(1995). Community College Humanities Review, 1995. Community College Humanities Review, v16 Dec. This annual volume of the Community College Humanities Review (CCHR) presents a wide range of articles dealing with humanities–from Lloyd Kaplan's attempts to set the record straight (by presenting a more accurate appraisal and a truer perspective of Dave Brubeck's outstanding contribution to the course of jazz) to Walter Krieglstein's exploration of recent discoveries in basic science (by attempting to evaluate their potential as a stimulus for cross-fertilization between the sciences and the humanities). Contained are the following articles: (1) \Comments at the National Conference of the Community College Humanities Association: Washington, D.C., November 9, 1995\ (Sheldon Hackney); (2) \Conform, Go Crazy or Take a Nap: Nourishing the Prophetic Vision\ (Mary Rose Reilley); (3) \The Legacy of Dave Brubeck\ (Lloyd Kaplan); (4) \Interdisciplinary Study: Towards the Millennium\ (Maryanne M. Garbowsky); (5) \The Silencing Canon: Native American Texts and Literature Study\ (Mary… [PDF]
(2002). Teaching Thinking. History Teacher, v35 n2 p175-200 Feb. If history teachers' aim is to teach students how to think, why not ask: What forms of thought do historians use, and what specific techniques will inculcate these forms? In this article, the author proposes a fundamental shift, from courses with a focus on the mastery of data to courses with a priority on learning the historian's craft. The author has explored this approach through experimentation over the years with the cooperation of students at Lakeside School in Seattle, and devised a format which works. Here, the author describes this model which is applied to a tenth grade world history (since 1500) course during the 1998-99 academic year. The content begins with a tour of varied societies, and then proceeds to an introduction to Islamic and Atlantic intercommunicating zones during the fourteenth through seventeenth centuries. From there it moves to a more traditional, and more specific, study of European developments. The course concludes with personally engaging subjects,… [Direct]
(2009). Rethinking Multicultural Education: Teaching for Racial and Cultural Justice. Rethinking Schools, Ltd Since the 1980s, "Rethinking Schools" magazine has been renowned for its commitment to racial equality in education. Now, "Rethinking Multicultural Education: Teaching for Racial and Cultural Justice" has collected the best Rethinking Schools articles that deal with race and culture. "Rethinking Multicultural Education" moves beyond a simplistic focus on heroes and holidays to demonstrate a powerful vision of anti-racist, social justice education. Practical, rich in story, and analytically sharp, "Rethinking Multicultural Education" reclaims multicultural education as part of a larger struggle for justice and against racism, colonization, and cultural oppression–in schools and society. This book contains four sections. Section I, Anti-Racist Orientations, contains the following: (1) Taking Multicultural, Anti-Racist Education Seriously: An interview with Enid Lee; (2) Origins of Multiculturalism (Christine Sleeter and Peter McLaren); (3) What… [Direct]
(1994). Respect, Reflect, Resolve. Ten Anti-Violence Lessons for Use in Middle and High School. First Edition. This teacher's guide provides 10 interactive lesson plans to educate youth about the consequences of violence. The lessons explore the different kinds of violence in society, conflict resolution through mediation, the behaviors that constitute sexual harassment, statistics on violence, ways to avoid domestic violence and the use of deadly force, the impact of television violence, sentencing enhancement statutes for gang activity, non-violent theories of social change, the problems facing minorities in Germany, and foreign policy alternatives to ethnic violence, civil wars, and genocide. The teaching strategies challenge students to solve problems peaceably through mediation and creative thinking. Beginning with the premises that respect is an unalienable right and that disrespect has no place in a democracy, the first priority of this curriculum is to foster respect for the inherent worth of all human beings. Once respect is established, the second step to avoiding violence is to…
(2003). Child Protagonists: The \Anne Franks\ of Today. Multicultural Education, v11 n2 p23-26 Win. The literary works surveyed here were written by authors who, as children, witnessed apartheid, holocaust, imprisonment, escape, genocide, ethnic cleansing, and other horrors that marked their lives. In each case, the selected texts are rendered as diaries or as first-person narratives describing disturbing situations which are resolved either through reading, writing or merely adjusting. In this article, the author discusses text interrogation as an instructional approach for instructors to use to introduce some of these literary works. Using this approach, the instructor uses focused questions to develop proximity to the text and to anticipate and address some of the historical and contextual information that will have to be carefully explained to youngsters. This approach promotes literacy in three ways: (1) using a compelling genre; (2) providing readers with opportunities to articulate reactions, personal positions, fears and concerns; and (3) the freedom to decide to \gloss… [PDF] [Direct]
(1990). Cambodian Refugees. The Khmer are the predominant ethnic group of Cambodia, yet they have suffered genocide in their own homeland. The English language is the primary social barrier confronted by Cambodian refugees to the United States, since there are no similarities between English and Khmer alphabets and tenses. Refugees who arrrived in 1975 tended to be educated, to come from urban areas, and to possess some knowledge of Western culture. However, more recent arrivals are likely to be uneducated and from rural areas with no conception of American customs. Orphaned teenagers and children, along with widows, constitute a large portion of the Cambodian refugee population. All Cambodian refugees seem to possess some degree of survival guilt. Emotional problems range from depression, anxiety, and paranoia to sleep disturbances and death. Enlisting the help of a Khmer shaman (if available) will facilitate survival merit in the counseling experience. A crisis intervention model must be the basis of…
