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The author discusses the historical legacy of the U.S. Supreme Court's decision in the Brown v. Board of Education (1954) case which outlawed racial segregation. The bitter reactions to the decision in states with racial segregation at the time are outlined. The history and development of the Civil Rights movement in America is considered.
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. This demographic update is very informative. They also note that today Latino students are the most segregated and Asian American students are the most integrated.
The author summarizes the demographics of how “teens,” young Americans between the ages of 8 and 14 years, spend the estimated 38 billion dollars a year that is made available to them.
The author says that generations move in different directions. He looks at current career-oriented “Gen-Xers” and their preferences in where they live, the places they prefer and are going to, and those sorts of places they tend to be leaving. Their demographic preferences are interesting.
This is a brief 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.
Author John Fetto reflects on extraordinary challenges presented by changes in American population statistics between 1950 and the present. He notes that more Americans are going to school and they are staying in school longer. The demographic information in this report helps reveal the current social contexts of American education.
The author speaks of how teachers often cross cultural borders, especially in multicultural teaching environments. He discusses culturally relevant teaching and the cultural boarders and bridges culturally competent teachers must cross. He also discusses what teachers need to know about pedagogical caring in the classroom; bridging the gaps between educational theory and practices.
The authors review literature related to critical analyses of the quest, struggle for peace education, and social justice in educational settings as this relates to teacher education. How this relates to multiculturally relevant teacher preparation programs is a primary focus of this essay. Social equity in teaching and learning in classrooms as well as how to focus on equity and social justice issues between teachers and students is a central focus.
The author describes innovative school programs whose adherents believe to be more academically successful than the usual public schools. The programs described are the Knowledge is Power Program (KIPP) network of middle school, the Beulah Heights Elementary Program in Pueblo, Colorado, and the work of the Department of Defense schools in the United States and overseas.
The author describes how cultural and social diversity issues can be introduced in an undergraduate cultural foundations of education course for pre-service teachers. Some undergraduate students who participated in this experimental program offer their insights into what they learned. Implications for teacher education programs are discussed.
The authors discuss how teacher education programs need to focus attention on how to help prospective teachers to work effectively with culturally diverse student populations. They argue that the demographic changes in the cultural composition of American schools require culturally relevant teacher preparation.
This is an excellent appraisal of the challenges facing colleges of education as they attempt to prepare students to teach in multicultural classrooms. It is an important contribution to the literature on teacher education.
This article has important ramifications for teacher education. Linda Darling-Hammond presents a course of action for keeping good teachers in the classroom. She documents the causes of teacher attrition in schools, and she suggests some things that school leaders can do to counter attrition.
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 breifly. Some student responses are noted.
The author discusses issues related to the uses of service learning activities and programs to achieve counter-hegemonic goals. The controversies surrounding the effectiveness of service learning activities in achieving such goals are explored. How service learning can contribute to social justice themes in teaching and learning receives attention.
The authors argue that all schools should use multicultural literature in the schools. Minority students need to see their own cultures as well as the cultures of others in the schools. Students from minority cultural backgrounds should be able to see themselves in the literature which they read. This is important to their identity development.
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 important 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 argue that broader interethnic and interracial conceptions of one's identity are necessary. Issues relating to the personal identity development of biethnic and biracial persons are examined. They 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. They describe the processes of identity development. Narrative research techniques were used in describing the identity formation of two persons.
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 author discusses issues relating to alternative forms of sexual identity development in young persons and issues related to how gay and lesbian students are treated in schools. Personal narratives as to how gay, lesbian, and bisexual students experience schooling are offered.
This is a lesson plan for helping students of all backgrounds explore the challenging issues involved as they seek to know and comprehend their own personal identities. It explores issues related to how we develop our own unique voice and identity as a person.
The author discusses the achievement gap between African-American and Latino students and white and Asian students through the vehicle of reviewing a serious book on the subject. The authors of the book reviewed differences in student and school performance among cultural groups.
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 to learn well in school. The specific problematic issues in multicultural development are well described.
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. Implications for both elementary and secondary education are noted. What this means for teacher preparation programs is suggested.
The authors discuss “test anxiety” as it relates to students' performance on standardized tests. They argue that the current No Child Left Behind (NCLB) legislation may be preventing creative teaching and learning in schools. They discuss issues relating to the classic question: “What knowledge is of most worth?”
The authors have done a case study of how British Columbia has attempted to create an outcome focused education system. They discuss how the ministry of education for British Columbia sought to redefine how it evaluates students' performance. They raise the question as to whether measurement of results really leads to improvement in student performance.
The author examines the phenomenon of symbolic fighting between students at school. The author deals with techniques of conflict resolution in school settings. The interpersonal conflict between students in public places is described and what educators can do to ameliorate such conflict is discussed.
This article represents a brief review by the author of “text interrogation” relative to students who have experienced severe trauma in their lives. She describes literature by young people on how they experienced severe personal trauma. The author's suggestions and the sources she cites should be helpful to teachers who deal with instruction in language arts.
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. How to teach democracy through critical pedagogical practice is the theme.
The author provides an international and comparative discussion of multicultural education in Australia and the United States. The cultural diversity of both nations is briefly reviewed. Suggestions for teacher preparation regarding cultural diversity are offered. Second language instruction is dicussed.
The author reviews literature that reflects culture and multicultural themes. She reviews books and collections of short stories which juxtapose differing cultures and lifestyles. She briefly reviews stories of the immigrant experience with schooling in America.
The author reviews some of the challenges confronting recent immigrants and their children in American schools. She argues that it is necessary to apply principles of multicultural pedagogocial practice to help students and their families learn values and skills which can enable them to succeed as citizens of a new society.
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 author provides pedagogical examples as to how he has encouraged very creative multicultural projects in his teacher education course. This is a good resource for educators who have not yet integrated multicultural themes into their teaching.
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 aruge that well organized programs for developing between families and communities can assist schools to achieve better results with students. They describe examples of such inclusive schools and family relationships. They say that community members are more willing to participate in such partnerships if they believe that their services will help students to succeed at school.
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.