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The authors challenge stereotypes regarding the achievement gap between majority and minority students and say that we have to avoid group stereotypes. They examine school performance of Latino students as an example of a minority group. The authors conclude that both school-based factors and home-based factors are important to the success of every child regardless of racial or ethnic differences.
The author claims that structural school reforms alone cannot close the achievement gap. The author discusses the limitations of the current testing program that is going on in various states as well as what he refers to as non-cognitive skills and character traits such as perseverance, self-confidence, and self-discipline.
The author clearly discusses the physiological bases of adolescence and illuminates the wonders of puberty. Educators need to have a positive outlook on kids in early puberty.
The author describes thepromising examples of four wonderful teachers and how their students have responded to their teaching. Teaching since 1956, the author has traveled the nation observing students and teachers in classroom interaction.
The authors assess where the United States is now regarding interracial and cultural relations in American society. They argue that today the American public schools are more racially segregated than they were in 1970. They also note that today Latino students are the most segregated and Asian American students are the most integrated.
This statement by the United Nations Children’s Fund on the conditions of poverty around the world. It is brief and informative, and it contributes to our comprehension of the reality of human suffering.
The editors of Habitat World have put together, from different sources, five things we need to know about poverty in the United States. It is a brief but important report.
The authors discuss teaching in urban school settings, and they describe the issues involved in helping preservice teachers and student teachers learn how to teach in urban schools. In doing this, they also discuss curriculum and instruction possibilities in urban school settings.
The authors discuss issues relating to student teaching in a climate of state school reform and they point out issues that relate to helping student teachers become aware of cultural differences. They describe what they refer to in curriculum as a social constructivist program of preservice teacher education to prepare people to teach in culturally diverse school settings.
The author engages in an exploration of the professional perspectives of teacher educators of color and what they bring to teacher education. Also discussed are professional perspectives on how the schools of education should prepare teachers for culturally diverse settings and from the point of view of teacher educators of color.
This is an autobiographical description by the author of her experience on learning how to understand culturally diverse student populations and race relations in school settings. She revisits her own white privileged background and how she came to a journey toward critical multiculturalism. In the process of doing this, she discusses issues related to racial conflict and intercultural relations in schools and how a teacher has to avoid cultural stereotypes.
In this article the authors report on a study they did on students’ perception of the multicultural educational experiences they received in their preservice training in school. They describe four types of open-ended questions that came at the end of the empirical part of the survey and evaluate the student responses, saying they found the student narratives very important. The authors’ study attempts to describe issues in terms of the implementation of multicultural education in the curricula of schools of education.
The author speaks of how teachers often cross cultural borders, especially in multicultural teaching environments. Also discussed are what teachers need to know about pedagogical caring in the classroom as well as bridging the gaps between educational theory and practices.
The author discusses issues in terms of how to improve the critical conscientiousness of students with reference to multicultural issues. Discussed is what critical multicultural education must involve and how this relates both to teacher education as well as to pedagogical practice in elementary and secondary schools.
The author focuses on the preparation of European-American Pre-Service teachers to teach students from differing cultural backgrounds. Specific teaching and learning strategies based on multiculturally relevant educational goals are described briefly.
Author Rick Breault outlines a critical theoretical perspective for the transformatory and liberating reconceptualization of our efforts in the field of multicultural education. He lays out a conceptual map for possible future directions. This is an interesting effort to link the educational theories of John Dewey and Paulo Freire to a critical, theoretical conception of educative reality.
The authors of this article discuss issues relating to how knowledge is constructed and how computer technology can be used to enhance intergroup knowledge construction. This is a case study exploring the concept of computer-supported collaborative learning.
The authors describe attempts to help students at the middle school level explore and develop their identities as a person.
The authors argue that broader interethnic and interracial conceptions of one’s identity are necessary. The authors go on to describe the development of multiethnic and multicultural identities, and they argue for a person’s right to define their own personal identity.
The authors describe their respective journeys in their struggle to define themselves and they describe the processes of identity development.
