(1992). The Disuniting of America. Considering what it means to be a citizen, this book examines the effects of greater ethnic awareness on U.S. education. The book agrees that the upsurge in ethnic awareness has had some healthy consequences, but fears that concentrating too much on the differences among people poses the danger of fragmenting society. Instead of a transformative nation with an identity all its own, America increasingly sees itself as a preservative of diverse alien identities. The multi-ethnic dogma abandons historic purposes, replacing assimilation by fragmentation, integration by separation. In no arena is the rejection of an overriding national identity more crucial than in our system of education. The debate about curriculum is a debate about what it means to be an American. The volume questions whether the purpose of teaching history and literature is to raise the self-esteem of minority groups rather than to teach an accurate feel good about themselves rather than to teach an accurate…
(1994). Bibliography of Learning and Teaching Resources To Support Cultural Diversity. This annotated bibliography was created as a result of ongoing collaboration between Alberta (Canada) Education and Alberta Community Development on the topic of multiculturalism. It identifies some of the best resources which are available to schools in order to make these resources known to teachers and principals. The entries have been selected and evaluated to ensure a good curriculum fit, practicality, availability, and balance across grades. The approximately 500 print and audio-visual resources form a base on which to build programs and library collections. Each entry contains the following information (if available): grade level; author; title; publication information; ISBN; and annotation. The material has been organized into the following sections: Teacher References; Bibliographies and Catalogues; Africans; Afro-Americans (includes Canada); West Indians; Chinese; Japanese; South East Asians; South Asians; People of the Near and Middle East; Central and South Americans;… [PDF]
(1995). Social Studies 20 and History 20 World Issues: A Bibliography. This bibliography is designed to provide Saskatchewan (Canada) teachers with steps to introduce a multi-resource approach to teaching Social Studies and History. The bibliography is designed to assist educators in choosing a variety of appropriate resources to support the Social Studies 20 and History 20 curricula. Items listed are intended to promote the philosophy of resource-based learning in which the curriculum is supported by a variety of resources rather than a single textbook. The resources include videotapes, CD-ROM programs, maps, computer software and various print resources. Each entry lists the following information: title, media designation, author, series, publisher, distributor, date collation, order number, price, and a brief annotation. Audiovisual citations include the title, media designation, series, producer, distributor, date, length, duplication order number and an annotation. A subject and unit index also provides information related to the environment,… [PDF]
(1997). Teaching East Asia: China, Japan, Korea. Lesson Plans for Middle School Teachers. Volume I. This volume contains 40 lesson plans that were written for middle school teachers to help students learn about East Asia. The lessons are organized across five themes: (1) "People, Places & Environment"; (2) "Technology, Production, Distribution & Consumption"; (3) "Cultures, Continuity, Change"; (4) Institutions, Power & Government"; and (5) "Indiana & Global Connections." The themes involve several areas of study including, geography, economics, history, anthropology, archeology, citizenship and government, and world cultures. Each lesson plan states the purpose, theme, suggested time, key vocabulary and concepts, materials needed, initiation, development, and key questions. Two appendices conclude the volume. The first appendix contains maps of China, Japan, the Korean Peninsula, Taiwan and the entire continent of Asia. The second appendix contains a list of all lessons arranged by topic. The topics are listed as: (1)…
(1983). Strategies for the Legal Implementation of the International Code of Marketing of Breast-Milk Substitutes: Report on a WHO Meeting (Copenhagen, Denmark, November 10-12, 1982). For various reasons, several countries have had difficulty implementing the International Code of Marketing of Breast-milk Substitutes. To address those problems, a meeting was convened under the auspices of the World Health Organization. Specific purposes of the meeting were to inform member states about the Code and to develop national strategies for its legal implementation. Several topics were discussed at the meeting, including (1) marketing of breast-milk substitutes, (2) the development of legal support systems protecting pregnant women, (3) nutritional/medical aspects of breast-feeding, (4) initiatives taken by European countries to implement the Code by legislation, (5) constraints on implementation, (6) the role of intergovernmental organizations, (7) the role of industry, and (8) the role of consumers and other nongovernmental organizations. After lengthy discussion, participants in the meeting developed additional opinions and ideas concerning these and several related…
