issuesin depth; and (10) Writing, writing, and more writing.(DB)

ED351236Title: The Rabbit in the Moon: Fo &tales from China andJapan.Source: Stanford Univ., CA. Stanford Program onInternational and Cross Cultural Education.Publication Year: 1979

Notes: 82 p.EDRS Price - MF01 Plus Postage. PC Not Available from

EDRS.

ABSTRACT: This teaching unit consists of eightfolktales from China and Japan, skill-developmentexercises, and follow-up activities. It is designed for theupper elementary grades (3-6), and is easily adaptable to a

Infusing Multicultural Education into Today's Schools pane 2

broad range of age levels and abilities. It can be used inseveral curriculum areas, including: (1) social studies onChina, Japan or Asia; (2) multi-cultural studies; and (3)language arts and literature. An introduction to folklore anda bibliography are included for teacher reference. (DB)

ED351225Title: World Cultures: A Theme Guide to K-12 CurricularResources, Activities, and Processes.Source: Stanford Univ., CA. Stanford Program onInternational and Cross Cultural Education.Publication Year: 1984Notes: 109 p.EDRS Price - MF01 Plus Postage. PC Nor Available fromEDRS.

ABSTRACT: This guide is for educators who wish toimprove existing curricular frameworks for teaching aboutworld cultures. The guide is anchored by six goalstatements for student learning: (1) to begin to understandthat cultures are complex and are made up of manycomponents (values, behavior, habitat, aesthetics, etc.); (2)to recognize the part geographic setting and history play inshaping a culture; (3) to understand that change is naturaland ongoing and that people are affected in different waysbeeause of their value systems; (A) to understand theinterdependence of people, groups, and nations; (5) todevelop an awareness of how perspectives differ amongindividuals and between groups; and (6) to recognize theimportance of individual and cultural diff' zences within thecontext of certain cultural universals. Sample activities,separated by grade level, are organized to correspond toeach of the six goals. Resources that teachers might use inconducting the activities also arc suggested. Twelve samplelessons and a list of supplemental resources are included.Among the 12 lesson plans are the following: Introducingthe Fiction of Other Countries through Folktales: Grades5-12; Education in Africa; A Simple Chocolate Bar; HowDo Others See Us? The Latin American Perspective; andPeople Are Just People. (DB)

ED351164Author: Bold-Warrior,-ShermanTitle: For the Administrator: Realities for the NativeAmerican and Education.Publication Year: 1992Notes: 14 p.; Paper presented at the Annual Meeting of the

American Educational Research Association (San

Francisco, CA, April 20-24, 1992).EDRS Price - MFOI /PC01 Plus Postage.


the role of the teacher trainer in a multicultural educationworkshop. The bulk of the guide outlines thc 11 workshopsessions. Sessions cover: (1) introductory material;(2) a defmition of multicultural education; (3) teachers'racial awareness; (4) actions to take and avoid in theimplementation of a multicultural curriculum; (5)

classrooms that support cultural diversity; (6) developmentof a multicultural curriculum; (7) activities for teachingmulticultural awareness; (8) the holidays and celebrationsof people of various cultures and ethnicities; (9) children'sperspectives of race; (10) culturally responsive child care;and (11) discussions with children on the topic of culturaldifferences. Workshop sessions typically follow a format ofpresentation of a problem and its social context; criticalreflection; practical application; journal writing; the use ofaffirmative statements relating to the problem; andadditional activities. A total of 47 handouts are includedthroughout the individual lessons. A 42-item bibliographyis appended. (BC)

ED347606Author: Sperrazza,-Su.san-S.Title: Increasing Global Awareness in the First GradeClassroom by Advocating the Awareness of Self and theCultural Differences of Others.Publication Year: 1992Notes: 60 p.; FAD. Practicum, Nova University,EDRS Price - MFOI/PC03 Plus Postage.

ABS1RACT: A practicum aimed to increase globalawareness in the first grade classroom. The problem wasthat the students were very "Americanized," predominantlywhite, and rarely exposed to other cultures. Therefore, thestudents could not recognize commonalities among peopleand could not understand the cultural differences in others.The major goal was to increase global awareness in all fivefirst grade classrooms by advocating the similarities of selfand the cultural differences of others using a thematic,integrated approach. Language-experience charts,portfolios, charts, and student journals were used duringthe implementation phase to document student growth. Theresults of the practicum were very positive. All fourobjectives were successfully reached and surpassed theoriginal expectations. The outcome of the project wasdemonstrated through improved student attitudes, newfriendships, and positive behaviors toward other studentsand among the five first grade teachers. The students arenow more aware of their own needs, and the similarities

and differences of others. (Three appendixesteacherinterview questions and personal observation/samplestatementsand 17 references are attached.) (Author/PRA)

Infusinz Multicultural Education into Today's Schools page 16

ED347503Author: Koebler,-Saundra, Comp.; And-OthersTitle: Literacy through Literature. Proceedings of theAnnual Conference and Course on Literacy (381h,

Pittsburgh, Pennsylvania, June 1991).Source: Pittsburgh Univ., Pa. School of Education.Publication Ye&r: 1991Notes: 102 p.; For the 1990 proceedings, see ED 329 900.EBBS Price - MF01/PC0( Plus Postage.

ABSTRACT: This conference proceedings is the resultof a week-long conference and course focusing on the useof literature programs in the development of literacy skillsand the attainment of broader educational outcomes. Theproceedings includes speeches by keynote speakers, sessionpresentations, graduate student papers, and middle schoolstudent papers. Keynote papers arc: "Acting Meaning: ThePlay of Reading" (Shirley Brice Heath and Shelby AnneWolf); "Remembering Pennsylvania" (Lois Lowry);"Families and Literacy: Building Social and CulturalContinuity" (Vivian L. Gadsden); "The Secret of theLifetime Reader or the Clue in the Classroom" (ElizabethSegel); and "The Secret of the Life-Long Reader or theClue in the Classroom" (Margaret Mary Kimmel). Sessionpresentations are: "Helping Parents and Teachers DevelopPositive Dispositions toward Reading in PreschoolChildren" (Donna DiPrima Bickel); "Rights without Labels:A Mainstreaming Project" (Nicolette Armstrong andothers); "Literacy through Experimental Verse: SelectedWorks of e. e. Cummings" (Albert C. Labriola);"Enriching Early Literacy with Long-Term Projects"(Jeanette Allison Hartman); "The Heartwood Project: AnEthics Curriculum for Children" (Eleanor Gettleman andothers); "Liberty, Learning, and Literacy: PromotingHigher Order Thinking in the Social Studies Classroom"(Caryn M. King and William E. McDonald); "Teachingafter the Summer Institute: Where I've Been and WhereI'm Going" (Mimi Botkin); "Reaching back, MovingForward: An Intergenerational Approach to Literacy andLiterature" (George R. Skornickel, Jr.); "PromotingLiteracy through Bibliotherapy" (Lelia Allen); "The EthnicMosaic: Multicultural Books for All Our Children" (JoanBrest Friedberg); and "Writing Workshops for Children"(Karen Waggoner). The :.hree graduate student papers are:"Whole Language Makes Learning Fun, Even in HighSchool" (Shandel Gilbert); "Ownership" (Marion E.Gosson); and "World War II: Through the Eyes ofLiterature" (Elizabeth Tihey Harbist and Edith P. Jones).The five middle school papers, briefly introduced byPatricia Thomas, are: "Being Black In America" (SaharaBey); "Untitled" (Edward Caldwell); "When I Grow Up"(Brandy Fleming); "My Scariest Experience" (MauriceHarvey); and "Untitled" (Erica Hatcher). (RS)


Infusing Multicultural Education into Today's Schools page 4

World of Diversity and Understanding. A Mosaic ofMulticultural Achievement.Source: Massachusetts State Board of Education, Boston.

Publication Year: 1991

Notes: 42 p.EDRS Price - MF01/PCO2 Plus Postage.

ABSTRACT: This publication describes programs in

education in Massachusetts that foster multiculturalism.Many of these programs are recipients of the MulticulturalRecognition Award for their effectiveness in this field. Theprograms are described under the following 8 categoriex:(1) bilingual education (5 programs); (2) communityparticipation programs (5 programs); (3) connectionsabroad (8 programs); (4) conflict resolution and anti-racistprograms (7 programs); (5) cultural awareness programs (4programs); (6) English as a Second Language (6programs); (7) integration of new students (3 programs);and (8) multicultural education (8 programs). As allcategories have relationships among each other, thedescriptions are cross-referenced. In addition, because staffdevelopment is a critical part of advancing

multiculturalism, programs that offer a strong staffdevelopment component are noted. In addition to eachparagraph-long description is the name of a person whomreaders may contact for more information or forrecommendations. Programs that received the MulticulturalRecognition Award are noted with an asterisk. Throughoutthe publication, excerpts from the writings of studentsparticipating in the programs arc included. (./B)

ED350286Author: Gra y,-Loreta-S.; Richards,-Judith-J.Title: In Front of and Behind the Camera: TwoPerspectives on "Morning Meeting."Publication Year: 1992Notes: 23 p.; Paper presented at the Annual Meeting of the

American Educational Research Association (San

Francisco, CA, April 20-24, 1992).EDRS Price - MF01/PC01 Plus Postage.

ABSTRACT: In Judith Richards' ethnically diverse thirdand fourth grade classroom, the morning meeting is a timefor discussion. The functions these discussions serve rangefrom sharing personal news to talking aboutproblem-solving strategies. During these meetings, theteacher has a polyphonic role. She participates, moderates,and sometimes writes students' contributions on achalkboard. She thus creates an orchestration of voices inwhich children respond both to other children and to whatis written on the board. In this paper, the teacher gives the

in-front-of-the-camera perspective, describing how shebrings diverse voices into contact and what effects herorganization of discussion has on children's discourseskills. The behind-the-camera perspective focuses on turntaking behavior that takes place during morning meeting.Specifically, the observer draws on methods fromconversational analysis to show the placement of oneinstance of classroom discussion on a continuum with otherspeech-exchange systems. The paper concludes with ananalysis of the conventions employed by the teacher whichappear to influence classroom turn-taking organizationaccording to the "cognitive apprenticeship" model ofteaching. (Author/LL)

ED350275Author: Dana ,-Nancy-FichtmanTitle: Developing an Understanding of the MulticulturalClassroom: Experiences for the Monocultural PreserviceTeacher.Publication Year: 1991Notes: 14 p.; Paper presenud at the Annual Meeting of theAssociation of Teacher Educators (71st, New Orleans, LA,February 16-20, 1991).EDRS Price MF01/PC01 Plus Postage.

ABSTRACT: Demographic projections indicate that theclassrooms of the future will be quite different from thoseof the past because of the increasing language and ethnicdiversity found among the American student population. Asa result, there has been increasing concern about preparingmonocu Rural teachers for multicultural classrooms. Teachereducation literature provides a limited framework fordesigning courses to prepare teachers for a classroomstudent culture different from their own. One of the mostvaluable avenues available to the preservice teacher whoattempts to enter and understand a different culture is theavenue of reading literature. Exposure to children'sliterature that includes an array of cultural settings can helppreservice teachers develop an understanding andappreciation of the diversity of cultures both within andoutside the United States. Exposure to this literature willalso help them develop a repertoire of readings which theycan incorporate into their teaching practices. In a

preservice course at Florida State University, children'sliterature was used to prepare White preservice studentteachers to work with African American students in LeonCounty, Florida. This paper discusses selection ofappropriate literature and gives specific examples ofchildren's books and their use in thc college course. Twocategories of books are discussed: socially conscious books,


7

which are written by White or African American authorsfor White audiences to acquaint readers with the AfricanAmerican condition; and culturally conscious books, whicharc written by African American authors who portray theuniqueness of being African American from the author'sown perspective. (IAH)

ED350272Author: Dana,-Nancy-FichimanTitle: Towards Preparing the Monocultural Teacher forthe Multicultural Classroom.Publicatior Year: 1992

Notes: 16 p.; Paper presented at the Annual Meeting of theAssociation of Teacher Educators (72nd, Orlando, FL,February 15-19, 1992).EDRS Price - MFOI/PC01 Plus Postage.

ABSTRACT: An ethnographic study was conducted todetermine what happens when teachers are placed inschools in which the students' cultural background differsdramatically from their own. Participants were five studentteachers completing their internship in a low socioeconomicschool in Tallahassee, Florida. Three methods were used tocollect data: journals reflecting student teachers' thoughtsand ideas about the teaching experience; participantobservation; and qualitative ethnographic interviewing.Data analysis indicated that each student teacherexperienced culture shock when beginning the internship,basing value judgments and expectations on normsestablished by their personal prior experience, and judgingdifferent experiences to be abnormal. Four of the fivestudent teachers experienced difficulties with classroommanagement and control, attributing their difficulties to thebackground of the students being taught; and efforts tocontrol students using the prepackaged technique ofassertive discipline were unsuccessful. The five studentteachers in this study indicated that their college experiencehad not prepared them for student teaching. The results ofthis study indicate the need for teacher educators to developculturally literate teachers and to challenge prior personalexperiences and attitudes of prospective teachers. (LI.)

ED350267Author: Reiff-Judith-C.; Cannella,-Gaile-S.Title: Preparing Teachers for Cultural Diversity: Rhetoricor Reality.Publication Year: 1992Notes: 13 p.; Paper presented at the Annual Meeting of theAssociation of Teacher Educators (72nd, Orlando, FL,February 15-19, 1992).

Infusin_Multicultural Education into Today's Schools naze 5

EDRS Price - MFOI IPC01 Plus Postage.

ABSTRACT: Teacher educators must consider two majorissues in their efforts to ineorporate multicultural educationinto preservice teacher preparation programs: (1) thebackground and previous experiences of preserviceteachers; and (2) schooling as an institution that eitherinhibits or promotes the strengths of citizens in ademocratic society. In both schools and colleges, few rolemodels exist for racial- or language-minority students. Inaddition, the curriculums at all educational levels tend to bestrongly monocultural, reflecting little ethnic or culturaldiversity. Recent philosophical and theoretical perspeetivesin education have provided insights into alternatives formulticultural teacher education. Constructivist orientationswould lead programs to create experiences in which diverserealities are explored. Developmental psychologyperspectives would cause teacher education to be based onthe recognition that an individual's cognitive developmentcannot be separated from the surrounding social context.The reconstructionist perspective focuses on the conditionsof schooling within a democracy. Preservice teachers mustconstruct understandings of the effect of values on reality,the dominant forces in society, the political and economiccontext in which decisions are made, and the impact ofculture on the individual. The teacher education programmust be grounded in these issues which are philosophical,social, political, economic, and psychological. (Contains 41references.) (IAH)

ED350259Author: Renyi,-Judith, Comp.Title: Multicultural Survey.Source: Alliance for Curriculwn Reform, Alexandria, VA.Publication Year: 1992

Notes: 202 p.; Some pages contain small print.EDRS Price - MF01/PC09 Plus Postage.

ABSTRACT: In May of 1992, the Affiance forCurriculum Reform (ACR) surveyed member organizationsand others who had participated in ACR activitiesconcerning their printed policies on issues relating tomulticultural education. The areas of interest for the surveywere: printed policy(ies) on multiculturalcontent/curriculum; printed policy(ies) on student diversityas it affects the member organization's field; andpolicy(ies) on multicultural diversity as these policies affectstaffing, organizational, structural, and/or membershipissues. The purpose of the survey was to provide data oncurriculum-centered associations' official policies as


Infusing Multicultural Education into Today's Schools pace 6

background for development of a general ACR statementon multiculturalism in curriculum. Thirty-three associationsresponded to the survey. Of these, 13 had printed policiesin all 3 areas and 4 reported policies in development at thetime of the survey. The document is organized in thefollowing way: (1) a checklist of responses from all

organiaations; (2) an organizational list showing responsesto all categories alphabetically by organization; and (3) alist by category within which organizational responses arerepeated alphabetically. (LL)

ED350250Author: Zimmerman,-Enid; Clark,-GilbertTitle: Resources for Teaching Art from a MuUiculturalPoint of View.Source: ERIC Clearinghouse for Social Studies/SocialScience Education, Bloomington, IN.Publication Year: 1992Notes: áp.EDRS Price - MF01/PC01 Plus Postage.

ABSTRACT: Teaching art from a multicultural point ofview can enhance art curricula by celebrating diversity andpromoting social equity for all students. This bulletin iswritten in two parts. In part 1, ideas are presented to helpart teachers use resources that reflect a multicultural pointof view. In part 2, a bibliography of instructional resourcesis annotated to help teachers make selections and extendtheir curricula with multicultural concepts. (Author)

ED350222Author: Wood,-Robert-W.; And-OthersTitle: A Cultural Experience: Japan.Publication Year: 1992Notes: 179 p.EDRS Price - MF01/PC08 flits Postage.

ABSTRACT: This activities unit for tesching about Japanis designed for use with elementary students. The activitiesreflect the growing importance of Japan in today's world,and the belief that the social studies curriculum shouldreflect principles of global education. The unit is intendedto explore seven major goals included in the social studiescurriculum: citizenship, multi-ethnicity, economicunderstanding, effective decision making. sensitivity to timeand space, examination and use of information, andanalysis and adaptation to a changing world. The activities

focus on four major areas: geography, government,culture, and education. The activities are designed forgrade levels one through six; they may be adapted to meetother grade level requirements, however. Each activityincludes a title, introduction, objectives, grade level, time,materials, proccdure, follow-up, evaluation, and furthersuggestions. A 36-item list of references is included. (DB)

ED350216Title: Chinese Amer:can Experience: San Francisco.Source: Stanford Univ., CA. Stanford Program onInternational and Cross Cultural Education.Publication Year: 1985Notes: 80 p.; The China Project.EDRS Price MF01 Plus Postage. PC Not Available fromEDRS.

ABSTRACT: This unit encourages students to explorethe history and current situation of Chinese Americans.Organized arothid five lesson plans, the unit's first lessonbegins with the students' own perceptions of ChineseAmericans, followed by a quiz that provides relevantbackground information. The second lesson examines thegeneral history of Chinese Americans, while the third looksat the history of San Francisco's Chinatown. The fourthlesson offers onc of two alternatives: a slide presentation oran actual walking tour of San Francisco's Chinatown. (Thcslides are not included with this document). The last lessonis reserved for debriefing and concluding the unit. Aminimum of one class is needed for each lesson; lessonstwo and three require more time. A number of studenthandouts and a bibliography that lists materials concerningChinese Americans are included. Eight teacher'sappendices also are included: (1) "Racism in the Comics"by Michio Kaku; (2) Key to quiz; (3) Key to populationgraphs; (4) Discussion questions on San FranciscoChinatown; (5) Geographic distribution of ChineseAmericans; (6) Occupations and earnings of ChineseAmericans; (7) Script for slide presentation; and (8)Teacher materials for walking tour. (DB)

ED350210Title: Compendium of Curriculum Projects for 1991Fulbrighi-Hays Seminars Abroad Program: Ancient andModern Egypt and Israel, June 20-22, 1991.Source: Institute of International Education, New York,N. YPublication Year: 1992


9

Not Rs: 318 p.; Some materials may not reproduce clearly.EDRS Prke - MFOI1PC13 Plus Postage.

ABSTRACT: These curriculum projects were producedby teachers who traveled to Egypt and Israel as part of theFulbright-Hays Seminars Abroad Program. The materialsdeveloped by the educators were: Activities andBibliography of Resources to Promote Student Involvementin a Class Study of Egypt and Egyptian Culture (EdithBaxter); Egypt at the Crossroads of Civilization: The OldWays Change (Charlotte Nasser Byrd); A ComprehensiveUnit on Israel for Sixth Graders Using the Five Themes ofGeography (Joy Campbell; Janet Rinehart); Jerusalem: Cityof Peace (Frances S. Dubner; Bella Frankel); Eight-YearOld Mohammed Travels the NilePrimary GradesCurriculum on Egypt (Monty Hawks); Taking Many Stepsthrough Ancient and Modern Israel and Egypt (TonyaHouser); Lesson Plan: The Rise of Nazism and World WarIIStereotyping and the Holocaust (Jim Kelly); PromoteInternational Understanding (Cynthia Kinstler); The

Israeli-Palestinian Resolution; Homeland or OccupiedTerritory? (Bruce E. MaClean; Kelly A. Smith);

Curriculum ProjectEgypt (Kristine K. McCormick);Israel: A Land of Intensity (Linda Mager); Materials forTeaching Ethical Monotheism (Simmie Plummer); andIsrael and Egypt (Mary E. Snethen). (DB)

ED350198Author: Keyser,-Catherine-H., Ed.; Martin,-Roberta, Ed.Title: China: A Teaching Workbook.Source: Columbia Univ., New York, N.Y. East Asian Inst.Publication Year: 1991

Notes: 725 p.EMS Prke - MFO4 Plus Postage. PC Not Available from

EDRS.

ABSTRACT: This workbook is divided into 17 topicalsections containing student readings and classroomactivities designed to supplement standard textbookpresentations and to bring China "alive" for students. Theorganization of the materials and the background notes forteachers stress central themes that are distinctive andrecurrent in Chinese history and culture. The workbook's17 sections include: (1) Introduction; (2) Geography andPopulation; (3) Language; (4) Philosophy and Religion; (5)Traditional History; (6) Modern History; (7) Society; (8)What It Means to be Chinese; (9) Government and Politics;(10) Economics; (11) Taiwan and Hong Kong; (12) Art;(13) Culture; (14) Literature; (15) Foreign Policy; (16)Chinese Americans; and (17) Overseas Chinese.Section 18 contains three readings: "A Film Guide to 'TheHeart of the Dragon'"; "China's Gifts to the West"; and


"Chinese Ideas in the West." (DB)

ED350206Author: Poindexter,-Beny; Korra,-HerbTitle: Practicing Democracy through Equity Education:Social Studies Curriculum Grades K-12, 1991-1997.Source: Warren Township Independent School District,Indianapolis, Ind.Publication Year: 1991

Notes: 1,437 p.EDRS Price - MF11/PC58 Plus Postage.

ABSTRACT: Thia social studies curriculum guide forgrades K-12 contains 10 sections: (1) School board policyand philosophy; (2) Philosophy implementation guidelines;(3) Program level objectives; (4) Responsibility for socialstudies curriculum; (5) Multicultural/multiethnic graphic;(6) General exit outcomes; (7) Social studies skills; (8)Seven essential lcarnings; (9) Strategies for classroom use;and (10) Course of studyskills charttime frame. Most ofthe guide is devoted to the last two sections. Strategies forclassroom use arc outlined and discussed under thefollowing categories; multicultural/multiethnic, religion,active civic responsibility, economics, globalization, criticalthinking, and assessment. The last section cf the guidefeatures materials describing the content of the K-12 socialstudies curriculum in depth. Skills charts feature the subjectarea, the name of the textbook used, the unit or topic, theskills used, support materials used, and the approximateamount of class time. A course of study time frame isincluded that describes, in sequence for each social studiescourse, the major topics covered, the course objectives, andlearner ot icome statements. (DB)

ED350125Title: A Bibliography for the Themes: Multkultural,Self-Concept/Family, Health and Fitness, and Careers.Summer Program Academie Resources CoordinationCenter.Source: State Univ. of New York, Cortland. Coll. at

Cortland.Publication Year: [19921

Notes: 20 p.; For related documents, see RC 018 731-732.EDRS Price - MF01/PC01 Plus Postage.

ABSTRACT: This bibliography, which lists over 100children's books, was compiled by the Summer ProgramAcademic Resources Coordination Center (SPARCC) inLoudonville, New York. SPARCC was a migrant education


0

Infusin Multicultural Educatio Into Toda 's Schools a c 8

grant that developed and helped implement model summermigrant education programs in New York, Virginia, andFlorida. The bibliography is divided into sections accordingto the themes of the books, including multiculturalism,health and fitness, family and self-eoncept, and careers.The listings in each thematic categorj are further dividedby age level, including sections for primary, intermediate,and junior/senior high. Each listing includes the completetitle of the book, author, publisher, and a brief annotation.Also included are lists of 3 resources books and 14periodicals that help select children's books. (LP)

ED349812Author: Walters,-JosephTitle: Application in Multiple Intelligences: Research inAlternative Assessment.Publication Year: 1992

Notes: 30 p.; In: Focus on Evaluation and Measurement.Volumes 1 and 2. Proceedings of the National ResearchSymposium on Limited English Proficient Student Issues(2nd, Washington, DC, September 4-6, 1991).EDRS Price - MF0I/PCO2 Plus Postage.

ABSTRACT: This paper introduces a theoreticaltreatment of the concept of intelligence that provides forintellectual diversity and contrasts this view with the moretraditional notion of intelligence. Next, the paper drawsfrom this theory several implications for education, payingparticular attention to the question of assessment. It is

shown why this view of intelligence forces the rethinkingof some of the fundamental assumptir 3 held about theassessment of learning. To conclude, a consideration ofseveral specific implications for bilingual and multiculturallearning arc drawn from a discussion of multipleintelligences. Responses to the paper by Vera John-Steinerand Sue Teele are appended. (VWL)

ED349703Author: Mack,-Carl, Jr.Title: Mistaken Identity and Issues in MulticulturalEducation.Source: National Association of Secondary School

Principals, Reston, Va.Publication Year: 1992

Notes: 6 p.EDRS Price - MFOI Plus Postage. PC Not Available from

EDRS.

ABSTRACT: Working through a group approach with

the community will help school districts reach amulticultural, multiracial consensus to ensure an excellentand equitable education for every child. There is a validrole for Afrocentric and Eurocentric concepts in a pluralistcontext which includes Hispanic, Native American, andAsian perspectives au well. School boards should continueto expand their efforts to meet the needs of our increasinglydiverse student population in three areas: (1) developmentand implementation of board policy that improves thedistrict's multicultural perspective; (2) assurance ofaffirmative hiring practices; and (3) review and refmementof the multicultural aspects of the district's curriculum.These actions should be driven by the single objective ofimproving student performance. A process referred to asthe "three sets of three questions" strategy can help boardmembers check on the soundness of any major proposal bydealing with three levelspersonal, ramifications, andcontingencies. (MLF)

ED349604Author: Ballinger,-Jane-R.; King,-Pu-TsungTitle: Alternative Media Use and Support forMulticultural Education.Publication Year: 1992Notes: 35 p.; Paper presented at the Annual Meeting of theAssociation for Education in Journatim and MassConununication (75th, Montreal, Quebec, Canada, August5-8, I9S2).EDRS Price - MFOl/PCO2 Plus Postage.

ABSTRACT: American education has been soundlycriticized in recent years for allegedly teaching only awestern, Anglo culture and values system, to the exclusionof minority and ethnic groups. Explorations of the role ofthe mass media in the processes of assimilation andpluralism, especially in shaping the relationship of ethnicgroups to American society, have generally beenundertaken from the assimilation perspective. However,there are currently no studies examining the effects ofethnic media on both dominant and minority groups. Astudy explored the effects of exposure to minority culturesby examining the relationship between exposure to

alternative media and support for multicultural education.Also studied was the relationship between contact withminority groups and support for multicultural education.The sample included members of four distinct strata of thestudent population at the University of Texas at Austin inMarch 1991: Anglos, Blacks, Hispanics and internationalstudents. Information was collected via phone interviews.Results demonstrated a partially positive correlationbetween exposure to alternative media and support formulticultural education. The relationship between contact


1 1

with minority groups and support for multiculturaleducation was seen for Anglos, but was not seen forminorities. Political ideology was determined to have thestrongest correlation with support for multiculturaleducation. (Sixteen tables containing the collected data arcattached.) (MB)

03349582Author: Miller,-Suzanne-M,Title: Creating Clump: Towards a Dialogk Pedagogy.Report Serks 2.18.Source: National Research Center on Literature Teachingand Learning, Albany, NYPublication Year: 1992Notes: 22 p.; Based on a paper presented atInternational Conference of the Association forCollaborative Contributors to Language Learning (3rd,Moscow, Russia, December 1991).EDRS Price - MFOI/PCO1 Plus Postage.

ABSTRACT: Internationally, educators are calling forteachers to help students learn to respect and value socialand cultural difference. Literature teachers can alsocontribute to such a revolution in consciousness throughliterature study. It is crucial to education in a multiculturalsociety that student., are taught ways of reading and talkingabout literature which create respect for multiplepersrxtives. One means of doing this is through a"dialogic pedagogy," a conversational teaching approach inwhich the teacher and students engage in purposefulcollaboration, guiding and inviting each other in talk andactivity. Since readers construct different meanings fromidentical texts, text discussion can be particularly suited toprovoke an interplay of differences. However, researchindicates that such reflection about different perspectivesrarely occurs in American schools, including literatureclasses, in which many teachers still rely on closedquestioning. After observing teachers who successfullycreated conditions that produced motivated discussionsabout texts, four princip'es emerged: (1) inducing a newstanc -.! towards texts; (2) provoking collaborative reflectionabout alternatives; (3) scaffolding dialogic heuristics; and(4) encouraging student-initiated and sustained dialogicinquiry. If multicultural education is limited to new booklists or curricular add-ons, it may fail to become an integralpart of studcnt and citizen consciousness. (A list of 59references is attached.) (HB)

ED349526Author: Mauson,-Donald-L.; Richardson,-MaurineTitle: Salad BowlAll Together, All Unique, 411 Special.

Infusin Multicultural Education into Today's Schools riake 9

Publication Year: 119921Notes: 8 p.EDRS Price - MF01/PC01 Plus Postage.