The author discusses the concept of culturally responsive pedagogy as it relates to its implementation in schools. She argues that multicultural education programs in schooling should embrace all areas of schooling and deal with all equity issues affecting students and teachers. The author identifies specific curricular areas in schools which can affect students’ identity development.
The authors discuss issues and challenges in multiculturally diverse high school settings, and they use a case study and describe its result. They describe the international baccalaureate program and how it was used to enhance student learning.
The author discusses how the arts can be used in classroom instruction and how she attempted to implement Freire ideas about critical theory in education as well as the theories of others in teaching students.
The author of this article explores how civic education can be used to help understand basic American values that unite us all. He discusses ideological foundations of American civilizations and how we need to come back to the basics in helping all students to learn what it means to be an American.
The author discusses the concept of literacy coaches and how coaches can help students to learn and improve their school performance. Also given is a brief history of the concept of literacy coaches and how it dates back to the 1920s.
The author discusses the use of cases in which students read literature about urban as well as multicultural education and how media and literature can be implemented in the classroom to enhance student understanding of cultural differences and student perceptions of their teachers. The author discusses how case study discussions of literature and media can be implemented in the classroom.
The author reports on a curriculum research project to address the needs of culturally and linguistically minority students in a major American city (Chicago). The author develops an argument regarding what we can learn from assisting cultural minority students.
The author discusses classroom management strategies used by teachers in urban school systems as these strategies relate to “culturally responsive teaching.” Specific classroom management strategies are noted and recommended.
The author argues for the teaching of critical inquiry into social issues in schools. It is a case study as to how critical inquiry can be taught at the high school level to foster the creation of a more democratic school environment as well as a more democratic social order.
This article explores both positive and negative impacts that three Presidents of the United States had on the development of multicultural values in American Society. The Presidents studied were Theodore Roosevelt, John Quincy Adams, and Harry S. Truman. There is a critical evaluation of the policies and impact these Presidents of the United States had.
The authors explore how the terms of three presidents impacted the development of attitude, beliefs, and actions surrounding education and multiculturalism. The Presidents discussed in this article are George Washington, James K. Polk, and Franklin D. Roosevelt. The critical evaluation of the impact of their policies on intercultural relations in the United States is offered.
The authors advocate the increased development of international education curricula in American schools. They give the reasons for this and how public support for the idea can be developed. They also give a brief summary of the history of international education.
The author of this article makes the sensitive distinction between human sexuality and the development of gender identity. This is a very special article on sexual minorities in high school and how most high school educators encourage students to reject these populations. The field of multicultural education is incorporating gender into their perspective world.
The author explores the nature of alternative teacher certification plans some states have approved for licensing teachers. Alternative teacher education processes and how they relate to minority-majority relations in teaching are explored. It is, in some urban school systems, necessary to alternatively certify teachers because of shortages of licensed teachers.
The author describes a program based in Toronto, Canada, which helps recent immigrants to settle in Canada. The linkage of the Public library and the schools in providing information to children and teenagers as well as their families has helped greatly to assist immigrant families in adjusting to life in a new country and learning a new language.
The authors describe the struggle of Native Americans to save their indigenous languages. Many Native American languages have been lost. They review the history of the treatment of Native Americans as well as the reasons that they believe the United States is guilty of “linguistic imperialism.”
The authors provide an international perspective on language learning around the world and certain hopes as to how it can be implemented by the United States and other countries in terms of students learning languages of other cultures. There is a sensitive issue in this article and successful international models around the world for students learning languages are discussed.
The author traces and discusses the visions of people who sought the end of racial segregation in American life through the vehicle of reviewing the history of the U.S. Supreme Court decision in Brown v. Board of Education (1954). The opposition to racial integration and the struggle to achieve it are summarized.
The struggle to achieve equality of opportunity in the 1950’s and 1960’s is summarized along with how the dramatic demographic shifts of recent years are causing more de facto segregation and re-segregation of neighborhoods in the United States.