(1984). Citizen Action and Social Change: A Bibliography. Over 1,200 references are cited in this bibliography of literature representing two major areas of citizen participation: community organizing and grassroots participation. Materials, most of which were published between 1970 and the present, deal mainly with local citizen activism that operates both inside and outside normal government channels. Accentuating many aspects of citizen activism, the bibliography (1) places grassroots participation in a general political and economic framework that illustrates the causes and conditions of activism, (2) is strongly action-oriented, (3) places activist strategies in the context of specific public policies, and (4) encompasses areas that citizen participation materials usually ignore. Fourteen sections focus on political theory and political movements, economic democracy and community economic development, general strategies and tactics, media strategies and communications, legal strategies and community justice, electoral politics for…
(1987). International Studies Seminar. Grade 9, First Semester. This curriculum guide contains the grade 9 course content of the interdisciplinary International Studies Seminar, conducted at Withrow High School in Cincinnati, Ohio. The seminar, part of the school's International Studies Academy, is an alternative education program which emphasizes global studies as the core of its curriculum. The document provides the program's philosophy, its six goals, its objectives, and the scope and sequence for 15 weeks. The program's four units of study include global awareness, differences, problems, and understandings, and students are asked to discuss and debate a variety of selected topics for each unit. Each unit includes student learning objectives, a course content outline, and a list of teaching strategies and resource materials. Some of the topics include: (1) Cincinnati as an international community; (2) social sciences and the scientific method; (3) key geographical terms and features of the world; (4) the interaction of geography and culture;…
(1982). Internationalizing Global Education: A Professional Priority for the 1980s. The field of global education is being advanced by the development of programs for elementary, secondary, and university levels; the production and marketing of materials and classroom teaching strategies; and the creation of policy recommendations at national, state, and local levels. In addition, research efforts are underway. For the next level of development, global education needs to both deepen and broaden its perspectives to mature into a full-fledged domain of research and development. There is a need to reconstruct nation-centered education to fit a world where an ever-growing number of problems are beyond the capacity of individual nations to resolve. The framework for this cooperation has been developed by UNESCO and by other international organizations. Recommendations made for internationalizing global education involve the collection of information about global education, the creation of a professional organization, the meeting together of interested individuals in a…
(1978). The State of Black America, 1978. In this report seven scholars (Bernard Anderson, James Dumpson, Charles Hamilton, Robert Hill, Vernon Jordan, Jr., Bernard Watson and Robert Weaver) appraise the social, economic, political, and educational status of blacks and black families. Minimal gains and poor prospects for black female heads of families in the current recession job market are discussed. It is noted that in the area of education, despite substantial gains in the struggle for equality, black Americans \must continue to run fast just to stand still.\ The Carter Administration's fiscal conservatism is cited as a threat to Federal urban and housing programs. Racism is pointed to as it constitutes an ongoing denial of power and self fulfillment to the great majority of black people. It is said that 1977 was a year that demonstrated the necessity to understand politics as a long but promising process. Final recommendations to the American government comprise the issues of unemployment, urban policy and housing,…
(1974). Issues and Procedures in Testing Young Children. TM Report No. 37. Because of the developmental characteristics of young children, the potential user of tests for educational evaluation needs to be keenly alert to the kinds of decisions which can be made on the basis of testing and to the limitations of testing when young children serve as subjects. The choice of a test to be used will depend on the type of decision to be made. Several decision types are discussed: program planning and evaluation, screening, and administrative decisions. After considering the type of decision to be made as a factor in test selection, several test characteristics should be considered: practical criteria, including relevance, scope, timeliness, importance, efficiency, and credibility; validity–content, discriminant, criterion, content, and edumetric; test reliability; and test bias. Cognitive, affective, and psychomotor domains are discussed in relation to determining what kinds of test characteristics are important in assessing for a particular educational… [PDF]