ABSTRACT: Pluralism has become the word for thisdecade. America is no longer a melting pot, but a saladbowl where each person can retain his/her own uniquenessculturally. In a truly inclusive community, no one isexclusive or excluded. The legislature of South Dako'a hasmandated that all future teachers, as well as those teacherswishing to remain certified, must complete a humanrelations course. The purpose of this course is to makefuture and present teachers aware of various cultures,races, and ethnic backgroands, without being judgmental.It has been found that people are less threatened by othercultures if they truly understand something about their ownculture. Rather than viewing cultural differences as hurdles,educators should accept the richness that diversity offers.With this in mind a bazaar was organized that would helpmake the majority culture in the southeastern part of thestate understand themselves and therefore be less threatenedby the minority culture when a similar bazaar was held thatstresses that culture. This bazaar was designed to stress theculture of Sweden. Displays were arranged around variousaspects of Swedish culture. The literature of Sweden wasdisplayed using faculty and library resources. Artifactsfrom Sweden were displayed. Another display includedposters that listed pertinent facts about Sweden. Foodbooths offered Swedish delights. The art from Sweden washighlighted ir. another display. Music, videos, and travelposters were used. Students were excited about learningand sampling different cultures when presented in a

non-threatening format. (ABL)

ED349370Author: Diaz,-Carlos, Ed.Title: Multicultural Education for the 21st Century. NEASchool Restructuring Series.Source: National Education Association, Washington, D.C.Publication Year: 1992Notes: 223 p.EDRS Prke - MFOI Plus Postage. PC Not Available fromEDRS.

ABSTRACT: This book presents a selection of readingsthat address multiculturalism and school restructuring as areference for schools working to enrich theirschool-improvement agendas. The readings treat manyareas within curriculum and student achievement. The 13chapters are as follows: (I) "The Next Millennium: AMulticultural Imperative for Education" (C. F. Diaz);(2) "Multicultural Education: Nature, Challenges, and

To Order Call 1-800-443-ER1C

12

Opportunities" (J. A. Banks); (3) "Effective TeachingPractices for Multicultural Classrooms" (G. Gay); (4)"Institutional Climate: Developing an EffectiveMulticultural School Community" (V. 0. Pang); (5)

"Learning Styles: Implications for Teachers" (K. Swisher);(6) "Rethinking the Role of Gender and Achievement inSchooling" (J. Bernard-Powers); (7) "Evaluation Practicesfor the Multicultural Classroom" (R. J. Sarnuda and J.Lewis); (8) "We Speak in Many Tongues: LanguageDiversity and Multicultural Education" (S. Nieto); (9)"Reducing Prejudice in Society: The Role of Schools" (G.S. Pate); (10) "Involving Special Educators in ChallengingInjustice in Education" (C. E. Sleeter and C. Harmey);(11) "Educating for Human Rights: A Curricular Blueprint"(R. L. Garcia); (12) "Institutionalizing MulticulturalEducation in Teacher Education Programs" (N. F. Dalyand D.J. O'Dowd); and (13) "Resistance to MulticulturalEducation: Concerns and Responses" (C. F. Diaz). AnAfterword entitled "The Leadership Challenge in

Multicultural Education" (C. A. M. Banks) concludes thevolume. An annotated bibliography of 18 items andinformation on the 16 contributors are also provided. (.113)

ED349361Title: Multicultural Education. A Policy for the 1990s =L'education multiculturelle. Une politique pour ks annees1990.Source: Manitoba Dept. of Education and Training,Winnipeg.Publication Year: .1992Notes: 25 p.EDRS Prke - MF01/PC01 Plus Postage.

ABSTRACT: This publication presents the officialmulticultural education policy statement for Manitoba(Canada) institutions of education and training. The policyis guided by the following three principles: (1) educationfor full participation in society; (2) education for culturaland linguistic development; and (3) education forintercultural undcrstanding. An introduction describes theadoption of the policy for a multiculutural society by theGovernment of Manitoba in 1990 and the implications forall branches of government and education. A section on thepolicy statement describes the three main thrusts of thepolicy. Another section outlines objectives that will

transmit the general policy statement for implementation.A section on multicultural education lists initiatives ofManitoba Education and Training that assist the

implementation of the policy. Also listed arc tasks forschool division, initiatives for postsecondary institutions,and initiatives for ethnocultural communities. A conclusionlists four companion documents to support implementation

Infusing Multicultural Education into Today's Schools pace 10

of the policy. (.IB)

ED349356Title: Wichita High School West: Murtuultural EducatknPlan 1991-92.Source: Wichita Public Schools, Kans.Publication Year: 1991Notes: 22 p.EDRS Price - MP191/PC01 Plus Postage.

ABSTRACT: This document is the Wichita (Kansas)High School West multicultural education plan for 1991-92.Wichita High School West is part of the Wichita PublicSchool system. The plan was developed by a committee of1 administrator and 12 teachers. The plan opens withdefmitions of the mission of the plan and the meaning ofmulticultural education for the purposes of the plan. Fiveareas of emphasis are offered: (1) administrative andcounseling efforts; (2) teaching faculty and curriculumefforts; (3) clubs and extracurricular activity efforts; (4)schoolwide efforts; and (5) inservice efforts. The bulk ofthe document presents descriptions of activities planned foreach of the above areas. The teaching and curriculumsection offers plans for each academic arca. Theschoolwide efforts area sets out a year long "Culture of theMonth" program beginning with a September emphasis onhuman relations and interactions and followed each monthby programs highlighting particular cultures. Attached isthe agenda for an inservice workshop. Also appended is aselection of ideas for celebrating German culture andheritage planned for October in the first year ofimplementing the plan. Included arc 14 resources, withaddresses and telephone numbers provided. (.1B)

ED349306Author: Shubnan,-JudithTitle: Tender Feelings, Hidden Thoughts: ConfrontingBias, Innocence, and Racism through Case Discusskns.Source: Far West Lab. for Educational Research andDevelopment, San Francisco, Calif:Publication Year: 1992Notes: 30 p.EDRS Price - MF01/PCO2 Plus Postage.

ABSTRACT: This paper describes a case study approachto multicultural education and examines what was learnedfrom a project utilizing teacher-written cases in a seminarfor new teachers. A case is described and analyzed. Datawere gathered by reflecting on what had been taught aboutteaching in diverse classrooms and discussing potential


1 3

implications for teacher education a:d professionaldevelopment. Finding? s-uggest that case-based teachingprovides opportunities for teachers to accomplish manythings: make explicit their beliefs about teaching andlearning; test assumptions about practice; confront personalbiases; achieve a deeper understanding of issues related torace, gender and culture; and transform what is learnedinto instructional practices tailored to students. The

publication is organized into five sections: (1) Case

Methods in Multicultural Education: Background; (2)Confronting Bias, Innocence and Racism: A Case in Point;(3) Findings: Impact cn Participants, Changes in Behavior,and Response to the Case-Based Approach; (4) TheChallenges of Case-Based Teaching: Provide a SafeEnvironment, Monitor Participants' Emotions. BalancePersonal and Participants Agendas, and Limitations ofCase-Based Teaching; and (5) Implications. (Author/LL)

ED349244Author: Wong,-Wendy-1...Title: Traditional Chinese Celebrations: Continuity andChange in Taiwan.Source: Stanford Univ., CA. Stanford Program onInternational and Cross Cultural Education.Publication Year: 1985Notes: 39 p. The China Project.EDRS Price - MFOI Plu.s Postage. PC Not Available fromEDRS.

ABSTRACT: This teaching unit is designed to .ntroduce

elementary school students to traditional Chinese

celebrations in Taiwan. An introductory activity asksstudents to distinguish between various kinds ofcelebrations (traditional or modern; religious or secular),and to identify U.S. and Chinese examples of each kind.The body of the unit concerns four well-known traditionalChinese celebrations: Lantern Festival, Tomb SweepingDay, Dragon Boat Festival, and Moon Festival. Thematerial on each celebration contains an introduction,historical background, information on present-day activitiespertaining to the celebration, discussion questions, and astudent activity. The unit also provides backgroundinformation on Taiwan, the script for a slide presentationon the celebrations, and suggestions for further reading.

(DB)

ED349229Title: Demystibing the Chinese Language. Revised.Source: Stanford Univ., CA. Stanford Program onInternational and Cross Cultural Education.

Infusing Multicultural Education into Today's Schools nage 11

Publication Year: 1988Notes: 106 p.; For the 1980 edition, see ED 201 175. TheChina Project.EDRS Price - MEN Plus Postage. PC Not Available fromEDRS.

ABSTRACT: This document is a revised version of ateaching unit originally published in 1980 and designed tofamiliarize both elementary and secondary students with theChinese language and thus lessen the strangeness oftenattached to it. The goal is not that students "learn Chinese;"rather the hope is that, through a series of exercises thatactively involve students with written Chinese, students willengage in a process of demystifying the Chinese languageso that they can begin to view it simply as a system ofwritten communication different from, but equally plausibleas, those of Indo-European origin. No prior knowledgeabout Chinese is required of either the teacher or studentsto use this unit. The unit is appropriate for many areas ofthe curriculum; for example, social studies courses inwhich China is studied, multicultural studies courses,specialized coursework on communication, sociology, orlinguistics, or in conjunction with the language artscurriculum. It is particularly appropriate for use as acomparative study in courses in world history/cultures orin U.S. history/culture. The unit is organized into a six-dayformat. All necessary instructional materials to teach theunit are provided, including 13 handouts, the first of whichconsists of a set of "flashcards" showing selectedcharacters. The following appendices also are included: (1)a paper on "The Chinese Language"; (2) a paper on"Language Reform in the People's Republic of China"; (3)a reprint of simplified Chinese characters; and (4) a chartshowing Pinyin pronunciation. (DB)

ED349224Author: Clay,-Phyllis-L.Title: The Northeast Global Studies Magnet MiddleSchool, 1990-1991. Formative Evaluation.Source: Kansas City School District, Mo.Publication Year: 1991Notes: 53 p.EDRS Price - MFOI/PC03 Plus Postage.

ABSTRACT: This report addresses the results of anevaluation made of the first year of the implementation ofa global studies theme at the Northeast Global StudiesMiddle Magnet School (Kansas City, Missouri). It is

reported that ample evidence of the theme was seenthroughout most of the school facilities, and observed in allof the social studies classes. However, no evidence ofinfusion of the themc was seen during observation periods


14

Infusing Multicultural Education into Todav's Schools page 12

in mathematics and physical education classes. Data fromquestionnaires issued to parents revealed that the globalstudies theme was not clear to a third of the parents. Arecommendation was made to provide additional, perhapsrelated, information to parents regarding the nature of theglobal studies theme. Of the 22 program objectives relatingto the first implementation year, most were beingimplemented effectively. Several figures and tables appearthroughout the report. Five appendices also are included:(1) global studies course topics; (2) infusion of globalstudies; (3) exhibits in the world cultural festival; (4)

theme-related activities; and (5) theme-related field trips.(DB)

ED349214Title: Practicing Democracy through Equity Education:Social Studies Curriculum Guide Grade 2, 1991-1997.Source: Warren Township Independent School District,Indianapolis, Ind.Publication Year: 1991Notes: 275 p.EDRS Prke MF01/PC11 Plus Postage.

ABSTRACT: This social studies curriculum guide forgrade 2 in the Metropolitan School District of WarrenTownship, Indiana, contains 10 sections: (1) School boardpolicy and philosophy; (2) Philosophy implementationguidelines; (3) Program level objectives; (4) Responsibilityfor social studies curriculum; (5) Multicultural/multiethnicgraphic; (6) General exit outcomes; (7) Social studiesskills; (8) Seven essential learnings; (9) Strategies forclassroom use; and (10) Course of studyskills charttimeframe. Much of the guide is devoted to section nine, thestrategies for classroom use. Seven strategies are outlinedand discussed: multiculturalimultiethnic, religion, activecivic responsibility, economics, globalization, criticalthinking, and assessment. The last section of the guidefeatures materials describing the content of the grade 2social studies curriculum in depth. Skills charts feature thesubject arca, the name of the textbook used, the unit ortopic, the skills used, support materials used, and theapproximate amount of class time required. A course ofstudy time frame describes, in sequence for the socialstudies course, the major topics covered, the courseobjectives, and learner outcome statements. (DB)

ED349212Author: Korra,-Herb, Comp.Title: Multireligious, Multicultural, and MultiethnicCalendar.

Source: Warren Township Independent School District,Indianapolis, hid.Publication Year: 1991Notes: 100 p.EDRS Price - MF01/PC04 Plus. Postage.

ABSTRACT: This guide features materials concerningethnic and religious groups and the annual dates importantto those groups. Specifically, the guide contains an indexof religious holidays; a list of the historical dates importantto Buddhism, Confucianism, Christianity, Hinduism, Islam,and Judaism; and a calendar that lists, by month, culturaland religious holidays and events that are important tovarious ethnic groups. Activities for utilizing thesematerials in the classroom also are suggested. (DB)

ED349069Author: Borg,-Myra-Kiichen.sTitle: Multicultural Resources of Sacramento City CollegeLibrary: A Guide for Students in All Classes.Source: Sacramento City Coll., CA. Learning ResourcesDiv.Publication Year: 1992Notes: 77 p.EDRS Price - MF01/PC04 Plus Postage.

ABSTRACT: Designed to serve as a guide for instructorsand students who would like to introduce a multiculturalperspective into their area of study, this bibliography listsbooks and periodicals that are part of the library collectionat Sacramento City College (SCC) in California. Materialsare listed that focus on the contributions, experiences, andchallenges of African Americans, Asian Americans,Hispanic Americans, and Native Americans. Bibliographicrecords are displayed alphabetically by title within thefollowing categories: (1) general reference sources; (2)allied health; (3) behavioral and social sciences; (4)business; (5) humanities and fine arts; (6) languages andliterature; (7) learning resources; (8) occupationaltechnology; (9) physical education/health/athleties; (10)science/math/engineering; and (11) journals and magazines.Within behavioral and social sciences, humanities and finearts, and languages and literature, subdivisions areprovided for each of the four ethnic groups. Eachbibliographic record includes the work's title and author,as well as its SCC call number. (MAB)

ED348985Author: Vest,-Bette-J.Title: Free Classroom Resources: Conducting a Successful

To Order Cali 1-800-443-ER1C

Search.Publication Year: [1991]Notes: 77 p.EDRS Price - MFOI/PC04 Plus Postage.

ABSTRACT: Compiled to assist teachers in their questfor free and inexpensive educational materials, this reportprovides both a practical guide to aid in planning a researchstrategy and a compilation of resources available free or atlow cost to teachers. Teachers in four Virginia elementaryschools were surveyed to determine: (1) whether theirschoc system provides all the resources they use in theclassroom; (2) whether teachers themselves provideclassroom resources either from their personal funds orthrough their efforts to obtain such resources; (3) whetherteachers are comfortable conducting resource searches; and(4) the types of resources teachers provide for theirclassrooms. Numerous, comprehensive listings of freeclassroom resources were located, but there were fewsources outlining research strategies and tools. To test theusefulness of this compilation of frec resources, it wascross-matched with an integrated mini-unit on pollution/theenvironment to create a unit "enhanced" by relatedthematic material available free to teachers. Appendedmaterials include the teacher questionnaire; a sampleresearch/reference card; a resource directory card; acomprehensive listing of free classroom resources bysubject matter; the integrated mini-unit plan on

pollution/environment; tips for an organized, successfulsearch; and 9 figures displaying the survey findings.(Contains 32 references.) (Author/ALF)

ED348932Author: Rhem,-James, Ed.Title: The National Teaching & Learning Forum, Volume1, 1991-92.Source: ERIC Clearinghouse on Higher Education,Washington, D.C.; George Washington Univ., Washington,DC. School of Education and Human Development.; Rhem(James) & Associates, Inc., Washington, DC.Publication Y ear: 1992Notes: 74 p.EDRS Price - MFOI /PC0.3 Plus Postage.

ABSTRACT: Volume One of this 12 page newsletterincludes six issues. Typical features include: a lead article;Research Watch; ERIC Tracks; Case Studies; Case StudyResponses; Curriculum; Teaching Assistants (TA) Forum;and Profile (personal and Programmatic). Major articlesincluded in volume one are: "Faculty and Students:Different Ways of Understanding" (John StephensCrawford); "Cognitive Apprenticeship: Teaching Inside

Infusing Multicultural Education into Today's Schools Page 13

Out" (Allan Collins et al.); "Time Travel: Personalizingthe Eighteenth Century through a Personal Computer";"ERIC Tracks: Learning Styles: Theory and Practice" (JudiConrad); "Handbooks for TAs: An Overview and SomeSuggestions for Using and Improving Them" (Mary Bort);"The Courage to Teach" (Parker J. Palmer); "ScholarlyTeaching: From Image to Pitfalls" (Chris Nash); "EffectiveTeaching for Dyslexics (and Everyone Else)"; "Forming aCenter for Teachers"; "Cognitive Apprenticeship II:

Modeling Metacognition"; *Visual Literacy"; "An Anatomyof Boredom" (George E. Savage); "Laying the Groundworkfor Class Discussions" (Forest Hansen); "ERIC Tracks:Cooperative Learning: Theory and Practice" (Karl Smithand Judi Conrad); "Sitting in on AAHE's (AmericanAssociation of Higher Education) Forum on ExemplaryTeaching"; "The Enriched Syllabus: To Convey a LargerVision" (Howard Gabennesch); "Thinking All Over theBrain"; "A Paradigm Shift in Instructional Development?""The Library and the Classroom: Old NeighborsNewFriends"; "Diversity and Learning Theory"; "Tests:Scratching for Grades"; "ERIC Tracks: MulticulturalEducation: Theory and Practice" (Judi Conrad); "CaseStudies: The Case of the Miss Spellings (?)" (Kay Herr);"Case Study Responses" (Timothy Riordan and KimLandon); "Classroom Assessment/Classroom Research:Four Years Into a Hands-On Movement"; "ResearchWatch: The Learning Cycle: Has Its Time Come Again?";"Steps in the Learning Cycle"; "How to Improve Teachingwith Learning-Centered Evaluation" (William Cerbin);"Programs: "Who's Teaching thc Teachers?" ; andViewpoint: "Reflections on The Teaching Art" (WilliamVitek). (DB)

ED348693Author: Keessen,-Jan; White,-Marjorie-AnnTitle: Writing Across the Curriculum. "Wanted:

Guidelines for Teaching Writing in Non-WritingCourses," and "WACAn Answer to MulticulturalDiversity."Publication Year: 1991Notes: 8 p.; Papers presented at the Annual Meeting of theConference on College Composition and Communication(43rd, Cincinnati, OH, March 19-21, 1992) and the AnnualMinority Student Today Conference (San Antonio, TX,October 1991).EDRS Price - MF01/PC01 Plus Postage.

ABSTRACT: Two papers presented at two differentconferences and both discussing issues related to writingacross the curriculum, are presented in this document. Thefirst paper, "Wanted: Guidelines for Teaching Writing inNon-Writing Courses," (Jan Kcessen), presented at the1992 "four C's" conference, discusses the need to gather


-16


data on problems in students' written communicationencountered by professors in many disciplines, and then tocreate interdisciplinary guidelines for more effectiveteaching of writing. The second paper, "WACAn Answerto Multicultural Diversity," (Marjorie Ann White),presented at the 1991 Minority Student Today conference,points out the utility of writing across the curriculum in thechemistry classroom, and offers several practical writingideas. (SR)

ED348644Author: Buttram,-Joan-L.; And-OthersTitle: Evaluation of Heartwood Program.Source: Research for Better Schools, Inc., Philadelphia,Pa.Publication Year: 1992Notts: 10 p.EDRS Price - MFO1/PC0i Plus Postage.

ABSTRACT: This study examined and assessed teachers'and students' use of and reactions to the HeartwoodProgram, a multicultural, literature-based curriculumdesigned to promote elementary students' ethicalunderstanding of courage, loyalty, justice, respect, hope,honesty, and love. The Pennsylvania Department ofEducation Division of Federal Programs (Chapter 1)

supported a field test and evaluation of the HeartwoodProgram in 16 school districts across the state. In 15 of thedistricts, typically a Chapter 1 pull-out teacher was selectedto participate in the field test; in the remaining district, theprogram was offered to all teachers in an elementaryschool. Information on teacher :raining, program materials,classroom use of the program, and program outcomes wascollected. Results indicated that: (1) almost all teachersemphasized the importance and need for this type ofprogram in their schools; (2) the program wasteacher-friendly; (3) program materials should be reviewedto strengthen the sequencing of stories and activities, thecoverage and portrayal of some minority cultures, and thelevel of difficulty of story lines for primary grade students;and (4) the appropriate placement of the program in aschool's instructional program needs additional thought. (Alist of interview questions is attached.) (RS)

ED348340Author: Kiernan,-HenryTitle: Teaching Civic Identity and Civic Writing in theInformation Age.Publication Year: (1990)Notes: 14 p.EDRS Price - ItIF01/PC01 Plus Postage.

ABSTRACT: Given the increasingly multi-ethnic schoolpopulation and the lack of democratic political traditions inmany students' cultural backgrounds, new ways to educatefor citizenship are ecsential. The paper recommendsdeveloping multidisciplinary approaches to teaching civicidentity and civic writing. It describes how a New Jerseyschool district introduced civic writing activities directlylinked to local history and community issues, combiningpublic and individual experiences with high school studentcommitment. The planning team agreed that the English,social studies, and science departments would workcooperatively to assess student research writing. Theyconsidered: topics that would address ways to build a senseof community within the student body; ways to developparticipatory and responsible civic behavior; and methodsof teaching skills, values, and attitudes to prepare studentsfor the future. The multidisciplinary themes they chosewere environmental issues, local history, and multiculturalstudies and global issues. Besides completingquestion-driven research projects, students were encouragedto participate in local community service projects. Thearticle offers nine recommendations to help transform thecurrent research process that relies on thesis writing into aviable question-driven design. It suggests that cninbiningacademic discourse with community service provides thesocial and political glue to enhance students' personaldevelopment with civic responsibility. (SM)

ED348201Author: Grant,-Agnes; Gillespie,-LaVinaTitle: Using Literature by American Indians and AlaskaNatives in Secondary Schools. ERIC Digest.Source: ERIC Clearinghouse on Rural Education and SmallSchools, Charleston, WV.Publication Year: 1992Notes: 3 p.EDRS Price - MF01/PC01 Plus Postage.

ABSTRACT: Literature is a powerful vehicle for thetransmission and interpretation of culture. Reading avariety of literature helps students to understand theprinciples underpinning values and traditions of their ownculture and the cultures of others. Studying the myths,legends, and songs of traditional Native literature helpsreaders understand contemporary Native literature andappreciate its differences from the mainstream. However,the accepted canons of literature exclude works byAmerican Indians and Alaska Natives. Furthermore, thefew literary works about Native Americans that havesecured a place in the secondary school curriculum werewritten by non-Natives, .re unauthentic, portray culturalinformation inaccurately, and perpetuate negative


17

stereotypes. Over the centuries, the stereotypical NativeAmerican in literattre. has shifted from simple,superstitious child of God to blood-thirsty sayage to noblesavage to victimized dispossessed nomad. Non-Nativewriters today continue to portray Native people as the"other" when they acknowledge their existence at all. It isonly by creating and widely circulating their own literaturethat Native peoples can become a part of the American"ourness" and take their rightful place in the Americanliterary canon. It is time for secondary schools to introducetheir students to the growing body of Native literature. Thisdigest contains 17 references and suggested readings forsecondary students. (SV)

ED348200Author: Escamilla.-KathyTitle: Integrating Mexican-American History and Cultureinto the Social Studies Classroom. ERIC Digest.Source: ERIC Clearinghouse on Rurai Education and SmallSchools, Charleston, WV.Publication Year: 1992Notes: 3 p.EDRS Price - MFOI/PC01 Plus Postage.

ABSTRACT: This digest discusses the integration ofMexican-American history and culture into social studiescurriculum. Teaching Mexican-American history and

culture is a means of improving educational attainmentamong Mexican-Americans, of developing "ethnic literacy"

among all students, and helping them understand theiruniqueness while improving their self-esteem. It is

important to select texts and other curriculum materials thataccurately and realistically represent the Mexican-Americanexperience. Many such classroom materials presentinformation that is of superficial value or that portraysMexican-Americans in unrealistic "hero" or "victhn" roles.Aside from good curriculum materials, it is recommendedthat teachers and other educators have effective preserviceand inservice training for teaching Mexican-Americanhistory and culture. Also important is a favorable schoolenvironment, fostered by extracurricular activities andother cultural events reflecting values of ethnic diversity.In conclusion, integrating Mexican-American history andculture into social studies is an important goal that requireseffective staff development, a healthy school environment,and accurate materials that represent the diversity of theMexican-American experience. This digest includes anexamplar bibliography. (TES)

ED348196Author: Cliyer,-Jenny-Penney; Howie y,-CraigTitle: Charting New Maps: Multicultural Education in

Infusin Multicultural Education into Today's Schools Da20 15

Rural Schools. ERIC Digest.Source: ERIC Clearinghouse on Rural Education and SmallSchools, Charleston, WV.Publication Year: 1992Notes: 3 p.EDRS Price - MF01/PC01 Plus Postage.

ABSTRACT: This digest reviews the concepts of"culture" and "multicultural education" and advocatesmulticultural education for rural schools. Culture applies toany group with coherent norms and traditions that helpmembers engage the world around them. Multiculturaleducation seeks to create an environment in which studentscan understand, respect, and ultimately value culturaldiversity. Multicultural education in rural schools meritsattention for several reasons, including the changingcharacter of rural life and educational needs and theincreasing ethnic anri cultural diversity of Americansociety. Three considerations bear on making multiculturaleducation work in rural schools: (1) to reduce culturalisolation and to gain a multicultural perspective, studentsshould first learn about their own culture in order for themto understand and respect other cultures; (2) schoolpractices to address cultural diversity are varied, butattention to the following areas arc critical forsuccessmission, staffing, curriculum and instruction,home and community linkages, extracurricular activities,and student characteristics; and (3) evidence exists thatmulticultural education is important in making schoolingmore relevant, decreasing racial stereotyping, andincreasing the self-confidence of ethnic minority students.Multicultural education can help individuals andcommunities value and preserve their own culturaluniqueness and can also serve the same function moregenerally so that the American multiculutural society valuesand preserves itself. (LP)

ED348157Author: York,-StaceyTitle: Developing Roots & Wings: A Trainer's Guide toAffirming Culture in Early Childhood Programs.Publication Year: 1992Notes: 207 p.EDRS Price - MF01/PC09 Plus Postage.

ABSTRACT: This trainer's guide describes a workshopthat helps teachers implement the multicultural curriculumdescribed in a companion text "Roots & Wings: AffirmingCulture in Early Childhood Programs." Introductorysections of the guide discuss the importance of multiculturaleducation, the use of an active learning approach intraining teachers to implement multicultural education, and


18

the role of the teacher trainer in a multicultural educationworkshop. The bulk of the guide outlines the 11 workshopsessions. Sessions cover: (1) introductory material;(2) a dcfmition of multicultural education; (3) teachers'racial awareness; (4) actions to take and avoid in theimplementation of a multicultural curriculum; (5)

classrooms that support cultural diversity; (6) developmentof a multicultural curriculum; (7) activities for teachingmulticultural awareness; (8) the holidays and celebrationsof people of various cultures and ethnicities; (9) children'sperspectives of race; (10) culturally responsive child care;and (11) discussions with children on the topic of culturaldifferences. Workshop sessions typically follow a format ofpresentation of a problem and its social context; criticalreflection; practical application; journal writing; the use ofaffirmative statements relating to the problem; andadditional activities. A total of 47 handouts are includedthroughout the individual lessons. A 42-item bibliographyis appended. (BC)

D3347606Author: Sperrazza,-Susan-S.Title: Increasing Global Awareness in the First GradeClassroom by Advocating the Awareness of Self and theCultural Diffennces of Others.Publication Year: 1992Notes: 60 p.; Ed.D. Practicum, Nova University.EDRS Price - MF01/PC03 Plus Postage.

ABSTRACT: A practicum aimed to increase globalawareness in the first grade classroom. The problem wasthat the students were very "Americanized," predominantlywhite, and rarely exposed to other cultures. Therefore, thestudents could not recognize commonalities among peopleand could not understand the cultural differences in others.The major goal was to increase global awareness in all fivefirst grade classrooms by advocating the similarities of selfand the cultural differences of others using a thematic,integrated approach. Language-experience charts,portfolios, charts, and student journals were used duringthe implementation phase to document student growth. Theresults of the practicum were very positive. All fourobjectives were successfully reached and surpassed theoriginal expectations. The outcome of the project wasdemonstrated through improved student attitudes, newfriendships, and positive behaviors toward other studentsand among the five fust grade teachers. The students arenow more aware of their own needs, and the similaritiesand differences of others. (Three appcndixesteacherinterview questions and personal observation/samplestatementsand 17 references are attached.) (Author/PRA)


ED347503Author: Koebler,-Saundra, Comp.; And-OthersTitle: Literacy through Literature. Proceedings of theAnnual Conference and Course on Literacy (3811:,

Pittsburgh, Pennsylvania, June 1991).Source: Pittsburgh Univ., Pa. School of Education.Publication Year: 1991Notes: 102 p. ; For the 1990 proceedings, see ED 329 900.EDRS Price - MF01/PCOS Plus Postage.

ABSTRACT: This conference proceedings is the resultof a week-long conference and course focusing on the useof literature programs in the development of literacy skillsand the attainment of broader educational outcomes. Theproceedings includes speeches by keynote speakers, sessionpresentations, graduate student papers, and middle schoolstudent papers. Keynote papers arc: "Acting Meaning; ThePlay of Reading" (Shirley Brice Heath and Shelby AnneWolf); "Remembering Pennsylvania" (Lois Lowry);"Families and Literacy: Building Social and CulturalContinuity" (Vivian L. Gadsden); "The Secret of theLifetime Reader or the Clue in the Classroom" (ElizabethSegel); and "The Secret of the Life-Long Reader or theClue in the Classroom" (Margaret Mary Kimmel). Sessionpresentations are: "Helping Parents and Teachers DevelopPositive Dispositions toward Reading in PreschoolChildren" (Donna DiPrima Bickel); "Rights without Labels:A Mainstreaming Project" (Nicolette Armstrong andothers); "Literacy through Experimental Verse: SelectedWorks of e. e. Cummings" (Albert C. Labriola);"Enriching Early Literacy with Long-Term Projects"(Jeanette Allison Hartman); "The Heartwood Project: AnEthics Curriculum for Children" (Eleanor Gettleman andothers); "Liberty, Learning, and Literacy: PromotingHigher Order Thinking in the Social Studies Classroom"(Caryn M. King and William E. McDonald); "Teachingafter the Summer Institute: Where I've Been and WhereI'm Going" (Mimi Botkin); "Reaching back, MovingForward: An Intergenerational Approach to Literacy andLiterature" (George R. Skornickel, Jr.); "PromotingLiteracy through Bibliotherapy" (Lelia Allen); "The EthnicMosaic: Multicultural Books for All Our Children" (JoanBrest Friedberg); and "Writing Workshops for Children"(Karen Waggoner). The three graduate student papers are:"Whole Language Makes Learning Fun, Even in HighSchool" (Shandel Gilbert); "Ownership" (Marion E.

Gosson); and "World Waz 11: Through the Eyes ofLiterature" (Elizabeth Tihey Harbist and Edith P. Jones).The five middle school papers, briefly introduced byPatricia Thomas, are: "Being Black In America" (SaharaBey); "Untitled" (Edward Caldwell); "When I Grow Up"(Brandy Fleming); "My Scariest Experience" (MauriceHarvey); and "Untitled" (Erica Hatcher). (RS)



ED347494Author: England,-Joan-T.Title: Pluralism and Education: Its Meaning and Method.ERIC Digest.Source: ERIC Clearinghouse on Counseling and PersonnelServices, Ann Arbor, Mich.Publication Year: 1992Notes: 3 p.EDRS Price - MF01/PC01 Phu Postage.

ABSTRACT: Pluralism can be defined as a society inwhich members of diverse ethnic, racial, religious, andsocial groups maintain participation in and development oftheir traditions and special interests while cooperativelyworking toward the interdependence needed for a nation'sunity. Pluralism is being practiced, taught, and expandedin community, preschool, elementary, high school, andcollege campus programs. (ABL)

ED347126Author: Duhon-Sells,-RoseTitle: Multicultural Education Is Essential for theAcademic Success of Schools in the 21st Century.Publication Year: 1991Notes: 12 p.EDRS Price - MF01/PC01 Plus Postage.

ABSTRACT: A multicultural thrust should be the keyelement in restructuring American education in preparationfor the 21st century. Demographic trends indicate thatEuropean Americans will be outnumbered by other racialand ethnic groups in the next century. Consequently, neweducational techniques and content need to be developedand infused into school curriculums to ensure that childrenfrom diverse racial, ethnic, and cultural backgroundsreceive an equal and adequate education that prepares themto take a productive and meaningful place in the 21stcentury. The National Education Goals are an attempt toaddress the need for major improvements in how childrenare educated. However, the National Goals do notadequately address the issues of equity that affect whetheracademic success is assured for all students. Among a moreideal set of national goals for education that is multiculturaland equitable are the following components: (1) childrenwill start school with a positive sense of self based onliving in decent housing and having received adequateattention to their health care and other physical needs; (2)the high school graduation rate will increase to 90 percent;and (3) racism will be eliminated from Americanclassrooms, and school curriculums will project all people

of all cultures in a positive vein. (IAH)

ED346545Author: Randall.-Ruth-E.; And-OthersTitle: Interface between Global Education andMulticultural Education.Publication Year: 1991Notes: 54 p.EDRS Price - MF01/PC03 Plus Postage.

ABSTRACT: Today global education and multiculturaleducation are vital as all countries in the world facecomplex issues in economic, political, and socialinterdependence. This paper examines the interface betweenglobal education and multicultural education as a potentialanswer of how to prepare students for effectiveparticipation in a culturally diverse society within thecontext of a interdependent world. This interface is

explored through anthropological, historical, economic, andgeographical perspectives, with attention to junctures anddisjunctures between the two approaches. Theanthropological perspective particularly offers strength toboth multicultural and global education because it

emphasizes holistic study of people and cultures,comparative study, and cross-cultural approaches andmethods. Both multicultural and global education valuemultidisciplinary approaches and increased understandingof tolerance and diversity. Educators at all levels involvedin both teaching and learning must have appropriateknowledge bases, instructional approaches, and assessmentstrategies grounded in both multicultural and globaleducation. (69 references) (RR)

ED346517Author: Metzger,-Janet-G.; And-OthersTitle: Just Say Coyote: The Use of (Ethnic) Narrative inDrug Abuse Prevention.Publication Year: 1992Notes: 26 p.; Paper presented at the Annual Meeting of theWestern States Communication Association (63rd, Boise,ID, February 21-25, 1992).EDRS Price - MF01/PCO2 Plus Postage.

ABSTRACT: This paper investigates the role ofstorytelling and other live performances in changing youngpeople's attitudes toward drugs. In particular, it describesa program in Lubbock, Texas which brings anti-drugperformances to classrooms and uses narrative formsderived from the folk culture of the audience (Anglo,Spanish, Hispanic, and ravajo). The paper describes atypical session for each type of training the program offers(drug education and multicultural drug education). It thenanalyzes the sessions in terms of health care issues: cultural


2 0


conceptions of health, perceptions and beliefs about healthconcerns, and c ultuPally appropriate strategies for

preventive health. It is suggested that these narratives cancreate viable alternative frames of reference that canredirect behaviors when participants sense themselvesacting heroically and when this heroic action is linked totraditional community values and themes. It is observedthat even though it is difficult to describe exactly how,compelling reasons for saying "yes" to health and "no" todrugs are evoked and that performances of drug abuserefusal skills affirm the potency of myth and narrative inthe form of new stories that are healing rather thandestructive. Twenty-five references are attached. (SG)

0)346486Author: Stotsky,-SandraTitle: Acatemic Criteria for Conceptualizing Multiethnicand Multicultural Literature Programs in AmericanSchools.Publication Year: 1992Notes: 20 p.; Paper presented at the Annual Meeting of theAmerican Educational Research Association (San

Francisco, CA, April 20-24, 1992).EDRS Price - MFOI /PC01 Plus Postage.

ABSTRACT: The major purposes of multiethnic andmulticultural literature programs in United States' schoolsarc to develop students' knowledge of and respect for thereL gious, racial, and ethnic diversity of U.S. citizens: andto enhance students' familiarity with and appreciation of theliterary traditions of other peoples of the world. Theselection of literary texts for programs designed tointroduce American students to other ethnic groups,cultures, or peoples should reflect the principles ofinclusiveness and avoidance of stereotype formation. Suchgoals can be achieved through techniques such as offeringworks by or about members of other ethnic groups,showing how indigenous cultures differed in relating totheir neighbors and environments, featuring varied aspectsof the immigrant experience, etc. In integratingmulticultural and multiethnic literature into the curriculum,it is necessary to ask at the local level: (1) who decideswhat ethnic groups and cultures to present? (2) whatcnteria should determine what should be eliminated? (3)what local considerations should be kcpt in mind? and (4)how can the civic mission of the schools be achieved? It isimportant to keep in mind, however, that in selectingparticular works. others are automatically excluded. It maybe useful to have communities decide through the politicalprocess whether they support a multiethnic literature course

or a curricular strand distinct from mainstream literature.(One appendix containing a sampling of works about the

American ethnic experience and a list of 22 references areattached.) (SG)

ED346454Title: Breakthrough: A Itfulti-Cultural Guide to HighSchool Journalism.Source: Iowa Univ., Iowa City. School of Journalism.;Youth Communication, Washington, DC.Publication Year: [1992]Notes: 52 p.; Some photographs and color graphics maynot reproduce clearly.EDRS Price MF01 Plus Postage. PC Not Available fromEDRS.

ABSTRACT: The result of a symposium that broughttogether high school and university journalism teachers andprofessional journalists to examine multicultural issues andhigh school journalism, this lavishly illustrated guidepresents ideas, inductive exercises, and models that haveworked in classrooms and workshops across the UnitedStates. The guide focuses on strategies for recruiting,training, and retaining students from diverse ethnic andcultural backgrounds, with the goal of creatingopportunities for greater minority participation in scholasticjournalism and encouraging minority students to pursuecareers in journalism. The guide also includes methods ofstressing plurality within the journalism classroom,curriculum, and publication contentnoting that studentswho can see themselves reflected in the publication can seethemselves on the publication staff. The guide's foursections are: (1) Recruiting Strategies: (2) Training

Strategics: (3) Retaining Strategies; and (4) Breaking

Through. (SR)

ED346200Author: Gotffredson,-Gary-D.; And-OthersTitle: Meeting the Challenges of Multicultural Education:A Report from the Evaluation of Pittsburgh's ProspectMulticultural Education Center.Source: Center for Research on Effective Schooling forDisadvantaged Students, Baltimore, MD.Publication Year: 1992Notes: 126 p.EDRS Price - MFO1 /PCO6 Plus Postage.

ABSTRACT: This report presents an evaluation of theMulticultural Education Demonstration Program in

Pittsburgh (Pennsylvania), an effort to address racial andethnic diversity in a middle school. The report covers theimplementation of the program since its inception in May1989 through the beginning of the 1991-92 school year. Itdescribes the program's status and thc status of sixchallenges it addresses: (1) respect and understanding for


all groups; (2) community confidence in the school; (3)ownership of the multicultural ideal among staff, students,parents, and the community; (4) student psychosocialdevelopment; (5) enhanced student career and educationalaspirations; and (6) improvement in the academicachievement of all groups. Section 1 provides backgroundin the multicultural education movement and then presentsthe aims of the program. Section II describes the currentstatus of the program's six challenges and presents data onimplementation of the program and on challenges that theprogram faces. It includes information from the perspectiveof students, staff, and parents who are participants in themodel program. Section III describes current levels ofprogram implementation and the implications ofdevelopment to date for meeting the six challenges and forreplication of the multicultural program in other schools.Appended are two study questionnaires and a commentform. (JB)

ED346182Title: Crossing the Bridge to Equality and Excellence: AVision of Quality and Integrated Education forConnecticut.Source: Connecticut Governor 's Conunission on Qualityand Integrated Education, HarYord.Publication Year: 1990Notes: 68 p.EDRS Price - MF01/PC03 Plus Postage.

ABSTRACT: This report is the product of 17 months ofresearch, consultation, and discussions; and it presents theviews of the Connecticut Governor's Commission onQuality and Integrated Education. Connecticut has longacknowledged an affirmative responsibility to desegregatethe public schools and guarantee educational quality for allstudents. The Commission found that the goal of "qualityand intergrated education" currently is blocked by

increasing racial isolation (i.e., the majority ofConnecticut's students remain isolated from dailyeducational contact with students of other races and ethnicgroups). Following its research into the dimensions ofracial isolation in education in Connecticut and nationally,the Commission developed the following six findings: (1)educational opportunity cannot be addressed in isolationand public policy should be linked in the cooperativeenterprise of removing barriers to achievement and ofpromoting the common ground that strengthens all insociety; (2) a quality education requires an integratedstudent body and faculty and a curriculum reflecting theheritage of many cultures; (3) every student can in athigh levels from a quality and integrated education; (4) aneed exists for communities to appreciate and support

Infusing Multicultural Education into Todays Schools paee 19

public education, and for families and the community toinvolve themselves in the education of Connecticut's youth;(5) every educator must be trained to teach a diversestudent population and use a curriculum that incorporatesand honors diverse cultural and racial heritages; aid (6)Connecticut needs to attract and employ minorityeducators. For each finding, the Commission established agoal, indicators of success, and recommendations forachieving the goal. The report discusses each findingseparately. Appendix A reports on commission activitiesfrom September 20, 1989, through December 31, 1990.Appendix B summarizes a public opinion survey of 750citizens. Appendix C presents a 38-item list of sources.(SLD)

ED346096Author: Davidson,-Ann-LockeTitle: Border Curricula and the Construction of Identity:Implications for Multicultural Theorists.Source: Center for Research on the Context of SecondarySchool Teaching.Publication Year: 1992Notes: 39 p.; Paper presented at the Annual Meeting of theAmerican Educational Research Association (San

Francisco, CA, April 20-24, 1992).EDRS Price MF01/PCO2 Plus Postage.

ABSTRACT: The question of what constitutes amulticultural curriculum was addressed by examining theexperiences of three Latina students, each attending adifferent urban high school, who were followed throughfreshman and sophomore years. Two questions guided theinquiry: (1) where is curriculum relevant to ethnicity? and(2) how do students evaluate and respond to ethicallyrelevant curriculum when it is encountered. The emphasiswas on students' perceptions and evaluation of threepotential sources of ethnically relevant curriculatheexplicit (encountered in texts and assignments) and thehidden. The hidden curriculum includes the "relational"(lessons learned about intercultural communication fromrelationships with peers and teachers) and the"differentiating" (lessons about finding a place in th,structure learned through observations of teacherexpectations and students' educational choices). Data weregathered based on interviews; school and classroomobservations; student records; students' conceptions of theirethnicity; and family and peer relationships. Findingssuggest that only in environments where youth can openlydisplay their ethnicity does curriculum foster anappreciation of diversity; only in environments wheredisenfranchised youth are enabled to empower themselvesdo youth have the opportunity to acquire the skills


?2

lnfusin Multicultural Education into Today's Schools vane 20

necessary to take effective action against oppression andinequality. (LL)

ED346066Author: Hollingsworth,-Sandra; And-OthersTitle: By Chart anti Chance and Passion: Two Women'sStories of Learning To Teach Literacy in Urban Settingsthrough Relational Knowing.Source: Center for the Learning and Teaching ofElementary Subjects, East Lansing, MI.Publication Year: 1992Notes: 59 p.; Examples of students' work in appendix arehandwritten and may not reproduce well.EDRS Price - MF01/PC03 Plus Postage.

ABSTRACT: This paper is a narrative drawn from a6-year study of two female elementary school teachers asthey are learning to teach literacy. The teachers were partof a larger longitudinal investigation on learning to teachwhich began with thcir preservice teacher programs at aresearch university on the west coast. This reportsummarizes data collected in both classrooms during a fifthyear study. The stories which emerge from the data suggestthat program emphasisa cognitive understanding of bothpopular and research-based approaches to literacyinstructionwas insufficient for teaching multi-ethnicchildren in urban classrooms. Rather, teachers' relationalknowing stands out in the narrative. Factors whichsupported these teachers' knowing through relationshipincluded opportunities for ongoing conversation whilelearning to teach, a passionate belief in themselves andtheir children as knowledge creators and evaluators, awillingness to create eclectic approaches to literacycharacterized by relational integrity, and a propensity tolook critically at both their children and themselves inrelationship to evaluate the results. Several examples ofchildren's work are appended. (Author)

ED346022Author: Vincent,-Nelson-C.Title: The Philosophy and Politics of MulticulturalEducation and Anti-Racist Education: An Analysis ofCurrent Literature.Publication Year: 1992Notes: 39 p.; Paper presented at the Annual Meeting of theNational Association for Multicultural Education (Orlando,FL., February 1992).EDRS Price - MFORPCO2 Plus Postage.

ABSTRACT: Multicultural education emerged as a

curriculum and pedagogical movement m thc late 1960s but

it has yet to be clearly understood. Several distinctapproaches to multicultural education constitute a range ofcurricular, pedagogical, and social justice perspectives eachwith significantly different political, social, and economicgoals. A healthy discourse between theorist and practioneris necessary for the continued growth of the field.Anti-racist education is a parallel approach that focuses onthe issues of social justice and inequality. Anti-racisttheorists argue that multicultural approaches to schoolinghave focused on the curriculum and the classroom at theexpense of examining the wider social, political, andeconomic influences on inequality and racism, and thatrnulticulturalists misunderstand the causes of socialinequality when they understand it exclusively in terms ofculture. At present, however, there is a very limitedamount of rescarch available on functioning multiculturalprograms and their outcomes. It is clear that multiculturaleducation and anti-racist education are firmly connected intheir commitment to work for reform, equity, and justice.It is time for multiculturalists to respond to the concerns ofanti-racist educators. An alliance between both groups isessential to the continuing growth of the field. (KM)

ED346002Author: Stotsky ,-SandraTitle: Restoring Quality History Teaching and CivicEducation in Brookline: The Educational Context for theRecent Parent Movement.Publication Year: 1991Notes: 13 p.; Paper presented ai the U.S. Department ofEducation Conference on Improving the Teaching ofHistory and Civic Education (Washington, DC, October 9,1991).EDRS Price - MF01/PC01 Plus Postage.

ABSTRACT: Brookline High School in the suburbanBoston, Massachusetts area has been long recognized ashaving a reputation for academic excellence; its socialstudies department, for example, has been highly praisedfor the diverse range of courses it has offered. This paperrecounts what happened to Brookline High school's socialstudies department in the 1980s when a series of eventsundermined the quality and integrity of the social studiescurriculum. In the early 1980s, a number of educators atBrookline High began to take steps to revise the socialstudies curriculum. This revision, culminating in theelimination of the Advanced Placement European Historycourse from the curriculum and done in the name ofmulticulturalism, in fact stemmed from an anti-Westernorientation. The paper describes efforts made by a group ofconcerned citizens and parents to reinstate the A.P.European History course and to give a new direction to thesocial studies curriculum. (DB)


23

ED345920Author: Satz,-Ronald-N.; And-OthersTitle: Chippewa Treaty Rights. Classroom Activities.Bulletin No. 92150.Source: Wisconsin State Dept. of Public Instruction,Madison.Publication Year: 1991Notes: 228 p.EDRS Price - MF01/PC10 Plus Postage.

ABSTRACT: In 1989 Wisconsin legislation mandated theintegration of American Indian history, culture, and tribalsovereignty into the K-12 social studies curriculum as acomponent of multicultural education. This documentassists teachers to fulfill that mandate, as well as to meetstatutory requirements of instruction on the ChippewaIndians' treaty-based, off-reservation rights to hunt, fish,and gather. This guide is divided into self-containedteaching sections: elementary, middle school, and highschool. Each section contains nine specific activities. Theelementary level builds concepts and competencies for themiddle school level, which does the same for the highschool level. Each section: (1) presents a brief overview ofthe Chippewa (Anishinabe) culture, political structure, andrelationship to the environment; (2) discusses the nature ofthe federal-Indian relationship through the treaty-makingera; (3) examines the reservations established for

Wisconsin's Chippewas in the mid-19th century; (4)

discusses infringements on Chippewa treaty rights andacculturation efforts during the late 19th and into the 20thcentury; (5) outlines federal court decisions upholdingreserved rights; and (6) examines the roles played by thesix Chippewa bands and the state in protecting northernWisconsin's natural resources. Each activity containsnecessary background information, objectives, concepts," fundamentals" (chiefly references to primary sources), andprocedures. The 35 fundamentals are the basic elementalmaterials for the activities. These materials have beencarefully transcribed from original documents and includeletters, drawings and photographs, charts and figures, textsof treaties, and records of court litigation. Also includedare a glossary and a selected bibliography of 87 entries.(SV)

ED345898Author: Morse,-John-B.Title: The Historical Development of a Curriculum forTeaching Multicultural Studies in a Senior High School.Source: Omaha Public Schools, Nebr.Publication Year: [19911

In fusin, lvitrinta_Tostays Schools pare 21


ABSTRACT: This document consists of a paper andrelated booklet describing the development of a

multicultural studies program in Omaha (Nebraska) highschools. A high school teacher describes how he came todevelop Omaha's multicultural education program. In theearly 1960s, the realization that history textbooks containedlittle of the Black experience, coupled with a 35% Blackenrollment in his school, led him to incorporate Blackhistory into his American history course and to develop aseparate African American history course. Ethnic studiesand Chicano studies courses were added by the late 1970s.A 1982. needs assessment showing poor self-image amongAmerican Indian students and misconceptions about Indiansamong non-Indian students led to the development of anAmerican Indian studies course. This process wassupported by a committee of Indian parents and students.Recently the school added an Asian American studiescourse, which aims to improve student understanding of thehistory and culture of Pacific Rim countries. The bookletcontains: (1) procedures for a high school teacher todevelop a multicultural curriculum; (2) lists of concepts ortopics covered in Benson High School's courses in

introductory multicultural studies, African Americanhistory, and Hispanic Americal. studies; (3) briefdescriptions of the objectives and modules of courses inAmerican Indian studies and Asian American studies; (4)examples of activities and teaching methods; and (5) a listof Asian American studies resources. Not included hcre arca "module book" and a "study guide" of 276 pages. (SV)

ED345865Author: Vold,-Edwina-Baule, Ed.Title: Multicultural Education in Early ChildhoodClassrooms. NEA Early Childhood Education Series.Source: National Education Association, Washington, D.C.Publication Year: 1992Notes: 80 p.EDRS Price - MFOI Plus Postage. PC Not Available fromEDRS.

ABSTRACT: This monograph is intended to provide arationale for multicultural education and to serve as amanual for teachers. It includes activities and strategies forteaching preschool and primary-age children from amulticultural perspective. The document is organized intosix chapters, four of which include sample lessons. Chapter1 provides the basis for inquiry into what a multiculturalcurriculum is and the way in which it responds to the needsof a population of increasing cultural diversity. Chapter 2


24


offers a rationale for the present social studies structure inthe primary grades ana discusses ways to modify lessonswithin that structure to embody a multicultural perspective.A historical picture of changing perspectives in science andmathematics in early childhood education is provided inChapter 3. This chapter describes ways to help all childrensucceed in science and mathematics through the use of amulticultural perspective. Chapter 4 focuses on teachercharacteristics that enhance the teaching of a curriculumwith a multicultural perspective. In Chapter 5, discussionconcerns the ways in which play supports the goals ofmulticultural education. Chapter 6 extends the process ofcreating a multicultural climate to aspects of the classroomthat do not fall within the established subject areas. A listof 86 references, a list of 20 children's books, and a list ofteacher resources are provided. (GLR)

ED345415Author: Glimps,-Blanche-Eloise-Jackson;Asiuon,-Beverely-C.Title: Learning about Minority Cultures and ImprovingReading Skills through the Use of Good Literature.Publication Year: 1992Notes: 10 p.; Paper presented at the Annual Convention ofthe Councilfor Exceptional Children (70th, Baltimore, MD,April 13-17, 1992).EDRS Price - MF01/PC01 Plus Postage.

ABSTRACT: This paper describes the development andimplementation of a culture-based literature program toimprove the reading skills and understanding of minoritycultures in students with mild disabilities. Steps in

developing such a whole language approach programinclude: (1) identifying the cultural groups to be studied;(2) choosing both fiction and non-fiction books whichreflect the groups in a realistic manner; (3) self educationby the teacher on the cultures of the groups to be studied;(4) and application of appropriate reading activitiesinvolving assessing students' prior knowledge, guidingstudent reading, and evaluating attitude changes. (Sevenreferences) (DB)

ED345330Author: Lanke,-Barbara-A.; And-OthersTitle: The Ethics CrLsisIs It the School's Responsibility?Publication Year: 1991Notes: .29 p.EDRS Price - MFOI/PCO2 Plus Postage.

ABSTRACT: A groundswell of interest in values

education is calling educators to return to the direct and

indirect teaching of positive values. Prompted by scandalsin the public domain and breakdown in families, charactereducation is gaining ground in public education. Adheringto the "bag of values" approach to moral education anddrawing upon the cognitive-developmental approach tomoral education, a model using metaphorical tools has beendeveloped and field tested. This model, the HeartwoodProgram (pilot tested in Pittsburgh), uses folk literature andhero stories representative of countries from around theworld (tales that illustrate the attractiveness and validity ofethical virtuous choices). The stories add:ess humanproblems with solutions based on ethical judgments thattouch the head and the heart. Seven attributes wereidentified: courage, loyalty, justice, respect, honesty, hope,and love. These attributes were thcn used as the focus ofprogram activities that incorporated literature from aroundthe world. The field testing and subsequent evaluation ofthe project by superintendents and elementary curriculumcoordinators yielded qualitative and quantitative data thatare summarized in a results section. Included in the

appendices are questionnaire and data sheet results, aHeartwood design flowchart, and a summary of evaluationresults. (RR)

ED345309Author: Ostermeier,-Terry-H.Title: The Intercultural Interview: An Experienve inIntercultural Listening.Publication Year: 1992Notes; 15 p.; Paper presented at the Annual Meeting of theInternational Listening Association (13th, Seattle, WA,March 4-8, 1992),EDRS Price - MFOUPCO1 Plus Postage.

ABSTRACT: An experiential student project in an

intercultural communication course promotes active cross

cultural understanding through an intercultural interviewwith listening as a primary focus. Students in this

senior-level course may choose to conduct an interculturalinterview as a field study project, meeting for two or moreseparate interview sessions with someone from a foreigncountry or from an American cultural group other thanCaucasian. In the interviews, information is sought

regarding the interviewee's culture and communication inthat culture, and the interviewer assesses the impact ofobserved nonverbal factors (facial expressions, eye

behavior, use of space, hand gestures, and voice) on thelistening process. Students present short oral presentationsin the final weeks of the semester, highlighting majorfindings pertaining to the culture and communication, andpresenting a discussion and analysis of the impact ofnonverbal behaviors on the process of listening in the


25

interview. Since 1990-91, one out of three students enrolledhas conducted intercultural interviews, interviewingstudents representing 32 different cultures. Feedback fromstudents engaging in the interviews appears to besverwhelmingly positive. Several statementa from studentsJemonstrate that interviewers perceived they: (1) gainedmore insight into a culture through the person-to-personinterview experience than through library or even classmaterials; (2) reduced prejudices and inaccurate views ofdifferences between cultures; (3) developed personalfriendships with someone from another culture; and (4)achieved a greater appreciation of listening skills and of theneed to examine and adapt one's listening skills in

intercultural interactions. (SR)

ED345229Author: Swilky,-JodyTitle: Resisting Dlfference: Student Response in aMulticultural Writing Classroom.Publication Year: 1992Notes: 14 p.; Paper presented at the Annual Meeting of theConference on College Composition and Communication(43rd, Cincinnati, OH, March 19-21, 1992),EDRS Price - MFOIIPC01 Plus Postage.

ABSTRACT: In the past few years, a number of theoristswho advocate the study of difference have been debatingthe purposes and priorities of this approach to educationalpractice. Investigating values and ethics, particularly issuesof race, gender and class, should do more than encouragestudents to deconstruct dominant ideologies. Tensionsinherent in teacher-student dialogue complicate any

attcmpts to promote cultural critique or to effect ideologicaltransformation. Teachers must understand how studentsrcsist transformation, and thus how to respond to studentresistance. A freshman writing course was designed thatasked students to read and write about difference,specifically m.lticultural perspectives on identity. Students,rather than displaying a resistance to dominant ideologies,tended to see mainstream values and beliefs reflected in thereadings. This phenomenon was most evident with regardto the responses to Michelle Cliff's writings. Studentschose to ignore the representation of a fragmented self inCliff's "A Journey into Speech," instead finding a unifiedworld-traveler, one with whom they could identify.Surprisingly, the texts verified what the students alreadybelieved, instead of raising doubts, as several studentexcerpts demonstrate. Students must be provided withcritical alternatives to the dominant ideologies, and it maybe a good strategy to have students investigate their ownresistance to ideological change. By aiming to promote

Infusin Multicultural Education into Today's Schools page 23

resistance and ideological transformation, the study ofdifference asks students to participate in the social struggleover meaning. (HB)

ED345199Author: Opitz,-Michael-F.Title: The Cul-Apart: A Strategy Thal Enables ChildrenTo Construct Meaning as Readers of MultkululuralLiterature (and.] Bibliographies of Mullkultural Books.Publication Year: 1992Notes: 6 p.; Paper presented at the Annual Meeting of theInternational Reading Association (37th, Orlando, FL, May3-7, 1992).EDRS Price - MFOI/PC01 Plus Postage.

ABSTRACT: This concise document is in two parts. Thefirst part discusses the "cut-apart" (a story that has been cutapart in enough sections so that every person in the classhas a part to read), dealing with reasons for usingcut-aparts, guidelines for their construction, when to usethem, and ways to use them. Thc second part is a 15-itemlisting of bibliographies of multicultural books. (SR)

ED344857Author: Santo,-Bever61Title: Bicultural Education among Indian Americans.Publication Year: 1990Notes: 9 p.; In: Proceedings qf the National Forum of theAssociation of Independent Liberal Arts Colleges forTeacher Education (4th, Milwaukee, 41, November 9-11,1990); see SP 033 711,EDRS Price MF01/PC01 Plus Postage.

ABSTRACT: For many people in the United States it isnecessary and valuable to learn to live biculturally. This isspecifically true of Native Americans, because they are onelarge group of peoples who desire to maintain their ownidentity, values, and cultural norms rather than beassimilated into the melting pot of America. In order tounderstand the complexity of bicultural education as seenfrom thc perspective of American Indians, it is necessaryto look at how education in America works and does notwork for Indian students. This paper reviews the culturaldifferences between Indians and non-Indians, presents abrief summary of the history and political interactionbetween the Indian and non-Indian worlds, and reports onthe development of various approaches to and trends inIndian education. It examines the Indian world view,spiritual views, sociological world view, economic system,And political world view. A discussion of Indian education


Infusiu Multicultural Education into Today's Schools Imre 24

explains the relationship of the Bureau of Indian Affairswith Indian peoples. Current trends in Indian educationindicate that educators arc demonstrating an increasedawareness of the needs of children from other cultures.There are many programs designed specifically to educateIndian adults to become teachers of their own children. Thepaper concludes with a case study of a successful Indianteacher education program on the Navajo reservation inArizona. (SM)

ED344835Title: Michigan Global/International EducationGuidelines.Source: Michigan State Dept. of Education, Lansing.Publication Year: 1990Notes: 34 p.EDRS Price - MF01/PCO2 Plus Postage.

ABSTRACT: This document is designed to provideMichigan school districts with suggestions on how todevelop and enhance educational programs to meet theneeds of students in an interrelated world. Beyondpresenting a definition of globaWnternational education andaccompanying concerns, the paper suggests resources andprocedures for fostering programs that reflect

global/international matterssociological, technological,environmental, eeonomic, and political. The suggestionsare directed at educators concerned with all phases of thecurriculum, including social studies, arts education, foreignlanguage, language arts, and science. The guide has fourmain sections: (1) Definition; (2) Goals; (3)

Implementation; and (4) Self-Assessment. Three appendicesprovide: (I) sugested topics for study; (2) examples ofglobal/international themes for various grade levels; and (3)goals of global/multilingual/multicultural education. A13-item bibliography is included. (DB)

ED344832Author: Powell,-Frances-.I.Title: African Centered Education: What Is It and Why

Do We Need It?Publication Year: [1991]Notes: 12 p.EDRS Price - MF01/PC01 Plus Postage.