(1998). Peace Education in the Early Childhood/Elementary Education Classroom: Setting the Agenda for a Humane World. Peace Education is now considered by many as a viable curriculum that could be integrated into many school programs. This paper identifies and clarifies the role that peace education can play in the creation of a humane, nonviolent learning environment; highlights recent research on brain-based learning that holds significance for the inclusion of peace education in the curriculum, especially with integration of the arts and humanities; and demonstrates and invites participation in workshop activities that enhance the quest for a peaceful school and classroom. The paper maintains that peace education can enfold integrated, brain-based, multisensory learning, and a problem-solving approach. Integration of the arts and humanities in peace education can be a form of art therapy for children living in violent communities. The paper further maintains that peace education ensures enhanced citizenship skills for a new century. Appended to the paper are lists of: resources for brain-based… [PDF]
(1999). Enhancing International Cooperation and Solidarity. A Series of 29 Booklets Documenting Workshops Held at the Fifth International Conference on Adult Education (Hamburg, Germany, July 14-18, 1997). The booklet reports a shift of emphasis in international cooperation from assistance to partnership, participation, networking, and mutuality. Workshop participants stressed that these concepts, which are central to adult learning, need to be taken all the more seriously at a time of increasing economic globalization and accelerating development in the field of information and communications. The booklet concludes that international cooperation will be based on existing institutions, structures, and networks. According to the booklet, the challenge of a global economy must be met through global cooperation by doing the following: (1) promoting lifelong learning, taking into account advantages in terms of flexibility, diversity, and availability at different times and in different places; (2) enhancing the new vision of adult learning that is holistic and cross-sectoral; (3) expanding the capacities of governments, nongovernmental organizations, and the private sector; (4) promoting… [PDF]
(1981). Teaching Global Awareness with Simulations and Games. Grades 6-12. Global Awareness Series. This teaching guide contains 15 simulation/games for students in grades 6-12 on the topic of global awareness. The overall objective is to help students understand various global concepts and social studies content. Specifically, it gives students the chance to experience and understand international/intercultural situations which involve people in all walks of life such as politicians, diplomats, farmers, sharecroppers, and consumers. Students focus on the four global themes of inequality, development and technology, human rights, and basic human needs. For example, in one game, \Self Defense,\ students divide into countries with pseudonames such as Grainland, Southland, and Northland and unknowingly replay the actions leading to World War I. In another game, \Creating World Maps: Visual Data Charts,\ students redraw the size of countries to correspond to the amount of oil and food they use and their population. Some activities may be adapted for elementary grades and for the…
(1974). After Integration; Problems of Race Relations in the High School Today. A Study of Madison High School with Recommendations for New York City Schools. This report first presents a narrative and analysis of the process and aftermath of the integration of Madison High School in Brooklyn, New York City. Then 13 recommendations are stated, among which are the following: (1) Board of Education should establish a special unit to provide technical assistance for integrated schools; (2) the New York City Commission on Human Rights should provide consultation and guidance to the Board of Education and to schools requiring assistance in establishing better race relations; (3) faculty workshops should be developed; (4) an affirmative effort should be made to involve minority students in extra-curricular activities and maximize interaction between minorities and whites in such activities; (5) the Student Coordinator in the high school should be used more extensively and effectively; (6) all faculty and administrative personnel assigned to posts requiring close contact with students or supervision of extra-curricular activities should be… [PDF]
(2006). Cooperation and Advocacy for Adult Education. Convergence, v39 n2-3 p99-108. This paper represents the text of a presentation given by the author during a panel discussion on "Paving the Way towards CONFINTEA VI: Balance and Challenges on the Side of Civil Society," in Montevideo in June 2006. The author argues that adult learning, instead of inciting general interest and concern, tends to be forgotten in public discourse as well as in budgets and provision. For adult educators, their constant concern is to make learning opportunities for the adult population in their countries stay on the agenda of public commitments rather than disappear completely from them. They try to stem the tendency to ever more cuts in public budgets for adult education provision which is nibbling away more and more of the substance of this basic human right which is respected in verbose declarations but overlooked in the implementation of public administration. They seek to make decision-makers listen to their claim that adult learning opportunities must not be left to the… [Direct]