ABSTRACT: An African centered curriculum has twoparts. It is both a process that centers around the culturalheritage of African Americans, and the infusion of contentthat will stimulate and/or reinforce the growth anddevelopment of African and African-American mental andethical traits. The scholars who are the main proponents of

an African centered curriculum argue that the existingcurriculum is overwhelmingly white and European inoutlook and content, and reinforces insensitivity amongwhites leaving black children feeling inferior anddisconnected from their studies. The proponents also pointout several specific omissions and distortions in thecurriculum as it is currently taught in most school systemsand universities. These deficiencie3 include the contentionthat there is no significant history of African people inmost academic disciplines before the slave trade. Critics ofAfrican centered education argue that the scholarshipbehind this movement is historically inaccurate, that therhetoric of the advocates of an African centered curriculumis racially divisive and that, in some instances, theadvocates represent a new form of racial intolerance. Inaddition to surveying the debate over an African centeredcurriculum, this paper also briefly summarizes themovement for multicultural education and the efforts of theDistrict of Columbia Public School System to develop amulticultural curriculum. (DB)

ED344818Author: Nelson,-Cathy; And-OthersTitle: Navigating the Quincentennial: A Question ofBalance. Project.Source: Minnesota Council of Social Studies, St. Paul.Publication Year: 1991Notes: 131 p.EDRS Price - MFOI/PC06 Plus Postage.

ABSTRACT: The 1992 quincentenary marking the 500thanniversary of the Columbus voyage to the present-dayAmericas provide.s an opportunity for teachers to employmaterials and methods that reflect inclusive educationalprinciples. Inclusive education involves helping studentsand staff to gain an understanding and appreciation of allgroups present in the local, national, and global

communities. It offers students and staff learning andteaching opportunities that reflect the wide range ofcontributions by and roles open to people similar to anddifferent from themselves. The goals of this project wereto identify (1) issues the Quincentennial presents classroomteachers; (2) opportunities to use this event to embrace"teachable moments," particularly to model inclusiveeducation; (3) curriculum and resources, including samplelessons; and (4) teachers interested in engaging in

conversations about the teaching of social studies. Thedocument is divided into the following sections: projectdescription, goals of the project, framing the issues, didyou know, classroom opportunities, conversations amongteachers of the social studies, lesson plans (17 areincluded), teacher to teacher, history day in Minnesota,


27

Infusing_Multicultural Education into Today's Schools nage 25

suggested activities, annotated bibliography, resources,watch for these, "'The History of 1492: TextbookChecklist"; "Checklist: 1492-1992 Curricular Materials";"Celebrating Columbus' Voyage: A Case of HistoricalAmnesia" (W. R. Buffalohead); "A Note of Tainos:Whither Progress?" (I Barreiro); and "DiscoveringColumbus: Rereading the Past" (W. Bigelow). (DB)

ED344817Author: Patrick,-.Iohn-J.Title: The Civic Culture of the United States and ItsChallenges to Civic Educators.Publication Year: 1991Notes: 23 p.; Paper presented at an internationalconference on "Western Democracy and Eastern Europe"(Berlin, Germany, October 13-18, 1991).EDRS Price - MFOUPC01 Plus Postage.

ABSTRACT: The core civic ideas that helped form aconsensus around a United States Constitution in 1787 arethe seeds that produce the civic culture of the United Statestoday. Constitutionalism, republicanism,communitarianism, and classical liberalism were relatedideas at the center of U.S. civic culture in the 1780s. Twohundred years later, with some modifications, these ideascontinue to be the fundamentals of the contemporary civicculture in the United States. In general, people in theUnited States remain committed to the civic cultureembodied by these principles. However, there are seriousdeficiencies, such as persistent intolerance of unpopularminorities, great indifference to responsibilities ofparticipation for the common good, gross ignorance ofconstitutional principles combined with thoughtlessreverence for the "American Creed," and finally, a

declining interest in and sense of concern for thecommonwealth, the national, and local communities thatcitizens share as members of a civil society. In order tocontend with these deficiencies, civic education should beemphasized in all nationwide programs for improvement ofteaching and learning in elementary and secondary schools.A number of recommendations in this regard are made,including the establishment of national standards for theteaching and learning of civics, which emphasize theorigins and development of core ideas of the civic culture.Current efforts by some educators, made in the name ofmulticultural education, to separate and promote ethnic andracial group identities, place in jeopardy a common U.S.identity based on core civic ideas. A list of references isincluded. (DB)

ED344724Author: Sanders,-Jessie-R., Comp.Title: One State: Many Nations. A Multi-CulturalResource Guide with Native American Highlights.Source: Pennsylvania State Dept. of Education,Harrisburg.Publication Year: 1991Notes: 60 p.EDRS Price - MPVI/PC03 Plus Postage.

ABSTRACT: This curriculum guide was developed toassist Pennsylvania educators in developing a multiculturalawareness and education program for children in preschoolthrough grade three. The first section provides guidelinesfor creating a multicultural environment to include the useof classroom materials that emphasize individual andcultural differences to eliminate stereotypic and inaccuratematerials. The second section offers backgroundinformation about the history of Native Americans inPennsylvania and the value and traits of contemporaryNative American culture. It also makes suggestions abouthow to portray Native Americans. Curriculum developmentis integrated into present school curriculum through aninterdisciplinary approach. Suggestions for selecting

appropriate stories and books by and about NativeAmericans are included. The third section is a list ofreferences. The fourth section is a bibliography consistingof 65 publications relevant to multicultural education. Theappendices include: (1) sample lesson plans formulticultural education; (2) an example of the thematic orinterdisciplinary approach to integrating multiculturalthemes into core content areas; (3) a checklist forcurriculum and materials on Native Americans; (4)

suggested classroom activities; (5) a list of American Indianresource persons and resource centers; and (6) a descriptionof Native American programs presented to schools by theLenni Lenape Historical Society. (LP)

ED344716Author: Flores,-Juan-M., Ed.; Merino,-Rene-A., Ed.Title: Educational Research and the Mexican AmericanChild.Source: Association of Mexican-American Educators, Inc.,Redwood City, Calif.Publication Year: 1991Notes: 78 p.; Published annually.EDRS Price - MFO1/PCO4 Plus Postage.

ABSTRACT: This annual theme issue is devoted toarticles on educational research pertaining to the MexicanAmerican child. In addition, there is an article proposing


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Infusina Multicultural Education into Today's Schools vane 26

strategies for recruiting Hispanics in teacher education, anda poem recalling a chifdhood experience. Titles Lnd authorsare: (1) "Motivation for Learning English: DifferencesBetween Non- and Limited-English Proficient StudentsFrom Spanish Speaking Backgrounds" (Jose SalvadorHernandez); (2) "Literacy and the Adult Mexican-OriginPopulation: What a Biliteracy Analysis Can Tell Us"(Terrence G. Wiley); (3) "Staying in School! EffectiveHigh Schools for Hispanic Students" (J. Alex Pulido);(4) "Educacion Multicultural: Definitivas Perspectivas yViables Opciones" (Milano A. Valencia); (5) "The Role ofTeacher Education in Recruiting Hispanics: Cross-CulturalStrategies" (Gene Gallegos); and (6) "A Singer's Song"(Olivia Castellano). (KS)

ED344712Author: Steiger,-Neil; Kleinfeld,-Judith, Ed.Title: On a White Horse. Teaching Cases inCross-Cultural Education No. 8.Source: Ala.ska Univ., Fairbanks. Center forCross-Cultural Studies.Publication Year: 1991Notes: 41 p.; "Neil Steiger" is a pseudonym.EDRS Price MF01/PCO2 Plus Postage.

ABSTRACT: This teaching case was written by "Neil,"a student teacher who tried to teach brilliantly, who puthimself to the test, and concluded he failed. Neil uprootedhis family to move to Alaska to reenter school in order toobtain a teaching certificate. He also wanted to escape thefast-paced life of California and a stagnant job. Neilbelieved teaching would allow him to spend more time withhis family, to pursue personal interests, and enable him tobe creative. Neil's student teaching experience at theVonnegut Bay School in rural Alaska did not meet theseexpectations. First, the same social and economic problemshe had encountered in California were also prevalent inrural Alaska. Secondly, his experience as a teacher was notwhat he expected. Neil confronted conflicts between sportsand academics and issues of teacher responsibilities besidesinstruction. He was overwhelmed by trying to meet theneeds and expectations of students, other teachers, hisfamily, and himself. Near the end of his student teachingexperience he lost his enthusiasm and resigned himself tothe fact that he could not meet his expectations for a careerin teaching. Although Neil viewed himself as a failure, hiscooperating teacher saw him as an asset to the classroom.This story was selected as a case study for teachereducation, not because it is typical of what happens tostudent teachers, but beeause it portrays problems ofteaching that students will benefit from reflecting upon.Discussion questions for this particular teaching case are

ir '-ided. (LP)

ED344311Author: First,-Joan; And-OthersTitle: The Good Common School: Making the VisionWork for All Children. A Comprehensive Guide toElementary School Restructuring.Source: National Coalition of Advocates for Students,Boston, MA.Publication Year: 1991Notes: 329 p.EDRS Price MR)] Plus Postage. PC Not Available fromEDRS.

ABSTRACT: In order for children to have aceess toquality educational experiences, all members of the schoolcommunity must participate in school restructuring(parents, advocates, educators, community leaders, andpolicymakers). Researchers and teacher training institutionsalso play a vital role. This book provides easy access toinformation of particular interest t,.. different groups andindividuals who support advocacy-driven school reform. Itis organized around 10 vital student entitlements discussedwithin 8 chaptera that focus on the following topics: parentparticipation, student admission and placement, studentinstruction, enhancing individual potential, student supportservices, school climate, teacher empowerment, and schoolfinance. A fictional vignette is presented at the beginningof each chapter, representing an imaginary elementaryschool on its way to becoming the Good Common School(a school with the primary goal of providing educationalexcellence for all of its students). Following these vignettesare step-by-step instructions or standards for achievingadvocacy-driven reform. The second section of eachchapter supports the need for fundamental change bydocumenting the problems found within most publicelementary slhools. Following the vignettes and problemstatements, advocacy strategies in each chapter show howadvocates work to reform schools in their owncommunities. These arc followed by descriptions ofpromising school-based practices successfully implementedin real elementary schools. Each chapter ends with asummary of education research relating to the chapter'stopics. (561 references) (LAP)

ED343889Author: Mesa-Bains,-Amalia; Shulman,-Judith-H.Title: Teaching Diverse Students: Cases andCommentaries. Instructor's Guide.Source: Far West Lab. for Educational Research andDevelopment, San Francisco, Calif


29

Infusing Multicultural Education into Todav's Schools nage 27

Publication Year: 1991Notes: 101 p.; For casebook, see ED 328 552.EDRS Price - MF01/PC05 Plus Postage.

ABSTRACT: This instructor's guide has been developedto help teacher educators and staff developers use the casesin "Teaching Diverse Students: Cases and Commentaries"in preserviee and inservice seminars. It promotes the use ofdiscussion methods as a vehicle for engaging teachers andstudents in analysis of real-life situations. Theseteacher-written cases describe problems that all inner-cityteachers fact and bring to the surface many of thechallenges of multiculturalism in the classroom. Often thenarratives deal with culturally sensitive issues that are tabooto discuss in public. This volume provides an analysis ofthese issues and offers a structure for groups to discussthem in a safe and constructive environment. The guide isorganized to help instructors facilitate case discussions. Itbegins with an introduction that offers general suggestionsfor preparing case analysis and examines effective groupprocesses. The main section, "Teaching Notes," providesan in-depth analysis of each case and a suggested discussionoutline. The teaching notes are designed to help facilitatorsprepare each case discussion and serves as a basis fornarrative interpretation. Two tables are appended: the firstcompares background information of case contributors, andthe second compares critical features across cases.(Author/LL)

ED343768Author: Harvey ,-KarenTitle: History and Social Studies Curricula in Elementaryand Secondary Schools.Publication Year: 119911Notes: 30 p.; In: Indian Nations At Risk Task ForceCommissioned Papers.EDRS Price - MFOI/PCO2 Plus Postage.

ABSTRACT: Although the social studies curriculum isambiguous, controversial, and value-laden, the goal ofself-determination demands that Native students acquirecertain knowledge and skills in this curriculum area. Ofparticular interest to Native education are social studiesencompassing global education, multicultural education,ethnic studies, and cultural studies. Challenges faced bysocial studies curricula include inaccurate and biasedtextbooks, development of active and relevant teachingmethods, and development of curriculum for and about allstudents. Social studies may be taught to satisfy a varietyof purposes: transmission of traditional Americancitizenship values; personal development; development ofcritical and reflective thinking skills; social science

education; and development of skills needed for rationaldecision-making and social action. This last objective hasgreat significance for Native education since such skillswould prepare students to deal effectively and responsiblywith Native issues. Recommendations relate to curriculumcontent, national commissions on social studies and Nativestudies, a national Native curriculum clearinghouse,C.,nding, and coordination among professionalorganizations. An outline is presented of specific desiredobjectives for mastery of social studies knowledge andskills, experience outcomes, values outcomes, andattitudinal outcomes. The development of these outcomesinto course content and a K-12 scope and sequence forunits of study is discussed. Also discussed are classroomenvironment, Native learning styles, teaching methods,student grouping, instructional materials, alternativemethods of evaluation, and exemplary programs. Thispaper contains 38 references. (SV)

ED343341Author: Ramirez,-Bruce-A.Title: Preparing Special Education and Related ServicesPersonnel To Serve Culturally and Linguistically DiverseChildren with Handicaps: Needs and Future Directions.Publication Year: 1990Notes: 6 p.; In: Bullock, Lyndal M., Ed. and Simpson,Richard L., Ed. Critical Issues in Special Education:Implications for Personnel Preparation. Monograph; seeEC 301 016.EDRS Price MF01/PC01 Plus Postage.

ABSTRACT: This paper outlines the need to diversifythe education profession at practitioner, administrative, andpersonnel preparation levels in order to better serveculturally and linguistically diverse children withdisabilities. Needs identified include developing effectiverecruitment and retention programs for members of ethnicminority groups; ensuring that competencies related toculturally and linguistically diverse children with handicapsare an integral component of special education and relatedservices preparation programs; strengthening training andleadership programs preparing ethnic minority specialeducation and related services personnel as well aspersonnel serving culturally and linguistically diversechildren with handicaps; and initiating research anddemonstration projects to improve curriculum,competencies. and training. (JDD)

ED343128Author: Reimer.-Kaihryn-MeyerTitle: Multiethnic Literature: Holdinp Fast to Dreams.


3

Infusin Multicultural Education into Toda 's Schools a e 28

Technical Report No. 551.Source: Reading Research and Education Center,

Champaign, IL.Publication Year: 1992Notes: 16 p.EDRS Price - MFOI/PC01 Plus Postage.

ABSTRACT: Despite the importance of children'sliterature written by and about people of color, littlemultiethnic literature is available. However, the situationhas improved somewhat. In recent years there has been agreater focus in African-American literature upon folktales, family stories, family histories, and biographies.Still, books about the Hispanic, Asian, or Native Americanexperience mostly have tended to be written about, not by,members of those groups. An examination of stories fromtrade books and basal reading programs presented on thethird-grade level found no non-white main characters. Noother ethnic groups were represented. A similar scarcity ofmulticultural content was found in former U.S. Secretaryof Education William Bennett's suggested reading list andJim Trelease's 1989 reading list. Readers from commercialpublishers reflected greater diversity. The examination ofmultiethnic literature raises such questions as: who iswriting the works; how ethnic groups are portrayed inillustrations; whether stereotypes are employed; whetherseparate cultures are grouped together under such labels as"Hispanic" or "Asian"; how broad an ethnic selection ofreading material is presented to children; and how longmultiethnic literature remains in publication. As multiethnicliterature is made more available, demand for it willincrease. (A list of 44 references is attached.) (SG)

ED342830Author: Nakagawa,-MakoTitle: A Call for Cooperative Pluralism from Me to We.Source: Washington Office of the Slate Superintendent ofPublic Instruction, Olympia.Publication Year: 1991Notes: 26 p.,. One chart contains small, blurred print.Cover title varies slightly.EDRS Price - MF01/PCO2 Plus Postage.

ABSTRACT: This collection of training materialsdescribes an educational philosophy for elementary levelinstruction called cooperative pluralism. This approachcomplements and strengthens traditional multicultural

educational approaches while blending them with

cooperative learning and democratic education. Thefollowing materials are included: (1) brief commcnts oncooperative pluralism by distinguished experts; (2) a

glossary; (3) a defmition of cooperative pluralism; (4) a

description of the approach and practical strategies forimplementation for teachers; (5) an essay on the meaningof culture; (6) the text of a letter written by an AmericanIndian upon learning that the United States wished topurchase tribal lands; (7) a one page comparison ofWestern and Asian culture; and (8) a letter from a principalto teachers on the aims of education. The followingmaterials are appended: (1) a diagram of Lake WashingtonSchool District Curriculum Model; (2) a "Core SkillsContinuum"; (3) definitions of five key terms; (4) adiagram of the Bainbridge Island School District'scooperative pluralism curriculum; (5) a letter from anon-Anglo mother to an Anglo teacher; (6) an order formfor a poetry book; (7) a training evaluation form; and (8)an advertisement for multicultural teaching aids. (JB)

ED342829Title: Educating African American Males: A DreamDeferred.Source: Milwaukee Public Schools, Wu.Publication Year: 1990Notes: 65 p.; Prepared by the African American Male TaskForce.EDRS Price - MF01/PC03 Plus Postage.

ABSTRACT: This document presents recommendationsof the Milwaukee (Wisconsin) African American MaleTask Force (MAAMTF), which reviewed from Januarythrough April of 1990 current educational efforts andrecommended strategies by which schools could betteraddress African American males' needs. The MAAMTFrecommendations are to be implemented in two phases.Phase I focuses on district policy, staff development, andstructural variation based on the notion that all students canlearn at increasingly higher levels. The following arc PhaseI recommendations: (1) multicultural curricula; (2) flexiblestructuring for academic areas; (3) quality after-school,summer, and Saturday programs; (4) enhanced homeworkpolicies; (5) staff training and assistance for working withdiverse populations; (6) increasing the number of AfricanAmerican teachers, especially males; (7) parentinvolvement; (8) inservice courses for all staff members onAfrican American history and culture and racism in

America; (9) designation of somc schools as professionaldevelopment centers; (10) gender socialization courses; and(11) African American male immersion academies. PhaseII recommendations focus on long-range goals forsystem-wide revisions in terms of restructuring schools,developing strong self-concepts among African Americanboys, developing alternate discipline programs, revisingcurriculum, providing family support, involving thecommunity, and allocating resources. Included arc 9


31

Infusinz Multicultural Education into Today's Schools pace 29

graphs, I table, and 71 references. Appendices containcorrelates of effective schooling, proposed time lines, abudgetary data table, seven other data tables, and outlinesof student non-discrimination and affirmative action

policies . (.1B)

ED342759Author: Plownis-Devick,-EvelynTitle: Appreciating Differences: Teaching and Learningin a Culturally Diverse Classroom. Hot Topics: UsableResearch.Source: SERVE: SouthEa.stern Regional Vision forEducation.Publication Year: 1992Notes: 121 p.EDRS Price - MFOI/PC05 Plus Postage.

ABSTRACT: This publication is designed to provideeducators with useful information and examples on howteachers and students can better communicate and learn intoday's culturally diverse classroom. Educators are givenbackground information and resources for becoming moresensitive and responsive to the needs of students ofdifferent cultures and enriching the curiculum by infusingit with a multicultural perspective. Section I providesgeneral background on cultural diversity and its impact onU.S. schools. Section 2 features programs and projects thatteachers have successfully used to address the needs ofculturally diverse school populations. Section 3 presents acompilation of structured strategies for developingcross-cultural awareness and sensitivity, and it suggeststhematic activities, with related resources, that can be usedin the classroom. Section 4 supplies a selection ofmulticultural resources; section 5 offers four appendicescontaining additional resources and information. Theappendices include: "Helpful Hints for Working with NewLEP Students"; "74 Instant Ideas for Classroom Teacherswith ESL Students"; "Sample Culturgram"; and

"Chronology of Key Historical Events by U.S. EthnicGroups." A 31-item bibliography completes the volume.(IAH)

ED342758Title: Promoting Harmony. A Compilation of SampleLessons. Grades K-12.Source: New York City Board of Education, N.Y.Publication Year: 1992Notes: SS p.EDRS Price - MF01/PC03 Plus Postage.

ABSTRACT: The New York City Public Schoolsprovides this series of strategies for teachers to use duringKids Week (February 17-21, 1992). These strategies,which seek to promote harmony among students, aredesigned to: give students opportunities to bccome awareof and appreciate the city's diversity; instill sensitivity andunderstanding among all students; and help studentsappreciate the contributions of the many ethnic, linguistic,and cultural groups of New York City. This collectionincludes strategies for eariy childhood, elementary, middleschool, and high school grades. Lesson plans are given forthe following topics: "Making Friends"; "Families";"Getting to Know One Another"; "Respect for Others";"What Am I Proud Of?"; "How Do I Feel?"; "Me andSomebody Else"; "Children Have the Right To Have TheirCultures Understood and Respected: An InterdisciplinaryUnit"; "The Promise of America"; "UnderstandingPrejudice"; "Looking beyond Labels To CombatPrejudice"; "Discrimination"; and "Reducing Prejudice."(IAH)

ED342717Author: Marschalek,-Douglas, Ed.Title: (Multictiltural Education and the Arts.]Source: Wisconsin Art Education Association, Madison.Publication Year: 1990Notes: 41 p.EDRS Price - MF01/PCO2 Plus Postage.

ABSTRACT: This issue os Spectrum contains six articlesdevoted to the theme of helping teachers developmulticultural teaching methods by examining therelationship of art, culture, and art education. In

"Multi-cultural Art: A Learning Process," Linda Kreftaddresses the problem of cultural biases that childrenacquire over time. Patricia Stuhr in "Wisconsin's NativeAmerican Visual Art" presents a rationale for studying theart of other cultures, in particular the art of WisconsinNative Americans. The third article, "Chicano Murals: AContinuing Cultural Tradition" by Ronald Neperud andRochelle Robkin outlines the communication function ofmurals in Chicano society. In "An American Art Teacherin India: Educational Travel as a Cultural Resource," VickiSamulyk describes India's educational system and theevents and philosophies that shape art education in anothercountry. Richard March's paper, "Close to Home andClose to the Heart: Exploring Folk Arts in Education,"profiles three Wisconsin folk artists. The final paper, "Art,Culture, and V nal Issues: A Middle School Art Program"by Rae Prescott, describes a middle school art program thatfosters team teaching, student peer-teaching, and aninterdisciplinary approach to cultural learning. (KM)


32

ED342715Title: United States and New York State History, Grade 7.A Multkultural Perspective. Volume III.Source: New York City Board of Education, Brooklyn, N.Y.Publication Year: 1990Notes: 531 p.EDRS Price - MF02 Plus Postage. PC Not Available fromEDRS.

ABSTRACT: This resource guide, designed for use byNew York City teachers, provides a wide range ofsuggested approaches and materials from which teacherscan select as they teach the grade 7 and grade 8 course"United States and New York State History." The resourceguide strives to include the histories, perspectives, andcontributions of all people (women, African-Americans,American Indians, and ethnic minorities) and thus is in

keeping with the social history approach prescribed by theState Syllabus for grades 7 and 8. The materials presentedin this volume of the overall guide represent suggestedapproaches for teaching the fifth and sixth units of the sixunit syllabus. Unit 5 is titled "Life in the New Nation";unit 6 is titled "Division and Reunion." Each unit iscomprehensive and has been divided into several learningactivities, each of which relates to a particular topic withinthe unit and contains a focus question, teacher background,major ideas, concepts, performance objectives,development and worksheets. When a learning activityincorporates specific multicultural content, it is headed byone or more of the following themes: culture/diversity,movements of people, contributions, and struggle forequality. Examples of activities contained in Unit 5 include"How did Thomas Jefferson's election mark a step forwardtoward increasing participation in American government?"and "Why did large numbers of Irish, Germans, andChinese immigrate to the United States in the 1840s and1850s?" Examples of activities contained in Unit 6 include"How did the United States justify its policy of territorialexpansion prior to the Civil War?" and "How did thepresidential reconstruction policy attempt to reunite thcAmerican people?" A lengthy bibliography is included atthe end of each unit. (DB)

ED342714Title: United Slates and New York State History: Grade 7.A Multicultural Perspective. Volume II.Source: New York City Board of Education, Brooklyn, N. Y.Publication Year: 1990Notes: 327 p.EDRS Price - MFOI Plus Postage. PC Not Available fromEDRS.

Infusing Multicultural Education into Today's Schools Dale 30

ABSTRACT: This resource guide, designed for use byNew York City teachers, provides a wide range ofsuggested approaches and materials from which teacherscan select as they teach the grade 7 and grade 8 course"United States and New York State History." The resourceguide strives to include the histories, perspectives, andcontributions of all people (women, African-Americans,American Indians, and ethnic minorities) and thus is in

keeping with the social history approach prescribed by theState Syllabus for grades 7 and 8. The materials presentedin this volume of the overall guide represent suggestedapproaches for teaching the third and fourth units of the sixunit syllabus. Unit 3 is titled "A Nation is Created"; andUnit 4 is titled "Experiments in Government." Each unit iscomprehensive and has been divided into several learningactivities, each of which relates to a particular topic withinthe unit and contains a focus question, teacher background,major ideas, concepts, performance objectives,development and worksheets. When a learning activityincorporates specific multicultural content, it is headed byone or more of the following themes: culture/diversity,movements of people, contributions, and struggle forequality. Examples of activities contained in unit 3 include:"To what extent were the American colonists ready forself-government by the 1750s?: and ""Why were theAmerican Colonists victorious in the revolutionary war?"Examples of activities contained in Unit 4 include, "Whywas the Constitution called 'a bundle of compromises'?"and "Is the Constitution flexible enough to meet thechallenges of changing times?" A lengthy bibliography isincluded at the end of each unit. (DB)

ED342713Title: United States and New York Stale History, Grade 7.A Multicultural Perspective. Volume I.Source: New York City Board of Education, Brooklyn, N.Y.Publication Year: 1990Notes: 358 p.EDRS Price - MFOI Plus Postage. PC Not Available fromEDRS.

ABSTRACT: This resource guide, designed for use byNew York City teachers, provides a wide range ofsuggested approaches and materials from which teacherscan select as they teach the grade 7 and grade 8 course"United States and New York State History." The resourceguide strives to include the histories, perspectives, andcontributions of all people (women, African-Americans,American Indians, and ethnic minorities) and thus is inkeeping with the social history approach prescribed by theState Syllabus for grades 7 and 8. The materials presentedin this volume of the overall guide represent suggested


33


approachcs for teaching the first two units of the six unitsyllabus. Unit 1 is titled "The Global Heritage of theAmerican People"; Unit 2 is titled "European Explorationand Colonization of the Americas." Each unit is

comprehensive and has been divided into several learningactivities, each of which relates to a particular topic withinthe unit and contains a focus question, background, majorideas, concepts, performance objectives, development, andworksheets. When a learning activity objectives,development and worksheets. When a learning activityincorporates specific multicultural content, it is headed byone or more of the following themes: culture/diversity,movements of people, contributions, and struggle forequality. Examples of activities contained in Unit 1 include"What are the origins of the first Americans?" and "Howdid the Incas attempt to solve their social and economicproblems?" Examples of activities featured in Unit 2include "How did Columbus's voyage pave the way for theEuropean settlement of the Americas?" and "To whatdegree were democratic ideals advanced in the AmericanColonies?" A lengthy bibliography is included at the end ofeach unit. (DB)

ED342711Author: DiSiena,-JulieTitle: Selecting Stories for Multicultural Art Lessons(Kindergarten-2nd Grade Emphasis).Publication Year: 1991Notes: 7 p.EDRS Price - MFOI/PC01 Plus Postage.

ABSTRACT: Storytelling has cultural roots and this canbe employed to teach a culturally pluralistic curriculum.Stories can be selected from a variety of sources and usedto match lesson objectives. Criteria for selecting storiesshould include the authenticity of cultural representation,the amount of cultural information, appropriateness, andthe estimated interest of the child. In art education, thesestories can be used as a basis for lessons on mask-making,drawing, toy-making, kite-making, origami, oriental brushpainting, puppets, patterned quilts, and art history.Examples of stories include "Lord of the Dance" byVeronique Tadjo which explains the intended use of masksin African ceremonies, and "Arrow to the Sun" by GeraldMcDermott, a story about American Indians. The mostimportant aspect of verbal and visual storytelling is thatstudents are given opportunities to express their ownfeelings about the world around them. (KM)

ED342442Author: Jaros,-Bonita-NahoumTitle: E Pluribus Unum: The Possible Dream.Source: Rancho Santiago Community Coll., Santa Ana,CalifPublication Year: 1991Notes: 29 p.; Rancho Santiago College Fifth DistinguishedFaculty Award.EDRS Price - MFOI/PCO2 Plus Postage.

ABSTRACT: The United States has, since its inception,epitomized the themes of peace, freedom, and the pursuitof dignity in concept. Founded as a multicultural nation,the United States adopted the motto "E Pluribus Unum"(out of many, one) to affirm its inclusivity. Throughout itshistory, the United States has been a haven for peoplesfleeing war, poverty, or oppression. With a populationrepresenting so many cultures, there is a great chance formisunderstanding, but also, a greater potential forintellectual and creative contribution than is possible formost nations. At Rancho Santiago College, a concertedeffort has been made to celebrate multiculturalism. Cultureis that which binds people togethera collective memorythat may be used as a contextual clue for present or futureinterpretation, evaluation, behavior, and beliefs. In theUnited States, a problem arises because of the dominanceof the original immigrant group of White Anglo-SaxonProtestants. But even those who adopt this dominant culturealso keep their roots based in the community from whichthey came. This results in the tendency to hyphenatenationalities, e.g., Vietnamese-American. Schools andcolleges need to appreciate the tension that students caughtbetween two cultures must face in trying to meetexpectations for cultural assimilation in an Americancontext, while meeting the expectations of cultural andlanguage maintenance at home. Just as educators shouldwork to include the learning styles of others into theirprograms, all students must take responsibility forbecoming literate in the "currency" of America. Thus,cultural literacy must mean polycultural literacy. (DJD)

ED341949Author: Fauyei,-MoniqueTitle: Utilizing Multicultural Reading Resource MaterialsTo Improve Reading Motivation and Performance amongHigh School Students.Publication Year: 1991Notes: 108 p.; &Lb. Practicum, Nova Universiiy.EDRS Price - MFOI/PC0.5 Plus Postage.

ABSTRACT: This paper reports on a practicum designedto increase reading motivation among senior high school


34

Infusing Multicultural Education into Toda 's Schools e 32

students (as reflected by the number of books checked outfrom the school library) and to promote a betterunderstanding of cultural sub-groups in the school, ofwhich Blacks constituted the largest group (41%) andHispanics, the second largest (29%). Students were guidedtoward literature from the Caribbean Islands and Africa inan attempt to instill a sense of pride in the students'cultural heritage. Students were grouped by affinity andinterest. A reading corner offered a multitude of books asa classroom resource. Students shared orally, with theirpeers, the fruits of their weekly readings, which led toanimated discussions. Audiotapes were sometimes used tointroduce the oral readings and set the tone. Slides,photographs, videos, and films were viewed. Field trips tolocal book stores were organized as well as food fairswhich allowed students to taste foods from differentcountries. Results showed that by the end of the 8-monthimplementation period, there was an increase of 80% in thenumber of books checked out from the school library.Students participated in a "Book Drive" so that they wouldhave the necessary materials for the Sustained SilentReading (SSR) activity; at the end of implementation, 90%of the students admitted enjoying SSR. (Nine figures andsix tables of data are included. Twenty-nine references anda questionnaire on attitudes towards reading, reading

interest checklist, cultural awareness survey, teacherobservation checklist, and a sample "book card" areattached.) (Author/SR)

ED341877Author: Locke,-Don-C.; Parker,-Larry-D.Title: A Multicultural Focus on Career Education.Information Series No. 348.Source: ERIC Clearinghouse on Adult, Career, andVocational Education, Columbus, Ohio.Publication Year: 1991

Note: 45 p.EDRS Price - MF01/PCO2 Plus Postage.

ABSTRACT: The purpose of this literature review is toillustrate the implications of cultural diversity for careereducation and development. Discussed first are census datademonstrating the rapid increases in population of suchgroups as Asians/Pacific Islanders, African Americans,Native Americans, and Hispanics. Differences in worldview are explored next, with an explanation of howdifferences in Locus of Control and Locus of Responsibilityare influenced by cultural heritage and life experiences.

The relevance for diverse populations of careerdevelopment theories based on a white male, middle-classpopulation is questioned. Appropriate intervention methodsfor specific groups, the unique challenges facing culturally

diverse women, and communication issues are discussed.The cross-cultural awareness continuum is presented as atool career personnel can use to gauge their growth inintercultural competence. The levels of the continuum arcas follows: (1) self-awareness; (2) awareness of one's ownculture; (3) awareness of racism, sexism, and poverty; (4)awareness of individual differences; (5) awareness of othercultures; (6) awareness of diversity; and (7) careereducation skills/techniques. A system focus on culturaldiversity involves two sets of strategies for improvingcareer education/development programming:recommendations for multicultural program content andprocess strategies to improve multicultural competence.(SK)

ED341656Author: Parscal,-Jeannie-N.Title: "Katherine With-a-K and 1141,' Nato": A CaseStudy of Culturally Responsible Pedagogy.Publication Year: 1991

Notes: 23 p.; Paper presented at the Annual Meeting of theMidwestern Educational Research Association (Chicago,IL, October 16-19, 1991).EDRS Price - MFOI Plus Postage. PC Not Available fromEDRS.

ABSTRACT: This case study, one of four, is part of alarger study, "Ethnographic Case Studies of CulturallyResponsive Pedagogy (CRP) of At-Risk Students in MiddleSchool Classrooms." The study provides relevant caseliterature regarding CRP for the enhancement of preserviceteacher education and describes the characteristics of amulticultural classroom in "Little Nato," a transitional,urban arca, where the teacher, Katherine, practices thephilosophy, theory, development, and application of holisticeducation and CRP. CRP is defmed as the incorporation ofdiverse content and approaches into the process of teachingwhile attending to the cultural norms that affect learning.Ethnographic methodology was utilized to collect datathrough classroom observation and through interviews withKatherine and her students. Findings suggest that Katherinecreated a successful atmosphere of learning by fostering apositive, creative learning environment and byimplementing instructional content and modalities relevantto her students, thus facilitating their personal growth aswell as their academic achievement. (LL)

ED341655Author: Huber,-TonyaTitle: Restructuring To Reclaim Youth at Risk: CulturallyResponsible Pedagogy.


35

Publication Year: 1991Notes: 23 p.; Paper presented at the Annual Meeting of theMidwestern Educational Research Association (I 3th,

Chicago, EL., October 16-19, 1991).EDRS Price - MF)31 Plus Postage. PC Not Available fromEDRS.

ABSTRACT: This paper addresses the issue ofmulticulturalism in public schools and the role teachereducation programs play in preparing teachers to create,implement, and evaluate curriculum and instructionresponsive to the educational needs of diverse learners.Ethnographic interviews and observations were utilized topresent a case study which investigates how teachers canrestructure and develop a classroom where, regardless ofa learner's background, the student's social, academic, andpersonal development are maximized. The case o f JosefmaGuzman, a teacher whose sixth grade classroom reflectsculturally responsive pedagogy, describes Josefma'sbackground and her conceptions of self/other,

teacher/student social relations, knowledge, teaching

methods, and interpretation of culturally responsiblepedagogy which asserts the importance of students'individual identities. Ms. Guzman's model is supported byfindings of the success of similar programs targetingexcellence for minority and underachieving youth. (LL)

ED341648Author: Coballes-Vega,-CarmenTitle: Considerations in Teaching Culturally DiverseChildren. ERIC Digest.Source: ERIC Clearinghouse on Teacher Education;Washington, D.C.Publication Year: 1992Notes: 4 p.EDRS Price - MF01/PC01 Plus Postage.

ABSTRACT: Recent projections estimate that minorities,including African Americans, Hispanics, NativeAmericans, and Asians, will comprise one-third of the U.S.population. Currently, the majority of prospective teachersare White females, a situation which stands in sharpcontrast to the backgrounds of the students they will teach.This digest examines considerations within preserviceteacher education programs to address this challenge.Researchers have recommended that the following beincluded in the teacher education curriculum: (1) at leastone course in multicultural education that takes into

consideration the needs of all students; (2) informationabout the history and culture of students from a wide rangeof ethnic, racial, linguistic, and cultural backgrounds; (3)integration of content about the contributions made by

Infusing_Multicultural Education into Today's Schools nage ;43

various groups; (4) information about first and secondlanguage acquisition and effective teaching practices forworking with students from limited English proficientbackgrounds; and (c) field experiences and student teachingopportunities with students from varying backgrounds. (LL)

ED341633Author: Smith,-PeterTitle: The Case against Multiculturalism, or What aboutCultural Relativism?Publication Year: 1991Notts: 8 p.; Paper presented at the United States Societyfor Education through Art (Columbus, OH, September1991).EDRS Price - MFOIIPC01 Plus Postage.

ABSTRACT: Although multiculturalism is praiseworthy,there are various foundational, conceptual issues that arteducators need to think about with care and caution. Inorder to address these issues, this paper describes somepersonal experiences that impact on the implementation ofmulticulturalism in the schools. The paper begins with ananalysis by T. Bridge.s (1991) that traces multiculturalbeliefs to middle class enlightenment notions. The secondpart of the paper focuses on how religious convictionspresent obstacles to multiculturalism. (Author/KM)

ED341612Author: Staub,-Shalorn, Ed.Title: Governor's Conference on Ethnicity. A ConferenceTo Explore the Impact of Pennsylvania's CulturalDiversity on Public Policy. (Harrisburg, Pennsylvania,lune 8-9, 1990).Source: Pennsylvania Heritage Affairs Commission,Harrisburg.Publication Year: 1990Notts: 117 p.EDRS Price - MF01/PCO5 Plus Postage.

ABSTRACT: This proceedings of a conference convenedby the Governor of Pennsylvania explores the impact ofPennsylvania's cultural diversity upon public policy. Thefollowing five panel discussions were held: "Conservationof Cultural Heritage Resources: Values and Strategies";"Culturally Sensitive Delivery of Health Care and HumanServices"; "Inter-Ethnic Relations"; "Multi-culturalEducation"; and "Ethnicity in Pennsylvania: LookingAhead." The policy recommendations that are made oneach of these topics are included. The texts of thewelcoming remarks by Mark S. Singel and keynote


36

Infusing Multicultural Education into Todav's Schools_page 34

addresses by Michael Novak and Niara Sudarkasa also areprovided. (DB)

ED341079Author: Akers,-BelleTitle: Folktales from around the World.Publication Year: 1992Notes: 13 p.; Workshop presented through the auspices ofthe California Kindergarten Association.EDRS Price - MF01/PC01 Plus Postage.

ABSTRACT: Using folktales from around the world, thisworkshop paper presents a multicultural curriculum forkindergarten and first grades. A statement of purpose, thecurriculum presents lists of recommended teachingresources, publishers and distributors of multiculturalmaterials, organizations; a 12-item multiculturalbibliography; and activities for creative expression andlanguage extensions. The curriculum algo includes lists ofreading and instructional materials based on the cultures ofAfrica, Asia, North America, Central America, and SouthAmerica. (RS)

ED340817Title: Ninos del Arco Iris: Primar Grado = Children ofthe Rainbow: First Grade.Source: New York City Board of Education, N.Y.Publication Year: 1991Notes: 399 p.; For the English language version, see UD028 492.EDRS Price - MFOI Plus Postage. PC Not Available _fromEDRS.

ABSTRACT: This manual for first grade teachersprovides suggestions and teaching materials that reflect themulticultural composition of New York City's (New York)public schools. It is organized into two sections: the first isin English, and the second is in Spanish. The Englishsection contains the following six sections: (1) "Planningfor the First Grade," which offers strategies to assistteachers in beginning the school year successfully; (2) "TheMulticultural Learning Environment," which offersguidance in organizing and implementing instructionalapproaches; (3) "Instructional Approaches and Strategies,"which suggests approaches for implementing multiculturaland basic education; (4) "Working Together," whichdescribes shared responsibilities and activities for parents,teachers, and administrators; (5) "Societal Concerns,"which discusses current societal pressures and concernsaffecting young children; and (6) "Assessment," which

outlines the procedures and strategies used to assess achild's progress. The Spanish section contains the followingsections: (1) a description of the Chancellor's educationalstandards for language and mathematics; (2) a discussion ofthe role of first or native languages; and (3) teaching unitsin the context of five themes appropriate for the first grade,i.e., "so like us" (plants and animals); "my own litheworld" (school, community, environment); "our families","our friends," and "numbers around us". Also included isa 64-item bibliography of Spanish- and English-languageresources for teachers, children, and parents. (.113)

ED340816Title: Children of the Rainbow: First Grade.Source: New York City Board of Education, N. Y.Publication Year: 1991Notes: 455 p.; For a Spanish language version, see UD028 493.EDRS Price - MEN Plus Postage. PC Not Available fromEDRS.

ABSTRACT: This manual for first grade teachersprovides suggestions and teaching materials that reflect themulticultural composition of New York City's (New York)public schools. An introduction describes the philosophythat supports a high-quality, developmentally appropriateprogram through a multicultural perspective. The manualis organized into the following eight sections: (1) "Planningfor the First Grade," which provides strategies to assistteachers in beginning the school year successfully; (2) "TheMulticultural Learning Environment," which offersguidance in organizing and implementing a variety ofinstructional approaches; (3) "Instructional Approaches andStrategies," which suggests approaches for implementingmulticultural education as well as basic skills; (4)

"Developing Themes of Study," which illustrates thethematic approach through five themes appropriate for firstgrade; (5) "Working Together," which describes sharedresponsibilities and activities for parents, teachers, andadministrators; (6) "Societal Concerns-Children WithSpecial Needs," which discusses current societal pressuresand concerns affecting young children; (7) "Assessment,"which outlines the procedures and strategies used to assessa child's progress; and (8) "Current Research," which

contains information on contemporary research to supportdevelopmentally appropriate practices. Two bibliographiesare appended. The first, containing over 600 citations, is

divided into various categories, e.g., "Native Americans,""Asian Americans," "African Americans," and others. Thesecond bibliography contains about 150 titles and ispresented in matrix form, with checkmarks for salientcharacteristics (such as faily, gender, people of color,work, prejudice) opposite each item. (JB)


37

ED340815Title: Children of the Rainbow: Implementing AMulticultural Kindergarten Curriculum.Source: New York City Board of Education, N. Y.

Publication Year: 1990

Notes: 366 p.; For related guides, see UD 028 492-494.EDRS Price - MFOI Plus Postage. PC Not Available from

EDRS.

ABSTRACT: This document is a comprehensive guide toplanning and implementing a multicultural kindergartencurriculum in New York City's (New York) public schools

via planned, developmentally appropriate learningexperiences. The guide contains the following 15 sections:(1) "Introduction," which outlines the program and itsphilosophy; (2) "First Days," which offers strategies for asmooth start to the school year; (3) "Parent Involvement,"which discusses the vital home/school partnership andspecific recommendations; (4) "Bilingual Education/Englishas a Second Language," which offers data on the limitedEnglish child and strategies for teaching English as aSecond Language; (5) "Creating a Learning Environment,"which offers guidance in organizing the learning centerapproach; (6) "Enriching the Curriculum," which describesthe whole language methodology, trip experiences, andeffective use of computers in the classroom; (7) "AMulticultural Sampler," which offers culturally andlinguistically diverse musical and literary materials; (8)"The Interactive Teacher," which explores the teacher'srole; (9) "The Thematic Approach," which providesguidelines and a comprehensive flow chart; (10) "Partnersin Learning," which provides appropriate sharedresponsibilities and an administrator guide; (11) "Lookingat Today's Children," which describes current societal

pressures and problems and suggests appropriate action;(12) "Assessment," which outlines informal and formalassessment procedures and includes sample checklists; (13)

"Current Issues," which considers contemporaryeducational thinking; (14) "Developmental Skills in theCurriculum Areas," which outlines expected skills andunderstandings appropriate to curriculum content on thekindergarten level; and (15) "Bibliography/TeacherReh lurces," which offers a 466-item bibliography. (.113)

ED340695Author: Overby,-Lyneue-Young, Ed.; And-Others

Title: Early Childhood Creative Arts. Proceedings of theInternational Conference on Early Chileihood CreativeArts (Los Angeles, California, December 6-9, 1990).Source: American Alliance for Health, Physical Education,Recreation and Dance, Reston, VA. National Dance

Infusinz Multicultural Education into Todav's Schools pane 35

Association.Publication Year: 1991

Notes: 281 p.EDRS Price - MF01 Plus Postage. PC Not Available from

EDRS.

ABSTRACT: This conference focused on the central roleof play and arts throughout the early childhood years, theunique learning styles of young children (ages 3-8), andchildren's developmental needs. Special emphasis wasplaced on curriculum, assessment, the essential role of thearts in learning, multicultural awareness, needs of specialpopulations, and the interrelatedness of the arts in thelearning process. The participants were early childhood andarts educators who have responsibility for designing andimplementing quality educational experiences for youngchildren. The book is organized into four major sections.Section I, "General Sessions," provides theoretical materialin the areas of curriculum development, arts assessment,and child development. The second section, "Specific ArtsInstruction," contains many practical activities as well astheoretical discourses in music, art, dance, and drama.Section 3, "Model Programs," describes three

well-developed arts programs. The fmal section,

"Multicultural/International Programs," includesinformation about creative arts programs of variouscountries and a multicultural perspective for programdevelopment. (LL)

ED340686Author: Bartz,-David-E.,.Title: 12 Teaching Methods To Enhance StudentLearning. What Research Says to the Teacher.Source: National Education Association, Washington, D.C.Committee on Civil and Human Rights of Educators.Publication Year: 1991

Notes: 3.3p.EDRS Price MF01 Plus Postage. PC Not Available from

EDRS.

ABSTRACT: Thh monograph discusses 12 teachingmethods that have a sound theoretical basis, havedemonstrated a positive impact on student learning, andhave a substantial research base. In many situations, themethods can be combined in such a way that the potentialfor student learning is greater than if used independently.Since no method will work in every situation for everystudent, teachers must use professional judgment inmatching methods with other variables including students'previous skills and socio-psychological make-up, as well asavailable resources. In addition to an introduction, a noteon multicultural educational suggests that all teaching


38

methods should be implemented in order to complementand support a culturally diverse society. The publicationdescribes the following methods: (1) whole-groupinstruction; (2) teaching by objectives; (3) adaptive orindividualized instruction; (4) mastery learning; (5)

cooperative learning; (6) learning styles; (7) directinstruction; (8) discovery method; (9) integrated thematicinstruction; (10) peer tutoring; (11) learning by doing; and(12) computer-assisted instruction. (U.)

ED340661Author: Nimer,-KatnalTitle: Cultural Diversity and Its Effect on Education.Publication Year: 1990Notes: 33 p.; Paper presented at the Commission on AdultBasic Education Conference (Buffalo, NY, 1990).EDRS Price - MF01/PCO2 Plus Postage.

ABSTRACT: Though the existence of a culturallypluralistic society has long been recognized in the UnitedStates, demographic trends will force new attitudes towardcoping with a larger minority school population. UnlessU.S. educators prepare to understand culturally pluralisticstudent bodies, the result will be an economy dependent onan under-edueated or miseducated work force. The UnitedStates has a unique opportunity to capitalize on itsdiversity, but its educators must first view this diversity asan asset. Through training, educators can restructure theirattitudes and methodologies to better interact with andmotivate both minority and non-minority students. A2I-item bibliography is included. (Author/DB)

ED340638Author: Lockledge,-AnnTitle: The Geography of Caribbean Holidays.Publication Year: 1991Notes: 13 p.; Paper presented al the International SocialStudies Conference on the Caribbean (Miami, FL, June 22,1991).EDRS Price - MF01/PC01 Plus Postage.

ABSTRACT: This paper describes Caribbean streetfestivals as celebrations that reflect the historic, climate,and movement patterns of the region. Celebrations such asCarnival, Hosay, and Jonkonnu arc discussed, and it is

proposed that study of these and other festivals can belinked to the five thematic generalizations often utilized bygeographers. These themes are location, place,relationships, movement, and region. It is concluded thatplacing holiday celebrations into the framework of thethemes of geographic education will lead children to look

In fusina Multicultural Education into Today's Schools vane 36

beyond the celebration to the culture and the environmentthat created it. A perspective are suggested, as are anumber of learning activities. An 11-item list of referencesalso is included. (DB)

E0340548Title: An Early Childhood Education Bibliography forParents, Preschoolers, and Professionals.Source: National Pt eschool Coordination Project, SanDiego, CA.Publication Year: 1991Notes: 35 p.; Paper presented at the National Conferenceon Migrant and Seasonal Farmworkers (Buffalo, NY, April29-May 2, 1991).EDRS Price - MFV1/PCO2 Plus Postage.

ABSTRACT: This bibliography was compiled foreducators and parents involved in early childhood migranteducation. It contains more than 200 entries ofpublications, publishers, and book dealers, to help parentsand teachers encourage children to learn and read. Theentries are arranged into three sections: (1) resources forstaff; (2) resources for parcnts; and (3) bilingual andmulticultural books. In the first section, curriculumresources, works on early childhood education theory, anda list of periodicals are included. The second section,resources for parents, includes a list of child developmentbooks available in Spanish, informational pamphletsavailable in Spanish and English, and periodicals. The thirdsection, bilingual and multilingual books, includes books inSpanish, a list of multicultural books, periodicals gearedtowards use with preschoolers and a listing of book dealersof international books and bilingual books. Each entryincludes title, author, publication date, and publisher. Thedocument also contains a 1989 Beginner's Bibliographycompiled by the National Association for the Education ofYoung Children. Sources for locating additionalbibliographies are listed. (LP)

ED339789Title: A View front the Inside: Multkullural Education.Report of the Select Seminar on Excellence in Education.Source: Capital Area School Development Association,Albany, NYPublication Year: 1991Not: 29 p.; Photographs will not copy well.EDRS Price MF01/PCO2 Plus Postage.

ABSTRACT: The Select Seminar on Excellence inEducation met for 5 days between December 1990 andMarch 1991 to discuss multicultural education in schools.


39


Participants were 27 master teachers, administrators,university professors, and community leaders. Thismonograph summarizes discussions at these meetings,emphasizing the kinds of attitudes, content, instructionalresources, and strategies that are necessary for the effectivedevelopment and delivery of a multicultural curriculum.Such a curriculum is one in which specific attention isgiven tc knowledge and perspective drawn from the majorcultural groups in our society. It implies an educationalexperience that prepares students to live in a global society.Attention is given to insuring that the knowledge and voicesof many ethnic groups are included in the regular schoolexperiences of all students. Suggestions are made as totypes of classrooms that promote multicultural education,and how teachers, administrators, board of educationmembers, parents, support staff, and community memberscan help promote multicultural education. Open letters toteachers and parents remind them of the parts they can playin multicultural education. In the final analysis,multicultural education is simply good education. (SLD)

ED339698Author: Villegas,-Ana-MariaTitle: culturally Responsive Pedagogy for the 1990s andBeyond. Trends and Issues Paper No. 6.Source: ERIC Clearinghouse on Teacher Education,Washington, D.C.Publication Year: 1991


ABSTRACT: The purpose of this trends and issues paperis to advance the search for creative solutions to thedifficulties experienced by minority students and to drawattention to what teachers need to know and do in order towork effectively with a culturally heterogeneouspopulation. Attention is given to the schooling of minoritystudents in general, with an emphasis on the experiences ofAfrican Americans, Hispanics, and American Indians. Thepaper is divided into three major sections: (1) a review ofthemes that emerged from the literature (explanations forthe differential achievement of minority students andculturally responsive pedagogy); (2) implications from theresearch for the assessment of beginning teachers; and (3)concluding rcmarks. The empirical and theoretical literatureexamined is highly critical of the educational system withregard to the teaching of minority children. This elementis balanced by an equally strong commitment to

instructional practices that will afford these children a fairchance to prove their talent. The literature also confirmsthat teachers can have a positive impact on the academicgrowth of minority studcnts if thcy arc sensitive to the

cultural characteristics of the learners, and have the skillsneeded to accommodate these characteristics in theclassroom. A bibliography of approximately 160 titlesconcludes the volume. (LL)

ED339631Author: Gore,-Deborah, Ed.Title: Iowa's Ethnic Roots.Source: Iowa State Historical Society, Iowa City.Publication Year: 1991Notes: 33 p.; For related documents, see ED 328 475, ED319 641, ED 314 356, and ED 314 306.EDRS Price - MF01/PCO2 Plus Postage.

ABSTRACT: The ethnic heritage of the state of Iowa isexplored ia this theme issue of Iowa's children's historymagazine, "The Goldfinch." Through the numerousactivities, photographs, games, and articles, answers tosuch questions as: Why did people from different ethnicgroups come to Iowa? and What challenges have ethnicgroups faced? begin to emerge. It is emphasized that anexamination of children's ethnic roots helps them tounderstand who they are. (DB)

ED339629Author: Lynn,-KarenTitle: The Africa Collection: An Annotated HistoricalResource Bibliography for the Student of Africa.Publication Year: 1991

Notes: 149 p.EDRS Price - MF01/PC06 Plus Postage.

ABSTRACT: This annotated bibliographic collection ofresources on Africa including non-fiction, fiction, texts,poetry, draft papers, addresses, periodicals, film, records,and travel agencies is designed to aid zecondary studentsand their teachers interested in research on Africa. Aninstructional approach is taken, drawing upon examples todemonstrate the wide range of sources from which one mayselect topics. The included resources are compiled in alisting of 128 topics. Page numbers of chapters, indexes,subjects, addresses, and telephone numbers, if available,are included. The main body of this bibliography lists ageographical area or general subject, identified by anumber. Dates of publication, authors, titles of work,places of publication, periodical titles, volumes, numbers,annotations, and quotations complete the entries. Titleshave been written in sentence format for clearinterpretation of work. Quotations have been included forillustration of style. Page numbers have been included forready referencing. (DB)


4

ED339585Author: Luellen,-Janice-E.Title: An Abstract of "A Study of the Native AmericanEarly Childhood Education Curriculum 'The Circle NeverEnds.'"Publication Year: 1991Notes: 12 p.; Abstract of a Ph.D. Dissertation, Universityof Denver.EDRS Price - MFOI Plus Postage. PC Not Available fromEDRS.

ABSTRACT: This paper summarizes an ethnographicstudy conducted in 1989-1990 assessing the effectiveness ofthe Denver Indian Center's preschool program in preparingNative American children for the transition to publicschool. The Center, a fully licensed child care facility,serves an intertribal community of approximately 18,200Native Americans. The development of literacy, pre-rnathand other cognitive skills, fine and gross motor skills,social emotional growth, and knowledge of NativeAmerican culture is stressed through the curriculum. Theresearcher, as a nonparticipant observer for the schoolyear, recorded teacher's and children's activities andteacher child interactions. The public school teachers wereinterviewed to assess their evaluation of the NativeAmerican students' achievement. The Iowa Test of BasicSkills, administered by the classroom teachers, providedinformation about Native American students' achievment inkindergarten, first, and second grade. Results of the studyindicate that in kindergarten these Native Americanstudents were socially withdrawn and strugglingacademically. By first and seeond grade the studentsbecame more verbal and some chose to share their culturalheritage with others. Results of a questionnaire revealedthat parents were supportive of the preschool curriculum.The study implies the need for the involvement of NativeAmericans in their children's education in order to fostera cultural identity and to promote awareness of thedevelopmental needs of young children. (LP)

ED339548Author: Gomez,-Rey-A.Title: Teaching with a Mult':ultural Perspective. ERICDigest.Source: ERIC Clearinghouse on Elementary and EarlyChildhood Education, Urbana, Ill.Publication Year: 1991Notes: 3 p.EDRS Price - MFOI/PC01 Plus Postage.

ABSTRACT: This paper discusses teaching with a

InfusinzMulticultural Education into Today's Schools pare 38

multicultural perspective in early childhood education. It isemphasized that a major goal of multicultural education isto help children become accustomed to the idea that thereare many lifestyles, languages, cultures, and points ofview. Other topics include negative stereotypes and theinfluence that early childhood educators can have onchildren's positive attitudes. Five myths associated withmulticultural education are presented and dispelled. Theseare: (1) Other cultures should be presented as distinct waysof living that reflect differences from the dominant culture;(2) Bilingualism is a liability rather that an asset; (3)Multicultural education is only relevant in classes withstudents who are members of the groups to be studied; (4)There should be a separate, unified set of goals andcurriculum for multicultural education; and (5) Mereactivities, which art not placed in an explicit culturalcontext, constitute viable multicultural educationcurriculum. It is emphasized that the promotion of positiveself-concepts for children is essential, as is a focus onactivities that highlight the similarities and differences of allchildren's lives. The challenge for educators is to presentan effective multicultural education foundation by means ofwhich all children can learn to accept others. Six referencesare appended. (GLR)

ED339477Author: Nurkse,-Dennis; Castelle,-KayTitle: In the Spirit of Peace: A Global Introduction toChildren's Rig/sts.Source: Defense for Children International-USA, NewYork, NY.Publication Year: 1990Notes: 92 p.EDRS Price MFOI Plus Postage. PC Not Available fromEDRS.

ABSTRACT: This curriculum guide is a companionvolume to a textbook created by Defense for ChildrenInternational-USA to meet demands for a course onchildren's rights and the United Nations Convention on theRights of the Child. This guide addresses 23 key children'sissues from the perspective of the experiences of childrenof diverse cultures. The issues include the definition of achild; children's best interests; freedom from

discrimination; survival and development; nationality;health; parental care; children without families; familyreunification; education; armed conflicts; refugees ;

disabilities; abuse and exploitation; child labor; juvenilejustice; narcotics; rehabilitative care; freedom of thought;freedom of expression; protection of privacy; and leisure.Readings for each of these issues portray children inreal-life situations. Each lesson includes background


41


information, discussion questions, and suggested activities.The text is illustrated Jiith maps, cartoons, and resourcematerial from diverse cultures. The book is designed forjunior high and high school students. Appendixes includethe full text of the Convention on the Rights of the Child,and a summary of the articles of the convention. (BC)

ED339066Author: Ballan,-Francine; And-OthersTitle: Multicultural Communication Arts, Grades 7 & 8.Source: New York City Board of Education, Brooklyn, N.Y.Publication Year: 1991Notes: 185 p.EDRS Price - MF01 Plus Postage. PC Not Available fromEDRS.

ABSTRACT: Designed to challenge students to thinkcritically and to motivate them to relate their own personalexperiences to a broader panorama of society, thiscurriculum guide presents a seventh-grade unit on "TheStruggle for l3quality" and an eighth-grade unit on "TheMovements of People." The three related goals of thecurriculum guide are: (1) to introduce students to across-section of literature representing a diversity ofliterary genres and cultural perspectives; (2) to develop instudents an understanding of the ways in which literaturereflects the customs, beliefs, and traditions of the manyethnic, cultural, and linguistic groups that make up oursociety; and (3) to correlate thematically learnings fromcommunication arts with those of the multicultural socialstudies curriculum. The 19 activities for grade 7 and the 20activities for grade 8 presented in the guide are each basedon a reading, and support cooperative learning andsmall-group work in order to promote intellectualaccomplishments along with the practice of social skills,interpersonal understanding, and a sense of individualresponsibility to thc group and the class. The curriculumguide includes the student readings for most of theactivities. (RS)

ED338783Author: Lawson,-Stanley-G.Title: Multi-Cultural Awareness Project, the Organizationand Implementation of a "World Steel Drum Ensemble".Publication Year: 1991Notes: :3 p.EDRS Price - MFOI/PC03 Plus Postage.

ABSTRACT: This proposal describes the organizationand implementation of a "World Steel Drum Ensemble" asa strategy to solve the problems of low minority academic

achievement, high minority discipline incidents, andminority isolationism. The drum ensemble studied andperformed music from Caribbean, Hispanic, and Africanheritages in a middle school setting in a Florida urbanschool district where about 30 percent of students wereeligible for free lunch. Program implementation involvedat-risk students who were joined with average andabove-average students in the ensemble to perform musiccomplimentary to cultures of at-risk students, promoting anappreciation of the minority cultures. The target populationwas the 20 students from various ethnic backgrounds whomade up the ensemble. Knowledge of cultures other thantheir own improved for all target students from a previous20 percent to 80 percent, as measured by a pretest andposttest. Ninety percent of target students wereacademically successful in all subjects, when success wasdefmed as a "C" or higher. A similar 90 percent did notreceive any discipline infraction reports during thepracticum. The benefits of this multicultural musiceducation were shared through videotapes and

performances. Five appendices contain questionnaires usedto determine student and educator reactions to the program.There are 13 references. (SLD)

ED338778Author: Swanson,-JudyTitle: Preliminary Evaluation of Office of AcademicAchkvement's Programs 1990-1991. Report No. 914,Source: Seattle Public Schools, Wash.Publication Year: 1991Notes: 24 p.EDRS Price MF01/PC01 Plus Postage.

ABSTRACT: Three programs sponsored by the Seattle(Washington) public schools ' 0 ffice o f AcademicAchievement were evaluated: the Academic AchievementProject, Early Childhood Model (ECM) Schools, and PilotProjects. Academic Achievement projects were designed toincrease the academic achievement of at-risk learners andto decrease disproportionality. The ECM is a philosophy ofearly childhood education organizcd around a set of corecharacteristics. There were five pilot projects: two werebuilding-based methods for restructuring schools; onefocused on oral language and multicultural history; one wasa computer-aided instruction system; and another waslibeary based and encouraged parents reading with theirchilJren. Data were collected through interviews,observations, teacher questionnaires, and score analysis.The following were the major findings: (1) change wasslow and gradual; (2) ease of implementation of the pilotprojects was varied; (3) some classroom attitudes began tochange; (4) there were no measurable effects on


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Infusine Multicultural Education into Today's Schools pace 40

achievement gains or any reduction in disproportionality;and (5) there were substantial correlations between the levelof implementation and achievement gains: as the level ofimplementation increased, achievement gains increased.The report includes four referencea and a table

summarizing the data. (JB)

ED338769Title: Intercultural Programs: Program EvaluationReport, Jube 1991.Source: Des Moines Public Schools, IA. Office ofIruercultural Programs.Publication Year: 1991Notes: 51 p.EDRS Price - MF01/PC03 Plus Postage.

ABSTRACT: This report evaluates the Des Moines(Iowa) independent Community School District (DMICSD)Intercultural programs. The following types of programsarc in place: (1) a Voluntary Transfer Program; (2) paired

schools; (3) magnet schools; (4) Extended Day

Kindergarten; (5) English as a Second Language(ESL)/Bilingual Education; (6) a Bilingual CommunityLiaison/Advisor Programs; (7) multicultural, non-sexisteducation; (8) Minority Achievement Program; (9)

affirmative action; (10) minority community liaison; and(11) discrimination compliance. In 1990-91 3,575 studentswere involved in the desegregation plan and theESL/Bilingual programs. Budget expenses for salaries,benefits, materials, supplies, travel, and staff developmentweee $1,307,455, with sources for funding includingFederal Chapter 11, state Title VII, state weighted formulafor non-English speakers, and a general fund. DMICSD'sThe Office of Intercultural Programs staff providedleadership, guidance, and support to staff, students, andparents through inservice programs, staff development, andprofessional meeting opportunities. A survey of staff,students, and parents of ESL student indicated the need fora night high school for at-risk students and parents of ESLstudents. Internal and external audits were also conducted.Included are five tables. Three appendices present onetable, a study survey, and a form for filing a complaint ofdiscrimination. (JB)

ED338752Author: Caliguri,-Joseph-P.; Krueger,-Jack-P.Title: A Selective Bibliography Update on MulticulturalEducation.Publication Year: 1991)Notes: .52 p.EDRS Price - MFOI/PC03 Plus Postage.

ABSTRACT: This selective annotated bibliographyreflects a rich history of cultural, racial, and ethnicdiversity that should be expressed through multiculturaleducation in U.S. schools. It describes 115 books, journalarticles, and reports concerned with issues related tomulticulturalism and global studies at all educational levels.Entries, published from 1977 through 1988, are groupedaccording to the following headings: (1) cultural pluralism;(2) multicultural and ethnic studies for Hispanic American,African American, Asian American, and Native Americangroups; (3) multicultural education; (4) internationalstudies; and (5) miscellaneous. For each citation, theauthors, publication date, title, publication source, and adescriptive abstract are provided. Document numbers fromthe Educational Resources Information Center (ERIC) aregiven when available. (SLD)

ED338536Title: One Nation, Many Peoples: A Declaration ofCultural Independence. The Report of the New York StateSocial Studies Review and Development Committee.Source: New York State Education Dept., Albany.Publication Year: 1991Notes: 94 p.; For a related document, see SO 021 665.EDRS Price - MF01/PC04 Plus Postage.

ABSTRACT: The committee that produced this reportwas asked to review existing New York State social studiessyllabi and to make recommendations to the Commissioncrof Education designed to increase studcnts' undcrstandingof U.S. culture and its history; the cultures, identities, andhistories of the diverse groups that comprise U.S. societytoday; and the cultures, identities, and histories of otherpeople throughout the world. A review of the existingsyllabi respeeting these concerns found them to beinadequate. The syllabi were found to contain insensitivelanguage, to draw upon too narrow a range of culturallydiverse contexts, and to oirrA content, felt to be essential,specific to some groups and areas of the world. Among thecommittee's overall recommendations were that the presentNew York State social studies syllabi be subjected todetailed analysis and revision to provide more opportunitiesfor students to learn from multiple perspectives and toremove language that is insensitive or that may beinterpreted as racist or sexist. The committee also maderecommendations concerning the specific areas of teachingand learning, the State Syllabi, and guidelines forimplementation. The report concludes with reflectivecommentaries by several members of the committee inwhich some dissents are registered and in which othersexpand upon positions that are held by specific committeemembcrs. (Author/DB)


43

Infusin2 Multicultural Education into Today's Schools nage 41

ED338472Author: Bina,-Clarence-A.Title: The Bonfire of the Buffalo Commons: AMulticultural View from the Mid-Continent.Publication Year: 1991Notes: 42 p.; Paper presented at the Regional EquityConsultation Meeting of the Midcontinental RegionalEducational Laboratory (Aurora, CO, October 5-7, 1991).EDRS Price - MF01/PCO2 Plus Postage.

ABSTRACT: Much of today's multicultural education isethnocentric and has little apparent concern forcross-cultural contacts, our best hope in amelioratingracism. Increasingly, multiculturalism exalts particularracial and ethnic pride at the expense of social cohesion ofthe American society as a whole. However, the notion ofa "common American culture" has become suspect because

it is seen as white, Eurocentric, and elitist. Since mostpeople agree that no one can learn much without content,the question becomes, Whose history is taught? In

reviewing debates on multicultural education, the fact thatthe United States social and economic system is based onthe western tradition is emphasized. Another issue inmulticultural education is that educators are generally notcomfortable with teaching about alternate cosmologies orreligions, but these are essential elements for understandingother cultures. Management education in both business andpublic administration has generally ignored multiculturalissues. The ways in which the North Dakota statedepartment of education is "managing" multiculturalism arediscussed, including policies, staff development andtraining, personnel practices, research, and advocacy.Appendices contain a list of 8 fmdings on 420 teachertraining institutions relative to multicultural education, anda chart showing numbers of persons in administrativepositions by gender and race in the university systems ofNorth Dakota, South Dakota, Montana, and Wyoming.

ED338436Author: Spodek,-Bernard, Ed.Title: Educationally Appropriate Kindergarten Practices.NEA Early Childhood Education Series.Source: National Education Association, Washington, D.C.Publication Year: 1991Notes: 113 p.EDRS Price - MFOI Plus Postage. PC Not Available fromEDRS.

ABSTRACT: The basis for educationally worthwhileactivities in kindergarten is examined in a series of papers

that also provide examples of how kindergarten programscan be organized and worthwhile learning presented tochildren. Long-term projects or units arc seen as usefulvehicles of instruction, and organizing teaching aroundtopics or themes is shown to help teachers present complexideas. Theoretical discussions are combined with examplesof practical application. The papers and authors are: "WhatShould We Teach Kindergarten Children?" (BernardSpodek); "Developing an Integrated Unit for Kindergarten"(Patricia Clark Brown); "Long-Term Projects" (MelanieTurnipseed Kenney); "Fostering Emergent Literacy in aPublishing Center" (Jeanette Allison Hartman); "IntegratingMulticultural Perspectives into Early Childhood Education"(Min-Ling Tsai); and "Creating Meaningful KindergartenPrograms" (Mary Gatzke). Contains 82 references. (LB)

ED338382Author: Skelton,-Sarah-C.Title: Our Shrinking World: The Need for CulturalAwareness.Publication Year: 1991Notes: 11 p.; Paper presented at the Annual Conference ofthe Association for Childhood Education International (SanDiego, CA, April 20, 1991).EDRS Price - MFDI/PC01 Plus Postage.

ABSTRACT: This paper discusses the characteristics ofmiddle school students and teachers, and providessuggestions for the development of cultural awareness atthe middle school level. Between the ages of 10 and 14years, adolescents experience rapid physical growth,changes in social relationships and in emotions, andchanges in intellectual development from concrete toabstract operations. Middle school educators must keepthese changes in mind if they are to provide a high qualityeducational environment. Cultural awareness educationprograms should increase students' knowledge of culturesand minority groups, and minimize students' prejudicetoward others who are different. A cultural awarenessprogram should include: (1) an interdisciplinary approach;(2) interesting curricular materials; (3) development ofskills in analysis and critical thinking; and (4) materials andactivities which are authentic and multidimensional, andinvolve cognitive and affective skills. A reference list of 22items is provided. (BC)

ED337805Title: Literature. Special Collection Number 8,Source: ERIC Clearinghouse on Reading andCommunication Atils, Bloomington, IN.


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Infusin2 Multicultural Education into Today's Schools Daze 42

Publication Year: 1991NoteG: 85 p.EDRS Price - MFOI/PC04 Plus Postage.

ABSTRACT: This ERIC/RCS Special Collection contains10 or more Digests (brief syntheses of the research on aspecific topic in contemporary education) and FAST Bibs(Focused Access to Selected Topics--annotatedbibliographies with selected entries from the ERICdatabase), providing up-to-date information in an accessibleformat. The collection focuses on literaturehelpingstudents to understand and appreciate it, and usingliterature to improve reading and writing skills. Thematerial in the special collection is designed for use byteachers, students, administrators, researchers, policymakers, and parents. A profile of the ERIC Clearinghouseon Reading and Communication Skills (ERIC/RCS), anorder form, and information on a computerized searchservice, on searching ERIC in print, on submitting materialto ERIC/RCS, and on books available from ERIC/RCS areattached. (RS)

ED337766Title: McRAT ReportMulticultural Reading andThinking.Source: Arkansas State Dept. of Education, Little Rock.Publication Year: 1991Notes: 18 p.EDRS Price - MFOI /PC01 Plus Postage.

ABSTRACT: This report describes the instruction,assessment, and staff development of the MulticulturalReading and Thinking (McRAT) program and summarizesthe results of a one-year study conducted in 1989-90.(McRAT is a nationally recognized staff developmentprogram designed to help teachers infuse higher orderthinking skills and multicultural concepts into the existingcurriculum.) The report (1) outlines the 4 kinds ofreas o n in g--a n a ly s is , comparison , inference/interpretation ,and evaluationthat students can use in academic subjects;(2) discusses various types of writing assessment;(3) describes the staff development program offered byMeRAT; and (4) offers the (positive) results of a studydesigned to gain information on the effectiveness of theMcRat instructional approach. Ten figures and three tablesof data arc included.(PRA)

ED337540Author: Parrenas,-Florante-Y.; Parrenas,-Cecilia-SalazarTitle: Cooperative Learning, Multicultural Functioning

and Student Achievement.Publication Year: [1990]Notes: 20 p.; Document contains light print.EDRS Price - MFOI Plus Postage. PC Not Available fromEDRS.

ABSTRACT: Cooperative learning (CL) is reviewed asa tool for helping educationally disadvantaged orlimited-English-speaking students. A review of metaanalyses and literature on CL indicates its effectivenesswhen both group goals and individual accountability artincorporated into learning methods. The achievement gapbetween traditional majority students and the "newmajority" (minority group students whose numbers equal orexceed the old majority) is widening, and the schools havenot adopted effective practices to create positive ethnic andrace relations. Basic elements of CL are positiveinterdependence, individual accountability, groupprocessing, interpersonal and small group skills, andface-to-face promotive interaction. CL can help eliminateethnocentrism and racism; and it is also valuable insocializing students, many of whom lack the social skillsneeded for school or work. The changing nature of societyrequires a shift in teaching approaches, with the emphasison content balanced with an emphasis on process. CL willfacilitate this shift even as it enhances achievement gains.Teachers will also benefit from implementation of CLapproaches to interaction. A nine item list of references isincluded. (SLD)

ED336814Author: Brown,-Brenda-B.Title: Supporting Teachers in a Multicultural SchoolEnvironment: An Analysis of the Role of a StaffDeveloper.Publication Year: 1991Notes: 41 p.; Paper presented at the Annual Meeting of theAmerican Educational Research Association (Chicago, IL,April 3-7, 1991).EDRS Price - MFOI/PCO2 Plus Postage.

ABSTRACT: Empirical data on the explicit and implicitroles played by staff developers in structuring a

multicultural staff development program for teachers arepresented in this paper. Methodology involved participantobservation; document and content analyses; a teachersurvey; and seven interviews with school districtadministrators, principals, subject area coordinators, staffdevelopers, and teachers in an urban school systemimplementing a multicultural curriculum program in grades4-8. Findings indicate that despite institutional and personal


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Infusin2 Multicultural Education into Today's Schools pane 43

barriers, staff developers played significant roles in

conducting demonstration.lessons, linking curriculum andstaff development, and maintaining teacher interest. Aparadigm for integrating staff and curriculum developmentis developed, based on the following recommendations:clearly defined expectations; requirements for multiculturalteaching in teacher evaluation; coordination at the state,district, and school levels; provision of long-term fiscalsupport; and periodic evaluation. One figure illustrating theparadigm is included. Appendices outline the philosophyand goals of multicultural education. (59 references) (LMI)

ED336439Author: Benard,-BonnieTitle: Moving toward a "lust and Vital Culture":Multiculturalism in Our Schools.Source: Northwest Regional Educational Lab., Portland,Oreg.; Western Center for Drug-Free Schools andCommunities.Publication Year: 1991Notes: 32 p.EDRS Price - MF01/PCO2 Plus Postage.

ABSTRACT: This paper addresses the key findings of aprevious study exploring the relationship between ethnicityand substance abuse and discusses them in relation to theschool's role in prevention. Substance abuse cannot beaddressed in ethnic communities without also addressingpoverty, lack of adequate housing, health and child care,education, employment, and the underlying Ethnic Groups;*Ethnicity; of racism. Since educational institutions havetraditionally been a stepping stone for underprivilegedminority groups, schools have a role to play in adoptingpolicies and programs demonstrating an appreciation forour rich cultural heritage. Components for creating amulticultural school environment are as follows: (1) activeinvolvement of the school community, includingrepresentatives from the ethnic groups in the school; (2) aschool policy committed to all students successfullyreceiving an education affirming human diversity; (3)

redistribution of power within the school and classrooms toinclude cooperative learning, peer resource programs,cultural sensitivity training, and instruction in the rules ofthe culture of power; (4) high expectations by teachers forethnic minority and youth; and (5) infusing curricula withmulticultural content, valuing primary languages, avcidingthe labels of ethnic-specific learning styles, and hiringethnic minority teachers when possible. Key findings from"Prevention Research Update Number Two" for AsianAmerican, Black, Hispanic, and Native American youth aresummarized in four lists. A list of 80 references is

included. (OS)

ED336402Title: Multicultural Reading and Thinking. ExecutiveSummary and McRAT Report.Source: Arkansas State Dept. of Education, Little Rock.Publication Year: 1991Notes: 19 p.EDRS Price - MF01/PC01 Plus Postage.

ABSTRACT: The Multicultural Reading and Thinking(McRAT) Program of the Arkansas public schools isdescribed, and results of a study of its effectiveness arereported. The McRAT Program is a process that empowersteachers to refocus instruction and restructure standardcurricula for higher order thinking. The multiculturalemphasis provides a meaningful context for thinkingactivities and encourages parent and communityinvolvement. Instruction focuses on: (1) analysis; (2)

comparison; (3) inference and interpretation; and (4)evaluation. Assessment of student progress and

achievement involves several performance-based measures,including portfolios, with emphasis on student writing. In1989-90, a study was conducted involving 340randomly-selected students in the McRAT Program ingrades 4, 5, and 6 in six schools. Achievement of thesestudents was compared with that of students receivingtypical instruction. McRAT Program students madesignificant progress in their abilities to reason and tocommunicate in writing, and their achievement gains weresignificantly higher regardless of socioeconomic factors.Implications for compensatory education, teacher training,and educational reform are discussed in the context of theNational Education Goals for the Year 2000. Ten figuresand three tables arc incl...ded. (SLD)

ED336311Author: Donley,-Susan-K.; And-OthersTitle: A Sampler of Ethnic Crafts.Source: Pittsburgh Univ., PA. Pennsylvania EthnicHeritage Studies Center.Publication Year: 1990Notes: 75 p.EDRS Price - MF01 Plus Postage. PC Not Available fromEDRS.

ABSTRACT: This curriculum guide provides a samplerof the wide variety of expression practiced by culturalgroups all over the world. The guide was developed to helpfill the need for multicultural art resources that are


40

respectful of both modern art education philosophy and ofauthentic, sensitive representation of other cultures. Thetypes of materials represented in the guide include, fiberand fabric, paper and leather, wood, ceramic, metal, andother materials. Some of the ethnic groups representedinclude peoples from Ghana, Laos, Russia, and Peru, aswell as Native Americans and German immigrants toPennsylvania. To help teachers introduce each of the craftswithin a cultural context, an illustration and shortdescription of each craft tradition is provided, as well asdirections on how to create the craft work in the classroom,motivation suggestions, background information, and a mapfor each of the ethnic groups represented. A 22-itembibliography appears at the end of the book for teacherswho wish to explore further. (DB)

ED336251Author: LaCounte,-Deborah; And-OthersTitle: A Pkui for American Indian Education in Montana.Recommended Goals.Source: Montana State. Office of the Commissioner ofHigher Education, Helena.Publication Year: 1991Notes: 67 p.EDRS Price - MF01/PC03 Plus Postage.

ABSTRACT: This report lists recommendations made toihe state administration, legislature, and various educationadministrative bodies, addressing the education of Indianpeople in Montana. The State of Montana and its educationentities are asked to establish specific objectives, actionplans, and evaluation strategies to complete thc validationprocess of an educational sequence for American Indians in

Montana. Problems include low educational attainment,high drop-out rates, high poverty rates, and highunemployment rates. Separate goals and suggested actionsare recommended to the governor, the legislature, theBoard of Regents, the Board of Public Education, thcOffice of Public Instruction, and the Local Boards ofTrustees. The set of recommendations to each bodyincludes statements lf goals and suggested actions

associated with each goal. The Montana Advisory Councilfor Indian Education conducted a statewide forum to gatherinformation about the educational needs of MontanaIndians. This work was followed by a retreat that

developed strategies to address issues identified by forumparticipants. Additional input was gathered by the Montana

Committee for American Indian Higher Education.

Extensive appendices include a map of Montanareservations and tribes, policies pertaining to AmericanIndian Education, mission statements and philosophies ofvarious tribal groups, a definition of American Indian, and

Infusina Multicultural Education into Todav's Schoolspaze 44

statistical data about Indian students in Montana from theOffice of Public Instruction, the Montana UniversitySystem, and the Bureau of Indian Affairs. Lists ofparticipants in the three meetings conducted to gatherinformation for this report are also included. The glossarycontains frequently used acronyms. (KS)

ED335270Title: Inheriting the Theory: New Voices and MultiplePerspectives on DBAE. Proceedings of a Getty Center forEducation in the Arts National Invitational Seminar(Austin, Texas, May 4-7, 1989).Source: Getty Center for Education in the Arts, LosAngeles, CA.Publication Year: 1990Notes: 108 p.EDRS Price - MF01/PCO5 Plus Postage.

ABSTRACT: Proceedings from a seminar devoted to adiscussion of issues related to discipline-based art education(DBAE), this document features three scholars addressinga given topic from the perspective of their particulardiscipline and experience in the field. Six topics wereexplored: (1) "New Voices on the Integration of ArtDisciplines"; (2) "New Voices on Cognition andTeaching"; (3) "New Voices on Multicultural Concerns";(4) "New Voices on Growing Up with Philosophy andAesthetics"; (5) "New Voices on Evaluation and DBAETeaching Effectiveness"; and (6) "Familiar Voices Respondto the New Voices and Reflect Upon Three Generations."A summary of the remarks of the three scholars on each ofthe six topics is included as well as a summary of the ws_ rkof discussion groups that were formed around each of thetopics. (DB)

ED334320Author: Young,-Russell-L.Title: A Paradigm for Examining MulticulturalEducation.Publication Year: 1991Notes: 23p.; Paper presented at the Annual Meeting of theAmerican Educational Research Association (Chicago, IL,April 1991).EDRS Price - MF01/PC01 Plus Postage.

ABSTRACT: Scholars and practitioners in the field ofmulticultural education need a historical perspective on therole of cultural pluralism throughout U.S. history. Thispaper begins by tracing the role schools have played insocializing people to assimilate to an Anglo-Saxon societyand discussing the rise of the ideals of cultural pluralism in


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Infusinn Multicultural Education into Today's Schools pane 45

U.S. schools. Rising nationalism after the RevolutionaryWar and the War of 1812, combined with the growing needfor a work force in the Industrial Revolution, spurred therise of common schools in the 1800s. Large, diverse urbanpopulations made educators more aware of the role ofschools as a unifying force. As a result, all of the stateshad compulsory education laws by 1930, the corecurriculum being strongly influenced by the Anglo-Saxoninterpretation of Americanism. The paper describes Banks'model of ethnic revitalization, using it to frame anunderstanding of assimilation efforts in New York andMinnesota in the early 1900s, then discusses possiblereasons why the multiethnic movement of the 1970s failedto replace Eurocentrism with democratic cultural pluralism.The following suggestions are made for those in the fieldof multicultural education: (1) provide equal access tobenefits for all members of society, shifting from awin-lose to a win-win philosophy; (2) recognize thediversity between and within cultures and not rely onpolarized education programs; (3) understand oneself as acultural being; (4) recognize and counter deficit models ofachievement; and (5) increase skills necessary for aculturally diverse society. A list of 45 references isappended. (CIS)

ED334145Author: Reide,-Jerome-L.Title: Multicultural Education Resource Guide: AfricanAmericans, Asian Americans, Hispanic Americans, andNative Americans.Source: Michigan State Board of Education, Lansing.Publication Year: 1990Notes: 164 p.EDRS Price - MF01/PC07 Plus Postage.

ABSTRACT: A resource guide is presented that is

designed to broaden and deepen K-12 educators'understanding of four major racial, ethnic, and culturalgroups. For each of the four groups, African Americans,Asian Americans. Hispanic Americans, and NativeAmericans, a background essay on the history of that groupin the United States is included as well as an annotatedbibliography listing suggested resources. An appendixcontains resources recommended for planning workshopsabout each of the four groups. (DB)

ED334124Author: Dufrene,-PhoebeTitle: Exploring Native American Symbolism.Publication Year: 1990Notes: 18 p.; Workshop presented at the Convention of theNational Art Education Association (30th, Kansas City,

MO, April 5-9, 1990). For related documents, see SO 021404-406.EDRS Price - MP91/PC01 Plus Postage.

ABSTRACT: This paper described the events and resultsof a workshop on Native American symbolism presented toeducators and held in Kansas City, Missouri. The presentermaintained that some of the most crucial problems facingU.S. educators and students are caused by racialmisunderstandings, and that the universality of artisticexpression can be a vehicle for cross-cultural andmulti-cultural dialogue. It was stressed that the explorationof Native-American imagery should be part of any artcurriculum. However, it was argued, whenNative-American art is studied, the past is usuallyemphasized. Romantic misconceptions of Indians asnon-technical, stone-age artisans dominate the literature,thereby reinforcing the tendency to dismiss the evolving,contemporary Native-American culture. The workshopcffered participants the opportunity to express their feelingsvia Native-American symbolism. Participants first viewedan intertribal powwow videotape; the powwow waspresented as an aesthetic experience as a time for learningand carrying on a rich cultural heritage. The symbolicsignificance of the appearance of the participant flagbearers, singers, drummers, and dancers as they enteredthe powwow arena, was explained. The videotape wasfollowed by a slide show that featured works emphasizingthe present and future direction of Native-American art.These included Northwest Coast masks carved in the1980s, contemporary crafts, and paintings by FritzScholder. Participants then created their own symbolicimages, during which time, sage, an Indian herb/incense,permeated the air. Some of the works created are describedin the report. This method of introducing Native-Americanculture, it was concluded, is respectful of tradition. (KM)

ED334038Author: 0 'Sullivan,-Rita-G. ; Baber,-Ceola-R.Title: Evaluation of School Incentive Teams andMulticultural Training To Increase Success for High-RiskStudents in a Rural City School District.Publication Year: 1991Notes: 22 p.; Paper presented at the Annual Meeting of theAmerican Educational Research Association (Chicago, IL,April 3-7, 1991).EDRS Price - MFOI/PC01 Plus Postage.

ABSTRACT: This paper presents the results of a studyof a low-cost dropout prevention program in a rural, smallcity school district (approximately 3,500 students) that uscdschool incentive teams and multicultural training to increase

To th Jer Call 1-800-443-ER1C

48


success for students at risk of dropping out of school.Selected teachers in the eight schools in the district wereorganized into school incentive teams. Teams of four to sixteachers met with university faculty to formulate dropoutprevention action plans. The initial dropout preventionplans focused on making the school environment moreinviting to students and emphasized non-academic areas inwhich the school incentive teams could create opportunitiesfor positive recognition of students. Evaluation of theprograms was based on written dropout prevention plans,field notes of meetings held, school observations, andschool attendance records. Ten teachers, counselors, andadministrators participated in multicultural training aimedat identifying attitudes, perceptions, knowledge, and skillsconcerning cultural diversity. The results of the programshow it to be effective in maintaining a high level ofteacher interest and effort in improving school success forat-risk students. No improvement in student attendance wasnoted. Results of the multicultural training show a positiveimpact on the attitude of school personnel toward at-riskstudents who are culturally different. This paper contains16 references. (KS)

ED333732Author: Leach,-ValerieTitle: Hispanic Cultures through Literature.Publication Year: 1991Notes: 35 p.; Paper presented at the Annual Meeting of theCalifornia Association for Bilingual Education (1991).EDRS Price - MFOI/PCO2 Plus Postage.

ABSTRACT: A method for planning multiculturallessons for both regular and gifted and talented students,and sample lessons, are presented. The approach wasdeveloped in order to introduce Hispanic culture throughliterature in a bilingual classroom. All materials areconstructed based on Bloom's taxonomy of educationalobjectives. The lessons were developed to show similaritiesbetween people and their roots, celebrate the positiveaspects of diversity, and develop pride in heritage. Theunits arc suggested for use in cooperative learning groupsor as bases for discussion, individual work, and moreadvanced assignments for individual students. Lesson

format includes initial input (pro-reading, reading, andpost-reading activities), small group activities for bothregular and gifted students, and culminating activities(pre-evaluation, revision, presentation of unit product,post-evaluation, and product display). Seven lessons, inboth English and Spanish and including reproducible visualaids, have the following topics: family; favorite things;sweet foods; adventure; interpersonal relationships; aNicaraguan legend; food and ecology; creation; and the

meaning of legend. Suggested grade levels are indicated.Additional generic activities for each level of cognitivefunctioning are appended. (MSE)

E0333620Author: Gollnick,-Donna-M.; Chinn,-Philip-C.Title: Multicultural Education for Exceptional Children.ERIC Digest #E498.Source: Council for Exceptional Children, Reston, Va.;ERIC Clearinghouse on Handicapped and Gifted Children,Reston, Va.Publication Year: 1991

Notes: 3 p.; Based on "Multicultural Education in aPluralistic Society," Third Edition, by Donna M. Gollnickand Philip C. Chinn.EDRS Price MFOI/PC01 Plus Postage.

ABSTRACT: This digest examines the demographiccomposition of the U.S. school-age population, and derivesan estimate of 1.4 million children with disabilities who artminority group members. The digest notes the purposes ofmulticultural education for all students and stresses theteacher's role in recognizing forms of bias in textbooks andother instructional materials. Forms of bias include

invisibility, stereotyping, selectivity and imbalance,unreality, fragmentation and isolation, and language usage.The digest also discusses the importance of making thecurriculum multicultural, recognizing subtle and

unintentional biases in teaching behavior, organizinglearning environments conducive to individual students'cognitive styles, and creating a positive school climate.(Nine references) (JDD)

ED333484Author: Fuchs,-LucyTitle: Gold front the South: Hispanic Literature.Publication Year: 1991Notes: 15p.; Paper presented al the Annual Meeting of theNational Council of Teachers of English (indianapoks, IN,March 14-16, 1991).EDRS Price - MD91/PC01 Plus Postage.

ABSTRACT: New Hispanic immigrants to the UnitedStates bring with them a different world view and a desireto succeed in a new country. They also find resistance totheir presence, prejudice against their language, and

ignorance of their customs on the part of many older, moresettled Americans. In addition, children quickly learn thattheir old customs are not valued by the larger population,and often adopt this disdain for their family traditions. But


4 9

these children are paying too high a price for theirassimilation, as they ate- losing their own characteristics,traditions, and values. Most Americans are woefullyignorant of all aspects of Latin American life. ThroughLatin American stories such as "The Legend of FoodMountain," "Atariba and Niguayona," "Mother ScorpionCountry," "Thc Invisible Hunters," and "How We Came tothe Fifth World" among others, Americans can learn toappreciate the many facets of culture that Hispanics bringto this country. In addition to offering these stories,teachers can use activities such as comparing creationstories, inviting immigrants, and celebrating Hispanicholidays to help children to understand the stories and thecultures of Hispanic Americans. (A list of 16 classroomactivities is anached.) (PRA)

ED332907Author: Lane,-Sarah; Turkovich,-MarilynTitle: Los Dias de Los Muertos. The Days of the Dead.1991 Edition.Source: World E e, inc., Wellesley, MA.

Publication Ver. 1991Notes: 41 p.EDRS Price - MFO1 Plus Postage. PC Not Available fromEDRS.

ABSTRACT: Thc Dias de los Mucrtos is a celebration ofMexico that is a recognition of mortality, transience, anddeath, and a celebration of life, hope, and resurrection.This curriculum activity book begins with a generalintroduction to the festival followed by sections ofexplanations and activities intended to engage the learner invarious aspects of the holiday. Each section begins with abrief reading that provides adequate information to

complete the accompanying activity exercise. Mostactivities arc complete in themselves and can be presentedsingly. The material can be used equally well by studentsworking individually or in a group led by the teacher. Anannotated bibliography and a general bibliography areincluded. (DB)

ED332799Author: Ball,-Wesley-A.Title: Music: An Avenue for Cultural Literacy.Publication Year: 1991Notes: 20 p.; Paper presented at the Annual Conference ofthe Southern Association on Children under Six (42nd,Atlanta, GA, March 15, 1991).EDRS Prke MF01/PC01 Plus Postage.

Infusinz Multicultural Education into Today's Schools page 47

ABSTRACT: This paper discusses aspects of the role ofmusic in the preschool setting. The teaching and singing offolk songs are an avenue through which cultural literacycan be explored. A sensory approach to song learning thatincludes visual, kinesthetic, and aural stimuli increaseschildren's vocabulary. Some theories suggest that musicalintelligence is only one of several forms of intelligence.Without active musical involvement, there is a loss ofchildren's musical aptitude between ages five and six.Because art forms are not isolated in the child's world,music can be used as a companion to other forms, such asdramatic play and stories. Strategies for teaching must beactive. When such styles are used, children will beinvolved through sensory modes of learning. In conclusion,research shows that musical aptitude becomes stabilizedbefore age nine, and that more consideration must be givento the musical experiences of children between the ages ofthree and cight. Appendixes contain songs and examples ofactive listening teaching strategies. (BC)

ED331943Author: Barger,-Robert-N.Title: Evaluating Multicultural Education.Source: Eastern Illinois Univ., Charleston.Publication Year: [1991]Notes: 15 p.EDRS Price MF01/PC01 Plus Postage.

ABSTRACT: This learning module comprises threeactivities that provide the opportunity to evaluate: (1) one'sown level of cultural awareness; (2) cultural bias in

textbooks; and (3) aspects of multiculturalism in a

secondary school. Thc first activity, "Your Own CulturalAwareness," uses "Morgan's Central West VirginiaCultural Awareness Quiz" to demonstrate the experience ofminority group students faced with tests that have beenstandardized on the white, middle-class experience andvocabulary. The 20-item multiple-choice quiz has beenstandardized on the experience of a poor, whiteAppalachian person. The second activity, "Biases in

Textbooks," requires the evaluation of a college orsecondary school textbook on the basis of the followingcriteria: (1) invisibility; (2) stereotyping; (3) selectivity andimbalance; (4) unreality; (5) fragmentation or isolation; and(6) language. The third activity, "Multicultural Life inToday's School," requires a site visit to a secondary schoolwith at least a 20 percent minority group student enrollmentand observing the following: (1) teacher expectations; (2)interracial and intergender interactions; (3) seating plans;(4) racial and gender composition of the teaching staff andadministration; and (5) evidence of a multiculturalcurriculum. Written communication and cultural exchange


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In fusinz Multicultural Education into Today's Schools pare 48

with a secondary school student is suggested as analternative activity. A three-item bibliography and theanswers to the quiz are appended. (FMW)

ED331641Author: Kagan,-Sharon-L.; Garcia,-Eugene-E.Title: Educating Culturally and Linguistically DiversePreschoolers: Moving the Agenda.Source: ERIC Clearinghouse on Elementary and EarlyChildhood Education, Urbana, Ill.Publication Year: 1991Notes: 38 p.EDRS Price - Mr01/PCO2 Plus Postage.

ABSTRACT: Despite growing inten.st in children'spolicy and in research regarding childhood bilingualism andlanguage acquisition, the early care and education oflinguistically and culturally diverse preschoolers remains amatter of much concern. Relative inattention at the level ofpolicy to the needs and interests of such children is due toseveral causes, including widely and tenaciously heldpersonal beliefs, political ideologies, misperceptions

regarding the lack of a demographic imperative, anddisciplinary fragmentation among academics. Fourfundamental isssues must be addressed if policy andpractice in this domain are to improve. The issues are: (1)socialization, resocialization, and the family/childrelationship; (2) modalities of instruction; (3) contextuallydiscontinuous strategies; and (4) sub-system creation versussystem reform. Each issue is discussed. Action principlesand leadership strategies arepresented in hopes of movingan action agenda to ensure that linguistically and culturallydiverse preschoolers have access to high quality anddevelopmentally appropriate preschool experiences.

Thirty-six references arc included. (RH)

FM330762Author: Theel.-Ronald-K., Ed.Title: Planning for Multicultural Education at theElementary and Middle School Levels.Source: Syracuse City School District, N.Y.Publication Year: (19901Notes: 14 p.EDRS Price - MF01/PC01 Plus Postage.

ABSTRACT: The Syracuse City School D istrictrecognizes that infusing the curriculum with multiculturaleducation is essential to equal educational outcomes. Thefollowing recommendations for the elementary level aremade: (1) every curriculum area should be taught with a

multicultural perspective; (2) field trips should be organizedto expose students to culturally diverse experiences; (3)assemblies should be organized around multiculturalthemes; (4) multicultural classroom materials should bedesigned focusing on cognitive and affective domains; (5)cooperative learning should be used; (6) literature shouldrepresent multicultural perspectives and experiences; and(7) self-directed free play and structured games should beencouraged. The following recommendations for the middleschools are made: (1) multicultural education should beintegrated into the total school program through aninterdisciplinary approach; (2) curricular focuses shouldinclude the development of critical thinking skills; (3)

multicultural classroom materials should be designedfocusing on cognitive and affective domains; (4) materials,activities, and experiences should be varied; (5) cooperativelearning groups and peer tutoring should be used;(6) a homebased guidance program should provide positiverole models; (7) a mentor program should use communitymembers with culturally diverse backgrounds; and (8)teaching strategies should reflect the learning styles ofstudents from diverse cultures. Statistical data in fourgraphs are appended. (FMW)

ED330219Title: Colorado Directory of Multilingual/MulticulturalResources, 1991.Source: Colorado State Dept. of Education, Denver. Officeof Educational Services.Publication Year: 1991Notes: 80 p.EDRS Price - MFOI/PC04 Plus Postage.

ABSTRACT: This directory is designed for schooldistricts and others in search of quality educational service::for limited-English-proficient and language-minoritystudents, especially refugees and immigrants. The directorylists multilingual and/or multicultural individuals andgovernment, non-profit, and private organizations that willassist with translation, interpretation, and cross-culturaltraining. Individuals are listed alphabetically according tolanguage group (African, American Indian/NativeAmerican, Asian, European, Middle Eastern,Oceanic/South Pacific, and U.S.S.R.) and organizations artlisted alphabetically in a separate section. An appendix liststhe national origins of the languages spoken by students inColorado's public schools. An index offers cross-referenceto entries by language or geographic area. (MSE)


5

ED329506Author: Ring,-Diane-M.Title: Hindu Mythology: Gods, Goddesses and Values.Publication Year: 1990Notes: 24 p.EDRS Price - MF01/PC01 Plus Postage.

ABSTRACT: This unit on Hindu mythology is designedto help secondary students see beyond the exotic elementsof another culture to the things its people have in commonwith people in the West: a continuous effort to find apurpose in existence, to explain the unknown, and to definegood and bad, right and wrong. Students are asked toanalyze Hindu religious stories in order to understand theHindu worldvicw and moral ideals, and then to comparethem with their own and those of the West. Five lessonsare presented: (1) The Hindu Triad; (2) The Ramayana; (3)The Image of Women; (4) Hindu Worship; and (5)Religion: A Comparative Essay. For each lesson a numberof objectives are identified, several activities are suggested,and the materials needed to complete the lesson are listed.A 15-item bibliography also is included in the document.

ED329490Author: Zimmerman,-EnidTitle: Teaching Art Front a Global Perspective. ERICDigest.Source: Adjunct ERIC Clearinghouse for Art Education,Bloomington, IN:; ERIC Clearinghouse for Social

Studies/Social Science Education, Bloomington, IN.Publication Year: 1990

Notes: 4 p.EDRS Price MFORPC01 Plus Postage.

ABSTRACT: In global education programs, emphasis oncommonalties shared by all peoples and the understandingand appreciation of differences within various cultures andsubcultures may provide strong *rationales for those whowish to teach art in a social context. Global educationshould not be viewed as a discipline with particular contentor subject matter, rather it should be seen as an approachto the study of culture that can focus on internationalconcerns or those related to study of students' own localcommunities. To prepare students to be citizens in a globalage, educational efforts need to be undertaken to bringabout changes in content, social context, and methodsthrough which cultural values are taught. These changes interms of a social context include moving from (1) a

mono-national context to a multinational context; (2) amono-cultural context to a multicultural context; and (3) a


school-bound context to a community involving context.Art teaching is discussed from multinational, multicultural,and community-based contexts and as part of globaleducation. A 16-item reference list concludes the digest.

ED329459Author: Angry,-RaymondTitle: Enhancing Ethnic Relations through TeachingMulticultural Education in the Secondary Schools.Publication Year: 1990Notes: 71 p.; Ed.D. Practicum, Nova University. Containssporadic thin type.EDRS Price - MFOI/PC03 Plus Postage.

ABSTRACT: Enhancing ethnic relations among studentsof diverse ethnic backgrounds was the aim of thispracticum. A spec;fic goal was to aid students in

developing positive communication skills needed to enablethem to work in collaborative learning groups withoutfeelings of ethnic inferiority or ethnic superiority. Studentswere taught the vocabulary necessary for learning aboutother ethnic groups. They identified the countries of theirpeers' heritages, and each student wrote essays about twoof them. They were provided with 12 weeks of lessons,activities, and projects that were designed to increase theirknowledge and build positive communication skills, therebyenhancing ethnic relations among them. Outcomes of thepracticum were very positive. All five objectives wereachieved and surpassed in most areas. There wereadditional successes, such as students sharing thcknowledge gained about other ethnic groups with theirpeers, parents, and teachers. The data from this practicumindicated the following: (1) students increased vocabulariesfrom learning about other cultures; (2) students were ableto name the countries of origin of their peers; (3) studentsimproved their communication skills; and (4) studentsplayed, worked, and related more positively with theirpeers. A number of tables appear throughout this report.Six appendices dre included, as is a 21-item list ofreferences. (Author/DB)

ED329407Author: Fenton,-RayTitle: Integrating Intercultural Education: The AnchorageAlaska Experience.Publication Year: 1991Notes: 15 p.; Paper presented at the InterculturalCommunication and Instruction Interest Groups at theWestern States Communication Association Convention(Phoenix, AZ, February 15-20, 1991).EDRS Price - MFOI/PC01 Plus Postage.


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lnfusinz Multicultural Education into Today's Schools pa2e 50

ABSTRACT: The desire for students to understand andlespeet each other is a primary motivation for the effort tointegrate multicultural education into all aspects of theAnchorage School District (Alaska) curriculum. TheAnchorage curriculum emphasizes the cultural heritage ofAlaska Natives, other resident ethnic groups and PacificRim cultures. In recent years, this emphasis broadened toinclude a more international focus. At the elementarygrades, the intercultural curriculum is for the most partintegrated into the social studies and language artsprograms. In the secondary grades, the programemphasizes particular COUTSC3 and programs. The Bilingualand Multicultural Education Programs also involve studentsthrough a variety of programs and activities. TheUniversity of Alaska and Alaska Pacific University offerdistrict-sponsored credit courses in bilingual education,intercultural education, and Native education for interestedteachers. Result of a needs assessment of minoritysecondary students (n=246) show that prejudice, racism,and intercultural communication are not major concerns.Academic achievement, planning for future college andcareer, and developing personal relations predominate. Thesurvey supports maintaining the effort to integrate culturalinformation into the existing curriculum rather thanattempting to introduce cultural education as a separateentity. The integration of intercultural issues, materials,and instructional methods is an ongoing process that hassupport from the community, school board, and schooldistrict administration. (Author/KS)

ED328916Author: nompson,-Deborah-L.; Meeks,-Jane-W.Title: Assessing Teachers' Knowledge of Multi-EthnicLiterature.Publication Year: 1990

Notes: 39p.; Paper presented ai the Annual Meeting of theAmerican Reading Forum (11th, Sarasota, FL, December12-15, 1990).EDRS Price - MF01/PCO2 Plus Postage.

ABSTRACT: A study examined teachers' familiarity withselected multi-ethnic literature and their use of it in

literaWre-bascd classrooms. A questionnaire surveyed 50elementary teachers of whom 30 were from a K-5 innercity elementary school with a literature-based readingprogram, and 20 were classroom teachers completingrequirements for a graduate degree in reading or libraryscience. The survey instrument was constructed from avariety of genres, such as poetry, picture books, andbiographies, and titles were subsumed under the followingheadings: Asian-American, Jewish-American,African-American, Native-American, and

Hispanic-American. Teachers responded to each title bycircling statements on a Likert-type scale numbered from1 to 6 indicating whether they: (1) had used this materialin the classroom in group instruction; (2) had recommendedit for recreational reading; (3) had recommended it forresearch, reference, or resource; (4) had used it asread-aloud by the teacher; (5) were familiar with the titlebut had not used the book; and (6) were not familiar withthe book. Results showed that the majority of teachers inthe study were not familiar with multi-ethnic literature,with the exception of a limited number ofAfrican-American titles. Uses of the books were mainlylimited to the "recreational reading" and "read aloud"categories. (Six tables of data are included. Appendixescontain the survey instrument and five lists of selectedchildren's multi-ethnic literature in the various ethniccategories.) (SR)

ED328636Author: Perez-Selles,-Marla-E, Ed.; And-OthersTitle: Building Bridges of Learning and Understanding:A Collection of Classroom Activities on Puerto RicanCulture.Source: NETWORK, Inc., Andover, MA.; RegionalLaboratory for Educational Improvement of the Northeast& Islands, Andover, MA.Publication Year: 1990

Notes: 140 p.EDRS Price - MFOI/PC06 Plus Postage.

ABSTRACT: This collection of 35 self-contained

teaching activities about Puerto Rican culture forelementary school students is designed for teachers whowish to incorporate multicultural concepts into theircurriculum or make their teaching more relevant to PuertoRican students. All lesson plans and student worksheetsneeded for immediate classroom use are included. SectionI, "Here and There: Location and Migration," explores thegeography, climate, and location of Puerto Rico as well asissues that surround why people move from place to place.Section 11, "Puerto Rico: A Blend of Cultures," highlightssome of the history of the island, from the indigenousTaino Indians to the arrival of the Spanish to stories ofseveral heroes from diverse backgrounds. Section III, "AnIsland Rich in Tradition," looks at Puerto Rican symbolsand traditions, including holidays and celebrations that arcimportant elements of Puerto Rican culture. Each unitincludes basic background information for users who areunfamiliar with Puerto Rican culture; lists the unit'sactivities; and also includes suggested grade levels, subjectareas, and time requirements. A variety of teachingstrategies arc employed to meet the different learning styles


5 3


of students. Some activities lend themselves especially wellto the involvement orparents and community members. Achart relates each of the activities to the following majorsubject areas: (I) art; (2) language arts/English; (3)

mathematics; (4) music; (5) science; and (6) social

studies/geography. (FMW)

ED328552Author: Shulman,-Judith-H., Ed.; Mesa-Bains,-Amalia,Ed.Title: Teaching Diverse Students: Cases andComrnentariSource: Far West Lab, for Educational Research andDevelopment, San Francisco, CalifPublication Year: 19%Notes: 138 p.EDRS Price - MFOI/PC06 Plus Postage.

ABSTRACT: This cascbook was developedcollaboratively by a researcher from Far West Laboratory,a staff developer/researcher from the San Francisco UnifiedSchool District, and 11 veteran teachers who teach in largemetropolitan settings. It contains 14 narrative cases writtenby teachers about problems that all teachers face who teachethnically and racially diverse young people in theirclassrooms. The teachers describe problematic events fromtheir own experience. Some reflcct back on incidents theyencountered as beginning teachers, describe how theyhandled the situations, and examine what they have learnedduring the ensuing years. Others portray problems they arepresently facing. The commentaries that follow each caseanalyze the situations and arc designed to take differentperspectives in interpreting the accounts. The book isgrouped into four sections highlighting the ways in whichthe cases are similar to each other. The first two chaptersdeal with instructional events: the challenges of teachingnew concepts and skills to diverse learners, especially whenthe teacher is white and the students are of color, and theproblems of integrating non-English-speaking students intothe classroom. The focus of the third chapter is interactionswith individual or groups of students who are particularlychallenging. In these cases, the teachers wrote about theways in which their relationships with students contributedto, or in some cases, detracted from a learning experience.The cases in the last chapter portray the importance andinfluence of school/family relationships on student learning.An annotated bibliography of 16 items is included, as wellas guidelines for writing a case. (JD)

ED328511Author: May ,-Wanda-T ; And-OthersTitle: "Whose" Content, Context, and Culture in

Elementary Art and Music Textbooks? ElementarySubjects Center Series No. 23.Source: Center for the Learning and Teaching ofElementary Subjects, East Lansing, Mk Michigan StateUniv., East Lansing. Inst. for Research on Teaching.Publication Year: 1990Notes: 65 p.; Paper presented at the Annual Meeting of theAmerican Educational Research Association (Boston, MA,April, 19%). For a related document, see SO 030 491.EDRS Price - MFOl/PC03 Plus Postage.

ABSTRA rT: An analysis and critique of two elementarytextbook series: "Discover Art" by Davis Publications and"World of Music" published by Silver Burdett & Ginn arepresented. "Whose content, context, and culture?" is anideological question that assumes that equitable socialrelations and diverse ways of knowing ought to be valuedand fostered in classrooms and curriculum materials in ademocratic socicty. While this question deserves to beasked of any subject area's curriculum material, it is acrucial one for the arts. First, there is little evidence ofanalysis/critique of existing materials within the disciplinesof art and music. Second, contemporary discourse indiscipline-based art education (DBAE) recommendsequitable treatment of production/performance, aesthetics,history, and criticism and more explicit attention to

sequencing content in arts curricula. (Both of the aboveseries claim to do this.) Finally, little research in art andmusic education has been conducted in the natural settingof classrooms to study how curricular content and materialsare used or socially mediated. Two theoretical frameworksguide the analysis: (1) From a critical sociologicalperspective, texts are viewed as guiding or constraining theconstruction of meaning, and often this construction reflectsthe interests of a dominant social group (class, gender,race, or culture)particularly when the texts are useduncritically as expository, authoritative texts.What is possible in textbooks and schools partially dependson connections between schooling and its structures toeconomic, cultural, and political power in a largersociopolitical context. This is one reason, for example, whytextbooks look more alike than differGnt across subjectareas; (2) From the perspeetive of mediation, the text isviewed as another "participant" in instruction (rather thanauthoritative object) because teachers and students imposetheir own meanings on texts, and these meanings arederived from their past experiences and social relations int.,e classroom. Thus, neither teachers nor students areviewed as passive recipients of others' texts. Neither thecurriculum nor the subject matter is to be found only "inthe text." Both perspectives, however, suggest that

knowledge is socially constituted and produced. Bothacknowledge how and why particular ways of knowing may


5 4

be mutually produced/reproduced in light of otherpossibilities. (Author/DB)

ED328486Author: Hornstein,-Stephen-E.Title: If the World Is Round and Schools Are Flat, CanWe Have Global Education in Schools? Contradictions,Questions, and Paradoxes of Global Education inSchools.Publication Year: 1990Notes: 22 p.; Paper presented at the Annual Meeting of theComparative and InternationalEchwation Society (Anaheim,California, March24, 1990).EDRS Prke - MFV1/PC01 Plus Postage.

ABSTRACT: A survey of recent literature on globaleducation and observations of actual global educationprograms reveal that there is a wide gap between how

global education is viewed in the abstract and bow it isactually practiced. The argument is made that the nature,conduct, and purpose of schools are in conflict with thegoals to which global education aspires. Changes in thebasic structure of schools are necessary if global educationis to truly flourish. A 37-item list of references is included.

ED328044Title: Multicultural Nonsexist Education in Iowa Schools:Talented and Gifted.Source: Iowa State Dept. of Education, Des Moines.Bureau of School Administration and Accreditation.Publication Year: 1990Notes: 21 p.EDRS Price - MF01/PC01 Plus Postage.

ABSTRACT: The pamphlet is intended to help localIowa school curriculum committees implement the giftedand talented component of their school's multicultural,nonsexist education plan. First, basic definitions of 11terms such as "multicultural education," "giftedness," and"disadvantaged" are provided. Next, the rationale andphilosophy of multicultural education is explained followedby an extract of the Iowa code providing the legal authorityfor the program. The 4 program goals and their associated22 objectives arc outlined next. A program self-evaluationchecklist is presented next which covers program structure,program materials, and teaching strategies. An annotatedbibliography of 22 resource materials, four gifted andtalented serial publications, and 13 resource organizationsis also provided. (DB)

Infusin ulticultural Education into ToclailSci

ED327613Author: Webb,-MichaelTitle: Multicultural Education in Elementary andSecondary Schools. ERIC Digest Number 67.Source: ERIC Clearinghouse on Urban Education, NewYork, N.Y.Publication Year: 1990Notes: 3 p.EDRS Price - MFO1IPC01 Plus Postage.

ABSTRACT: Schools have introduced aumerousprograms and activities, intended to recognize theachievements of ethnic groups, in the belief that amulticultural education prepares students for life in anethnically diverse society and also results in cognitive andaffective benefits. Multicultural activities have thefollowing goals: (1) to remedy ethnocentrism in thetraditional curriculum; (2) to build understanding amongracial and ethnic groups, and appreciation of differentcultures; (3) to defuse interracial tensions and conflicts; and(4) to make the curriculum relevant to the experiences,cultural traditions, and historical contributions of minoritygroups. Studies also indicate links between multiculturaleducation and improved academic achievement for AfricanAmerican and Hispanic American students. MostMulticultural learning activities consist of discrete lessonsorganized around particular events. These activities may beconfmed to a particular classroom or can involve the entireschool. Project Respecting Ethnic and Cultural Heritage(REACH) is a comprehensive, discipline-basedmulticultural program that infuses information on thehistory and culture of various groups into the middle schoolcurriculum. Portland (Oregon) and Albuquerque (NewMexico) have also developed programs that integratemulticultural activities throughout the curriculum.The following considerations in developing interdisciplinaryprograms are outlined: (1) needs assessment; (2) goals; (3)curriculum development; and (4) staff development. A listof nine references and a list of four resources areappended. (FMW)

ED327605Author: Foody,-Margaret; And-OthersTitle: Developing a Plan for Multicultural Education.Source: Syracuse City School District, N.Y.Publication Year: (1990]Notes: 21 p.EDRS Price - MFOI /PC01 Plus Postage.

ABSTRACT: An analysis of student achievement and theethnicity of students and instructional staff in the Syracuse


5 5

(New York) City School District found a need to developa multicultural curriculum that would ensure equaleducational opportunity. A comparison of the scores ofWhite, Black, and Hispanic elementary and middle schoolstudents on the IOWA Standardized Tests of reading andmathematics achievement showed the following: (1) thepercentage of Black students needing remediation was morethan double the percentage of White students; (2) there wasa higher percentage of Hispanic students in the low rangeof performance than either Blacks or Whites; and (3) thepercentage of White students in the high range ofperformance was generally four to five times larger thanthe percentage of Black or Hispanic students. An analysisof the ethnicity of teachers, administrators, and teachingassistants found that the racial/ethnic composition of thestaff was not comparable to the racial/ethnic distribution ofthe students concentrated in urban schools.Recommendations for improvement are suggested in thefollowing areas: (1) curriculum; (2) staff development; (3)staff recruitment; (4) parent and community involvement;and (5) elementary and middle school programming. Fivegraphs containing statistical data and a list of fourreferences are appended. (FMW)

ED327490Author: Wheeler,-Alan-H.Title: Internationalizing the Curriculum throughCooperation, Collaboration, and Commitment.Publication Year: 1990Notes: 16 p.; Paper presented at the Annual Conference ofthe National Council of States on 1nservice Education(I5th, Orlando, FL, November 16-20, 1990).EDRS Price - MFOI/PCOI Plus Postage.

ABSTRACT: This paper discusses a 3-year projeet topromote an international perspective within schools,colleges, and departments of education in the United States.Guidelines excerpted from this project's statement ofpurpose clarify the project's goals. These guidelines cover:(1) administrative leadership; (2) curriculum; (3) facultydevelopment; (4) student awarcness; (5) resources; (6)service to local school districts, community agencies, andbusinesses; and (7) research. The paper discusses basicexpectations for educators and professors who are involvedin international education programs and plan to apply intheir classrooms, schools, and programs those principleswhich affirm racial and cultural diversity. These principlesinclude: self-understanding; understanding and acceptanceof pluralism; and an affirmative approach to implementinginternational/multicultural education in the total schoolenvironment. The working goals for any effeetive foreignstudent program are listed, and the benefits of the global

In fusin2 Multicultural Education into Today's Schools nage 53

perspective to colleges and universities are described. (ID)

ED327432Author: Baker,-Frederick-J.Title: Internationalizing Public Education: Past Practices,Present Programs, and Future Promises.Publication Year: 1990Notes: 16 p.; Presented at the Annual Conference of theComparative and International Education Society (March22-25, 1990).EDRS Price - MF01/PC01 Plus Postage.

ABSTRACT: As the world becomes increasinglyinterdependent, the role of public education in the UnitedStates becomes correspondingly vital. In order for theUnited States to function in such a world its young persons,the leaders of tomorrow, must be able to understand howsuch a world works. Yet, as recent studies have show, theyouth of the United States are woefully underexposed toother countries' languages and cultures, and to U.S. foreignpolicies. Many states have been responding to this needthrough the establishment of commissions to recommendways of introducing broader instruction in internationalstudies into schools, or have mandated some form ofinternational education in all grades, from kindergartenthrough high school. A multitude of issues concerningglobal education has yet to be fully addressed, however,including specific questions as to teacher training andcurriculum design and development. Comprehensivechanges in education is implicit in the need for a moreglobally literate U.S. citizenry. (DB)

ED327327Title: Helping Children Love Themselves and Others: AProfessional Handbook for Family Day Care.Source: Children's Foundation, Washington, D.C.Publication Year: 1990Notes: 147 p.EDRS Price - MFOI/PC06 Plus Postage.

ABSTRACT: An anti-bias, multicultural approach tofamily day care is presented in this book. Part A providesa rationale for such an approach; Part B outlines ideas for

children's anti-bias, multicultural projects; Part C describeschildren's books and adult resources, and lists sources ofhard-to-find items such as multicultural dolls and puppets.Subsections of Part A concern family day care as as a sitefor the transmission of bias; characteristics of an anti-bias,multicultural approach; language and stereotypes;developmental tasks at different ages; parents as partners;


5 6

Infusink Multicultural Education into Today's Schools one 54

the family day care environment; and strategies to use withchildren. Subsections of Part B describe anti-bias,multicultural activities; and offer guidelines for celebratingnontraditionhl holidays. Subsections of Part C offer achecklist for books, toys, and materials; an annotatedbibliography of 301 items of children's literature that areindexed according to gender of the main character, theracelculture of the main culture, multiethnic content andother characteristics, such as special need content andstrong anti-bias message; an annotated bibliography of 32resources for adults; a list of companies with anti-biasand/or multicultural books and materials; and a list ofresource organizations. Fifty-seven references are included.

ED327326Title: Helping Children Love Themselves and Others: AResource Guide to Equity Materials for Young Children.Source: Children's Foundation, Washington, D.C.Publication Year: 1990Notts: 57 p.EDRS Price - MFOI /PC03 Plus Postage.

ABSTRACT: Designed as a companion book to ahandbook for family day care providers, this resourceguide begins with a checklist for use by those selectingchildren's books, posters, recordings, and other teachingresources for family day care homes. The second section ofthe book offers an annotated bibliography of children'sliterature that includes the best antibias and multiculturalbooks. The third section provides an annotated bibliographyof resources for adults. Resources that help caregiversexpand their understanding of antibias and multiculturalissues were chosen for this bibliography. Many of thebooks contain information about specific cultures. Othersoutline learning activities for children. Companies withantibias or multicultural books and materials are listed inthe fourth section. Some companies focus on antibias,peace, and multicultural materials; others have only a few

items of this sort. (RH)

ED326997Author: Barro,-SusanTitle: Embracing Diversity through Multicultural

Education.Source: National School Boards Association, Alexandria,VA. Educational Policies Service.Publication Year: 1990Notes: 9 p.EDRS Price - MF01 Plus Postage. PC Mx Available fromEDRS.

ABSTRACT: The debate between particularism andpluralism is summarized, and multicultural educationpolicies in six states (California; New York; Minnesota;Portland, Oregon; Milwaukee, Wisconsin; and WalledLake, Michigan) are described. Recommendations includeplanning for demographic change, reviewing curriculumpolicies, and emphasizing staff development andrecruitment. (LMI)

ED326970Author: Tye,-Kenneth-A.,Title: Global Education:1991 ASCD Yearbook.Source: Association forDevelopment, Alexandria,Publication Year: 1990Notes: 187 p.EDRS Price - MFOI PlusEDRS.

Ed.From Thought to Action. The

Supervision and CurriculumVa.

Postage. PC Not Available from

ABSTRACT: Viewed as a social movement for change,the global education movement calls for the infusion of aglobal perspective into all curriculum areas. Twoassumptions of global educaticn include the view of theindividual school as the optimal unit for change efforts, andthe importance of local teacher and school action for lastingschool improvement. This yearbook defmes global

education, explains its importance, describes it

implementation, and demonstrates its uses for schoolimprovement. The first part examines the context ofschooling in which a global perspective can be developed,and the second part is directed toward issues of practice. Inchapter 1 , Lee F. Anderson develops an argument forglobal studies in the schools. Barbara Benham Tyedelineates the problems inherent in changing schoolcurriculum in chapter 2. The last chapter of this section bySteven L. Lamy presents a framework for understandingextremist ultraconservative attacks on global education. Inthe next chapter, James Becker links global education tocitizenship education. Jane A. Boston discusses educationalleadership in global education in chapter 5. Ida Ursoexamines the role of teachers in chapter 6 and usesqualitative data to show how global education can promotecross-cultural understanding and be a renewing force forteachers. In chapter 7, Jan L. Tucker explores the complexproblem of creating educational collaborations betweenschools and universities. Charlotte C. Anderson documentsmany ways in which global education involves schools andstudents with their communities in chapter 8. In chapter 9,Toni Fuss Kirkwood uses personal experience to show howand why global education has become a successful vehiclefor school improvement. The conclusion, by Kenneth A.


Tye, explores themes gathered in a Center for HumanInterdependence (CIH) *field study of bringing a globalperspective to school curricula. Chapters include

references. (LMI)

ED326362Author: Spears,-Jacqueline-D.; And-OthersTitle: Accommodating Change and Diversity:Multicultural Practices in Rural Schools. A Report of theFord Western Tashforce.Source: Kansas State Univ., Manhattan. RuralClearinghouse for Education and Development.Publication Year: 1990Notes: 97 p.EDRS Price MFOI Plus Postage. PC Not Available fromEDRS.

ABSTRACT: Rural Amrica has been experiencingdramatic changes in the transition toward a socially andculturally diverse society. This study is a first effort toexplore multicultural reform in rural schools. Multiculturaleducation is the process by which the school environmentis modified to accommodate cultural differences as well asto teach the role culture plays in shaping people's view ofsociety. The Rural Clearinghouse for Education andDevelopment commissioned five separate case studies ofselected rural schools in Alaska, Arizona, New Mexico,Nebraska, and Washington. At each site, schooladministrators, teachers, students, parents, and communitymembers were interviewed and documentation on

multicultural education was collected. The centerpiece ofthis document consists of the five case study reports, eachby a separate writer, with the analyses focused on some orall of the following elements: (1) school mission; (2)staffing; (3) curriculum; (4) instructional strategies; (5)policies and norms; (6) home linkages; (7) communitylinkages; (8) staff development; (9) extracurricularactivities; (10) assessment and testing; (11) multiculturalleadership; and (12) student characteristics. A summary ofvarious multicultural educational practices and a listing ofresources on multicultural education are included. Anappendix presents the protocol for the case studies. (ALL)

ED325593Author: Tay lor,-Orlando-L.Title: Cross-Cultural Conununkation: An EssentialDimension of Effective Education. Revised Edition.Source: American Univ., Washington, DC. Mid-AtlanticEquity Center.Publication Year: 1990

Infusinz Multicultural Education into Today's Schools one 55

Notes: 54 p.EDRS Price - MF01/PC03 Plus Postage.

ABSTRACT: This guide to improving cross-culturalcommunication is the second part of a four-part seriesaddressing the essential characteristics of effectiveinstruction that have a positive impact on the academicachievement of Black and Hispanic students. Since schoolstend to reflect the norms and values of the majority culture,cultural misunderstandings often have a negative effect ona minority student's academic performance. The followingtopics are discussed: (1) cultural diversity andcross-cultural communication issues in schools; (2)discovering the characteristics of other cultures; (3) culturaldifferences in discourse; (4) using cross-culturalcommunication to improve interpersonal relationships; (5)teaching standard English to speakers of nonstandardEnglish dialects, including implementation of StandardEnglish as a Second Dialect (SESD) programs; (6) culturalbias in tests and assessment procedures; and (7) the effectof cultural and communicative incongruities on discipline.The fcllowing tables are included: (1) a quiz about culture,communication, and language; (2) questions to ask aboutculture; (3) varieties of nonstandard American English; (4)communication contrasts among some African Americansand some Anglo Americans; (5) classroom problems arisingfrom culture and communication conflicts; and (6) sourcesof bias in tests and testing procedures. The followingmaterials are appended: (1) an abstract of the philosophyand assumptions of the Richmond (California) StandardEnglish Program; (2) the attributes of field-independent andfield-dependent cognitive styles; (3) information sources onSESD programs; and (4) a 34-item bibliography. (FMW)

ED325209Author: Kirkland-Holmes ,-Gloria; Federlein,-Anne-CairnsTitle: Incorporating an African American MulticulturalSelf:Concept Building and Creative Arts Program intoYour Class Curricuhint.Publication Year: 1990Notes: 18 p.; Paper presented at the Annual Conference ofthe National Black Child Development Institute(Washington, DC, September 20-22, 1990).EDRS Price - MF01/PC01 Plus Postage.

ABSTRACT: The incorporation of an African-American,multicultural, self-concept-building, and creative artsprogram into the elementary school curriculum is discussedin this conference paper. Recommendations concern therelevance to African-American children of language andcommunication skills, mathematics, social studies, science,positive self-concept, African-American studies,


Infusing Multicultural Education into Today's Schools Page 56

self-concept development, creative arts and expression, andholidays. Other aspects of working with African-Americanstudents include use of body language, use of standardEnglish, equal talking time, group learning, music in theclassroom, and nonviolent conflict resolution. Appended tothe text are: (1) suggestions for setting up a culturalenrichment program; (2) a list of cultural enrichmentactivities for parents; (3) a cultural enrichment programreport card; (4) a bibliography of children's books about

Africa, Africans, and Swahili; (5) a bibliography offolklore illustrating the cultural flow from Africa to theCaribbean, the American South, and Central America; (6)an annotated and indexed bibliography of children'sliterature for black youth; (7) a list of cultural enrichmentactivities in several curriculum areas; and (8) a list of ideas

for learning centers that focus mainly on African-Americanthemes. (RH)

ED324593Author: Scheer,-JudA-K.Title: Germ Smart: Children's Activities in Disease

Prevention.Publication Year: 1990Notes: 50 p.EDRS Price - MF01 Plus Postage. PC Not Available fromEDRS.

ABSTRACT: This booklet is part of the "Children'sActivity Series," a set of four supplemental teachingresources that promote awareness about health, family life,and cultural diversity for children in kindergarten throughthird grade. Nine activities are included in this booklet tohelp children be "germ smart" help children in kindergartenthmugh third grade be "germ smart" and understand andremember basic information about disease and diseaseprevention. Age-appropriate examples and a highly

interactive, visual format are used to help studentsunderstand what germs are, how the body fights diseaseand infections, and how one's behaviors can help or hurtthe body's immune system. Activities are designed to helpchildren learn how germs spread from person to person andto understand which diseases are easy or hard to "catch."Students will also learn what steps to take to help them stayhealthy: for example, getting enough sleep, eating right,washing hands, and other basic good health strategies. (NB)

ED324308Author: McDiarmid,-G.-Williarnson; Price,-..lerentyTitle: Prospective Teachers' Views of Diverse Learners: AStudy of the Participants in the ABCD Project. Research

Report 90-6.Source: National Center for Research on TeacherEducation, East Lansing, MI.Publication Year: 1990Notes: 56 p.EDRS Price MF01/PC03 Plus Postage.

ABSTRACT: Using data from pre- and postprogramquestionnaires and interviews, the study describes the viewsthat a group of 17 student teachers drawn from 5 Michiganuniversities hold of culturally diverse learners both beforeand after a 3-day workshop intended to influence theirviews. The study found that the multicultural presentationshad little effect on students' beliefsabout the capabilitiesof learners labelled "high" and "low" ability, about the useof stereotypes in making teaching decisions, or aboutproviding genuinely equal opportunities to learn challengingand empowering subject matter. It is suggested that teachereducators may need to rethink both the content andpedagogy o f opportunities to learn about teaching culturallydivers learners. The appendixes include: (1) The ABCD(Accepting Behavior for Cultural Diversity) for TeachersTraining Schedule; (2) Description of the ABCD Sample;(3) Examples of Pre- and Postprogram Responses toScenario #2.

ED324270Author: Scott,-GailTitle: Meet India's Urban Teenagers.Publication Year: 1990Notes: 16 p.EDRS Price - MF01/PC01 Plus. Postage.

ABSTRACT: Intended to be a culminating activity afterseventh grade social studies students have studied India,this week-long lesson features autobiographical sketches ofsix teenagers from India. The lesson has three objectives:

(1) to provide actual life stories of teenagers as aspringboard for further research about the customs andculture of India; (2) to show that people everywhere takepride in their nation and will work to improve anyweakness; and (3) to communicate research informationwith other class members. An 8-item bibliography isincluded. (DB)

ED324163Author: Cantrall,-Bec,ky; And-OthersTitle: Navajo Culture: A Bridge to the Rest of the World.Publication Year: 1990Notes: 22 p.; Paper presented at the Annual Meeting of theAmerican Educational Research Association (Boston, MA,April 19, 1990).


5 9

EDRS Price - MF01/PC01 Plus Postage.

ABSTRACT: This document describes a Navajo Indianprogram for making Navajo education more respcnsive toNative American cultural and educational needs. A surveyof existing literature examines American Indian students'historical struggle between cultural identity andAnglo-American assimilation. As Navajo children may lackthe schema for traditionally defmed educational success andcompetition, schools might reexamine their customaryteaching methods. The Greasewood Toyei ConsolidatedSchool began emphasizing bicultuml education by weavingNavajo culture into the regular curriculum. Teachers wereempowered to create their own culturally relevant studyprograms as part of a schoolwide curriculum reassessment.Student-testing and discipline policies were reevaluated.Teachers and assistants attended language workshops thatexposed them to the Whole Language approach, a holisticlearning method. An evaluation committee determined thatthe Comprehensive Tests of Basic Skills (CTBS) wereinappropriate for Navajo students, and suggested that otherachievement measurements be used. Surveys indicatedgrowing use and popularity among teachers and students ofthe Whole Language approach. prompting additionaltraining and curriculum changes. Greasewood staffdeveloped a school philosophy encouraging furtherintegration of Navajo culture into the curriculum, parentalinvolvement, and the use of the Whole Language approach.As a result, the staff developed an entire new curriculumthat balances Indian cultural requirements with state andCTBS testing standards. The document describes furthercurriculum revision procedures and summarizes neweducational objectives for helping Navajo children achievethe balance that is one of the basic tenets of Navajophilosophy. (TES)

ED323565Author: Caktnak,-SibelTitle: Multidisciplinary Perspectives on Cross-CulturalEducation.Publication Year: 1990Notes: 20 p.EDRS Price - MFOI/PC01 Plus Postage.

ABSTRACT: A pilot study explored the disciplinaryperspectives and instructional practices within English,Foreign Language, and Social Science departments in amidwestern high school to determine the degree ofcollaboration practised by instructors to provideinterconnected cross-cultural education. Data werc collectedby means of interviews with and classroom observation ofeight subjects teaching the following disciplines: American

Infusing Multicultural Education into Today's SchocAssage 57

Literature, and World Literature, French, German,Spanish, Modern World Civilization, Anthropology, andSociology. Results revealed that the social studie,s teachershave taken on the leadership role in promotingcross-cultural education from a global perspective, that theEnglish teachers have not broadened their materials toinclude literature at the international level, and that theforeign language teachers emphasize language competencyand proficiency while attributing a secondary role to theteaching of other cultures. Findings suggest that littleinterdisciplinary cooperation exists in the teaching ofculturethe main barriers cited by teachers being tightteaching schedules and lack of time. (KEH)

ED323281Author: Zanger,-Virginia-Vogel; And-OthersTitle: Drawing on Diversity: A Handbook for and byBoston Teachers in Mukicultural, Multiracial Classrooms.Source: Boston Public Schools, Mass.Publication Year: 1990Notes: 48 p.EDRS Price MF01/PCO2 Plus Postage.

ABSTRACT: This handbook of culturally responsiveways to teach the basic, mandated curriculum to studentsfrom diverse backgrounds was developed by a multiculturalgroup of teachers. The techniques draw on the students'diverse backgrounds to increase student motivation andmaximize teacher effectiveness by deereasing the mismatchbetween the studeats' home and school environments. Thefollowing topics are discussed: (1) creating a familyatmosphere in the classroom; (2) weaving culture into themathematics, science, and language arts curriculum; (3)using student-to-student, student-to-adult, andteacher-to-student interviewing; (4) cooperative learningtechniques for elementary and middle school classrooms;(5) tried and true ideas for celebrating cultural diversity;(6) brief case studies to help develop appropriate responsesto inappropriate expressions of intolerance amongcolleagues; (7) strategies for monolingual teachers ofbilingual students; (8) strategies for teaching blackchildren; (9) suggestions from Vietnamese parents forteaching their children; and (10) strategies for teachingCambodian students. A list of 13 resources and briefbiographies of the contributors are appended. (FMW)

ED322274Author: Mitchell,-VernayTitle: Curriculum and Instruction To Reduce RacialConflict. ERIC/CUE Digest No. 64.Source: ERIC Clearinghouse on Urban Education, New


6 fi

York, NY.Publication Year: 1990Notes: 3 p.EDRS Price - MF011PC01 PIUS Postage.

ABSTRACT: Multicultural education, anti-racisteducation, and conffict resolution are curriculum-basedapproaches to reducing racial conflict. Since the 1930s,attempts have been made to develop curricula to changenegative racial attitudes and encourage appreciation forpeople of all races. In the 1980s, multicultural educationhas focused on the unique qualities and the mutualinterdependence of minority and majority groups within asociety and of various cornmunitites within the worldsystem. However, some critics have suggested thateducation labelled "multicultural" evades the issue ofracism by diverting attention to milder topics. Some studiesdemonstrate the limited effectiveness of multiculturalprograms and the fact that some school districts withoutminority group students do not promote the discussion ofracial or ethnic differences. Anti-racist education andconflict resolution address racism by allowing teachers andstudents to analyze the inequalities in power and economicstatus that determine race relations. The followingrecommendations for evaluating and reforming curriculaand school policy are suggested: (1) issue policy statementsthat cover broad school district philosophy, hiringpractices, and the handling of bias-motivated incidents; (2)maintain racial and cultural diversity among schoolpersonnel; (3) provide services for victims ofbias-motivated violence; (4) report and monitor trends inracial attitudes; (5) establish school-wide committees onhuman relations; (6) use the arts to encourage criticalthinking about social issues; (7) check textbooks and otherresources for bias; (8) reflect the cultural diversity of theschool in teaching strategies; and (9) affirm racial andcultural differences with regular and special activities.A list of 16 references and six resources are appended.

ED320983Author: Ratteray,-Joan-DavisTitle: Center Shift: An African-Centered Approach for theMulticultural Curriculum.Source: Instinue for Independent Education, Inc.,

Washington, DC.Publication Year: 1990Notes: 46 p.EDRS Price - MFOI /PCO2 Plus Postage.

ABSTRACT: The attempt by many urban school districtsto develop African curricula creates a dilemma, because it

usually places an African-centered program in a


multicultural curriculum that is centered in theEuropean-American educational tradition. Currently, someelements of an African and African-centered curriculummay be found in the multicultural education movement atsome urban public schools. Independent schools owned andoperated by blacks are developing African-centercdprograms with the assistance of a network of black studygroups, lecture series, and national associations. Allmulticultural curricula must center discussions on theperspective of various cultural groups in the experience ofone of those groups. In most contemporary classrooms, thecurriculum has a European-American center. The .intellectual tradition of European-American education isincapable of embracing an African frame of reference,forcing the following developments by black scholars andhistorians: (1) exposing the falsehood of the myth ofAfrican inferiority; (2) advocating the inclusi, of Africanhistory and culture in school curricula; (3) developingindependent educational institutions; (4) developing BlackStudies programs in higher education; and (5) defending thenew curriculum content in elementary and secondaryschools. Future development of a true African-centeredcurriculum will depend on the following factors: (1)philosophical orientation; (2) institutional implementation;(3) consultant support; (4) scholarship; and (5) assessment.A list of 57 references is appended. (FMW)

ED320423Author: Zanger,-Virginia-Vogel, Ed.; And-OthersTitle: Classroom Activities for Cross-Cultural Learning.Source: Boston District Five Teacher Center, MA.Publication Year: (19901Notes: 54 p.EDRS Price - MFOI/PC03 Plus Postage.

ABSTRACT: One-fourth of the students in Boston publicschools have parents who were born outside of the UnitedStates. This guide contains a series of classroom activities,produced by Boston teachers and aides, that are designedto take advantage of the abundant cultural diversity foundin Boston schools by encouraging these dual-culturestudents to share their multiethnic backgrounds with theirpeers. The activities help students construct booklets aboutthemselves and their cultural backgrounds, and includeinformation about the different countries these students'families came from as well as students' reflections on whatit is like to live in two cultures. Other activities providedin this guide include the following: interviews/panel withforeign-born students; gestures in Spanish and English;middle and high school cooking classes; and othermulticultural activities. (GLR)


61

Infusin2 Multicultural Education into Today's Schools vage 59

ED320262Author: Garcia,-Jestd; And-OthersTitle: Multicultural Textbooks: How To Use Them MoreEffective0 in the Classroom.Publication Year: 1990Notts: 21 p.; Paper presented at the Annual Meeting of theAmerican Educational Research Association (Boston, MA,April 16-20, 1990).EDRS Price - MF01/PC01 Plus Postage.

ABSTRACT:Although the minority content of textbookshas increased and improved over time, its purpose andapplication are seldom discussed. Various approaches thatpromote multicultural principles, such as films, intergroupcontact, curriculum innovation, multi-ethnic readers, andliterature packages, are outlined in this review of theeffective application of multicultural textbooks in theclassroom. The review of literature indicates that favorableinformation about minority groups has a positive modifyingeffect on racial attitudes. Preliminary fmdings of a studyconducted by one of the authors indicate that studentsbecame more knowledgeable abcut Afro-Americans andchanged their attitudes as a result of the teachers' use ofmulticultural materials. The results suggest that the

problem may not be the textbooks, but the ways in whichthey are used in the instructional process. The teacher'srole is crucial: books can be thought of as the tools, andteachers as the catalysts. The more effective teachers usea variety of materials, make effective use of curricula, areaware of textbook limitations, and recognize the importanceof interaction between teachers, students, and resources.(45 references) (LMI)

ED320163Author: Salas,-Marilyn; Tkel,-DebbieTitle: A Bibliography of Literature for MicronesianChildren.Publication Year: 1990Notes: 90 p.; Developed by Project BEAM, University ofGuam.EDRS Price - MFOI/PC04 Plus Postage.

ABSTRACT: This bibliography contains an extensive listof works of literature for the children of Micronesia. Thebibliography is divided into the following categories: (1)"Micronesia" (including 41 citations); (2) "Primary: PictureBooks" (378 citations); (3) "Primary" (83 citations);

"Intennediate" (88 citations); (4) Middle/High (68

citations); "Informational Books" (217 citations); (5)

"Poetry" (265 citations); (6) "Prose" (81 citations); and (7)"Multicultural." In the "Multicultural" section are 17Asian/Pacific Islander, 19 Japanese, 10 Chinese, 9 Filipino,

17 Hawaiian, 9 African, 6 Hispanic, 12 Native American,6 Black American, and 3 Jewish-American works. Citationsare not annotated. Some citations represent early 20th

century works, but most represent more contemporaryworks. The bibliography also includes sample literature setsfor first and second grade and a list of children's bookpublishers. (SG)

ED320146Author: Insdieke,-Sandra-J.Title: Sharing Stories: Multicultural Traditions.Publication Year: 1990Notes: 8 p.; Paper presented at the Annual Meeting of theInternational Reading Association (35th, Atlanta, GA, May6-11, 1990).EDRS Price - MF01/PC01 Plus Postage.

ABSTRACT: As more emphasis is placed on helpingchildren gain a global perspective and understanding of theworld, children's literature seems to be a natural vehiclefor fostering that understanoing. By studying thestoryteller, educators can learn about literary traditions ofcommunities, particularly traditions which reflect the use ofstories. An explanation of West African minstrels'traditional use of the story can be shared with children andadapted for use in a classroom setting by hanging fishnetsfrom a corner of the classroom where all sorts of items arehung. Children can choose an item which brings to mind afavorite story to share with the class. Children can becomestorytellers and take their stories from classroom toclassroom in a way similar to the East Indian tradition,using story cloths to present stories through pictures. Byidentifying the original tradition and history of thestorytelling technique, children learn about thc value anduse of stories from other cultures, and teachers can avoidthe use of these traditions as merely another gimmick tocapture children's attention. (MG)

ED319831Author: Abi-Nader,-JeannetteTitle: HeOing Minority High School Students Redefiuetheir Self-Image through Culturally Sensitive Instruction.Publication Year: 1990Notes: 18 p.; Paper presented at the Annual Meeting of theAmerican Educational Research Association (Boston, MA,April 16-20, 1990).EDRS Price - MFOI/PC01 Plus Postage.

ABSTRACT: This report is based on an ethnographicstudy of a multicultural "college prep" program catering tominority students. It was part of the elective bilingual


Infusing Multicultural Ech..-a.uon into Today's Schools nage 60

education offering at a large urban high school, andrecorded an 11-year history of successfully graduatingHispanic high school students and sending at least 65% ofthem on to college. The report briefly describes the studyand the research site, the program, and the participants. Amajor portion of the paper contains an explanation andexamples of strategies which became evident in theteacher's approach to motivating the students in theprogram and to raising their self-esteem. Redefining theimage of self is the goal of strategies the teacher uses tohelp the students imagine success and have the confidenceto pursue it. This is accomplished by helping students in

the following arras: (1) to be proud of their heritage; (2) tofeel that their people can achieve success and reversestereotypes; and (3) to develop adaptive behavior that willfacilitate success in a new culture. The teacher helps thestudents redefme their self-image as learners and ascommunicators in the following ways: (1) by raisingexpectations and standards for academic and social

performance; (2) by using positive language in clasroominteraction both to praise students for their successes aswell as to correct mistakes; and (3) by giving them theopportunity to "try on" new images through role-playing.The teacher helps them redefine their concept of self ascommunicators through the director/actor approach. Theteacher also uses a director/actor approach to modellanguage production and requires that students imitate theway he, as the "expert," does it. The results of the study

and the implication for the design of instruction inmulticultural classrooms are discussed. (JS)

E0319830Author: Brwnberg,-Stephen-F.Title: Designing an Education for Life in Two Worlds:The Founding of the Bureau of Jewish Education of NewYork City.Publication Year: 1990Notes: 34 p ; Paper presented at the Annual Meeting of theAmerican Educational Research Association (Boston, MA,April 16-20, 1990).EDRS Price - MF01/PCO2 Plus Postage.

ABSTRACT: The Bureau of Jewish Education, foundedin 1910 as part of the Kehillah (Jewish Community) ofNew York City, had a seminal and lasting influence on theeducation of Jews in America. The New Jewish Educatorstrained at the Bureau stressed the cultural breadth andhistorical depth of Judaisra while emphasizing that Jewisheducation was supplementary to and compatible withmodern American public school education, a viewpoint thatwent unchallenged until the founding of the Orthodox and

Hasidic day schools in the 1950s and 1960s. At the turn of

the century, the two major waves of German and EastEuropean Jewish immigrants who were engaged in theprocess of assimilation into American culture feared theloss of Jewish religion and culture. The New JewishEducators advanced a bicultural alternative to totalassimilation into the majority culture based on two separateschool systems that would support a complementary Jewishculture and would attract and hold American Jewish youth.Between 1915 and 1938 Bureaus were started in manymajor cities and resulted in the founding of HebrewTeachers Colleges in Chicago, Cleveland, Boston, andBaltimore to train modern professional Jewish educators.Forty-seven footnotes are included. (FMW)

ED319493Title: Five Position Statements of the SouthernAssociation on Children Under 6 (SACUS): (1) EmployerSponsored Child Care; (2) Developmentally AppropriateAssessment; (3) Cfmtinuity of Learning forFour-to-Seven-Year-old Chiklren; (4) Quality Child Care;(5) Multicultural EducationSource: Southern Association on Children Under Six, LittleRock, Ark.Publication Year: 1990Notes: 41 p.EDRS Price - MF01 Plus Postage. PC Not Available fromEDRS.

ABSTRACT: Five position statements of the SouthernAssociation on Children Under Six are presented in thisdocument. The statement on developmentally appropriateassessment includes such topics as testing practices thatharm young children; limitations of standardized testing;misuses of test data; and assessment criteria. The statementon continuity of learning addressea the topics of children aslearners; early childhood professionals andparaprofessionals; educational and child care settings foryoung children; and recommendations. The statement onquality of child care concerns children's needs to: (1) feelsafe and comfortable; (2) be involved in meaningfulactivities; (3) be supported as full-time learners; (4) learnhow to live comfortably with others; (5) have their physicaldevelopment supported; (6) be given lessons on health,nutrition, and safety; (7) feel that there is consistency intheir lives; and (8) know that parents and caregivers careabout them. The statement on multicultural educationconcerns ways in which an improved understanding ofmulticultural education can be developed; ways in whichteachers and parents can share the responsibility ofenhancing children's multicultural awareness; and

recommendations for keeping the learning environmentconsistently multiethnic. The statement on


63


employer-sponsored child care focuses on the issues of whoneeds child care, why employers should care about childcare, what employers can do, and what the options foremployer-supported care are. Selected references are cited.

ED318584Author: Sparks,-William; Wayman,-LandaceTitle: Multicultural Understanding in Physical Education.Publication Year: 19%Notes: 38 p.EDRS Price - MFO1/PCO2 Plus Postage.

ABSTRACT: This study compares the knowledge,attitudes, and current practices of physical educationteachers in urban and rural areas, with regard to

multicultural education. A mailed questionnaire wascompleted by 70 public school physical education teachers,44 from rural Kansas and 26 from Detroit and Flint,Michigan. Of those responding to specific questions, 60%were male; 40% were 31-45 years old; 60% had over 10years teaching experience; 33% had been teaching physicaleducation for over 20 years; and 75% had some sort oftraining in multicultural education. Ethnic mixtures withinthe school population ranged from 70% Hispanic or Blackto 88% White. Compared to urban teachers, rural teachershad a poorer understanding of ethnic diversity; had a betterunderstanding of the customs and traditions of differingcultures; had stronger beliefs in providing opportunities forstudents of different ethnic origins to have interculturalexperiences; and had weaker beliefs in developing students'interpersonal communication skills as a means of promotingproblem solving and conflict resolution. Physical educationprograms in rural areas seldom integrated role models fromboth sexes at the secondary level, or role models from thenon-dominant race at either the elementary or secondarylevel. Neither rural nor urban programs provided anappropriate balance of activities of interest to both sexes.This report contains the survey instrument,recommendations for overcoming inequities in physicaleducation programs, and 11 references. (SV)


6 4

The Ins and Outs ofAlternative Assessment:Outcome-BasedEducation and OtherInnovations in TestingIn respcnse to the many requestsfrom school systems for informa-tion on outcome-based education(OBE) and other alternatives totraditional student assessment,the ERIC Document Reproduc-tion Service (EDRS) is pleased tooffer a special collection on thistopic. Designed to meet theinformational needs of teachersand administrators, this collec-tion presents the state-of-the-arton OBE, performance-basededucation, classroom assess-ments, and student portfolios.Some of the topics included inthis collection are:

Outcome-based education asan approach to improvingschool quality;

Case studies (e.g. Pasco,Washington and the Mimic-sota model) of states anddistricts where OBE has beenadopted; and

Comparisons cf alternativeassessment protocols withtraditional testing techniques.

This microfiche collection is offered on

an annual subscription basisfor a cost

of $195. Thefull subscriptionpackage includes the base collealon,

quarterly updates ofneu4 releaseddocionents, a microfiche storage bo-J;

and hardcopy ildex (also updated

quarter).

Infusing MulticulturalEducation Into Today'sSchoolsThroughout the United States,school disci= and State Depart-ments of Education have beenmaking a commitment to multi-cultural education. This newspecial collection from the ERICDocument Reproduction Service(EDRS) offms teachers andadministrators the most recentand relevant information on thetopic. The collection includesspecific resources, bibliographies,and activities on multiculturaltopics; evaluation reports ofefforts of states and districts toimplement multicultural cur-ricula; and, step-by-step instruc-tion on add= sing the needs ofa diverse student body throughmulticultural programming.Topics covered in this specialcollecdon includ=

Infusing multiculturalism intothc arts, literature, history,and other subject areas,including physical education;

Appreciating African-Ameri-can, Native American, Asian,and Hispanic cultures; and

A theoretical rationale forincludini multicultural edu-cation in school programming.

This microfiche collection is offered on

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