(1999). The "Stolen Generations" and Cultural Genocide: The Forced Removal of Australian Indigenous Children from Their Families and Its Implications for the Sociology of Childhood. Childhood: A Global Journal of Child Research, v6 n3 p297-311 Aug. Examined the development and outcomes of Australian government policy of forced child removal from Aboriginal families. Discusses policy antecedents, its surrounding philosophy and politics, and the emergence of a more critical understanding of this policy in recent years. Examines the general implications of this history for the sociology of childhood. (JPB)…
(1990). IWGIA Yearbook 1989. Based on various international sources, this publication gives an overview of events affecting the indigenous peoples of the world during 1898. Part I, the International Work Group for Indigenous Affairs (IWGIA) Annual Report, describes the programs and activities of IWGIA during 1989. Part II addresses issues of political problems and progress, genocide, land disputes, health, and human rights. After an obituary for George Manuel, a great North American Indian leader, the yearbook focuses on particular geographic locations. A map for each section shows the names and locations of the indigenous people, as well as the population of the area. The report discusses the following areas: (1) the Arctic; (2) North America; (3) Central America and Mexico; (4) South America; (5) the Pacific; (6) Australia and Aotearoa (New Zealand); (7) East Asia; (8) Southeast Asia; (9) South Asia; (10) West and Central Asia; (11) Europe and North Asia; (12) Northern Africa; (13) West Africa; (14) the Horn…
(2008). Language Rights: A Framework for Ensuring Social Equity in Planning and Implementing National-Education Policies. New Horizons in Education, v56 n3 p63-74 Dec. Background: An important issue in the discourse on language rights is the degree to which they influence the development and implementation of language policies or perpetuate inequalities in many language situations. Skutnabb-Kangas (1996, 2002a, 2002b) and May (2000), for example, have argued that language rights offer a reasonable framework for protecting minority languages. In contrast, Brutt-Griffler (2002a) argues that a focus on language rights is neither theoretically justified nor realistic as a means for protecting the interests of linguistic minorities. This article uses the antithetical views expressed by Brutt-Griffler, a critic of language rights, and by Skutnabb-Kangas, an advocate of those rights, as a point of departure in marshaling arguments to advocate human rights as both a mechanism for ensuring social equity, for expanding educational offerings particularly to school-age children, and, in turn, for fostering national development. Focus of Discussion:… [PDF] [PDF]
(2003). Widening the Circle: Culturally Relevant Pedagogy for American Indian Children. This book provides non-Native teachers with information about Native American cultures and offers a pedagogical model that blends Native and non-Native worldviews and methodologies. The book aims to describe the process of becoming bicultural as it relates to success in teaching Native students; provide a short history of American Indian nations, including educational practices and legislation related to American Indian education; assist teachers in developing a better understanding of culture; and present examples of culturally relevant pedagogy and ways of partnering with Indian communities. The first three chapters discuss bicultural awareness, a short history of American Indian education as a tool of cultural genocide, and the effects of colonization on Native communities as a whole. Chapters 4-5 explore the concept of culture and ways of recognizing the role of culture in one's own life, and describe general cultural values and traditional ways of educating Native youth….
(2000). Educating for Empathy and Tolerance: Holocaust Studies and the Teaching of Writing. The Holocaust is a powerful topic for writing classrooms because it elicits strong emotions from most students at the same time that it is remote enough to keep from overwhelming them (at least at first). At the same time the topic presents a minefield for the unwary or naive writing instructor–it is important, for example, to emphasize the rhetorical aspects of the subject and encourage students to study other examples of ethnic or religious exclusivity, bureaucratic indifference, eugenics, and genocide. Most important, the topic can demonstrate to students how serious, sustained inquiry can reveal facts, attitudes, and opinions that will shape their personal intellectual landscape. Some reasons for using the Holocaust in a writing course are: accessibility (the Holocaust is a story with a beginning, middle, and end); the emotional force of the topic; the emotional distance afforded by the topic; the moral complexity of many of the issues; the historical complexity of the subject;… [PDF]
(1981). Social Studies: Elementary School Guide for Teaching about Human Rights. Human rights are those essentials of human existence that are inherent in the species. They are moral claims that satisfy the basic needs of all human beings. Ten major goals and numerous objectives were developed to undergird the Detroit (Michigan) curriculum, and this guide is established around the 10 major goals for teaching students about human rights with activities and resources appropriate for elementary students. Each of the 38 lessons is structured around one of the major goals and provides objectives, learner outcomes, activities, and resources. The 10 goals help develop understandings that: (1) all people are interdependent; (2) all ethnic groups are unique and worthwhile; (3) the United Nations' Universal Declaration of Human Rights and the Declaration of the Rights of the Child are a goal for world peace and cooperation; (4) governments at national, state, and local levels affect one's human rights; (5) self-esteem in individuals is enhanced through the knowledge of…
(1997). Rwanda's Women and Children: The Long Road to Reconciliation. A Field Report Assessing the Protection and Assistance Needs of Rwandan Women and Children. Rwanda faces tremendous challenges as it tries to fight off insurgents, rebuild its infrastructure, reintegrate refugees, and assist genocide survivors. This report details an investigation which assessed the protection and assistance needs of Rwandan women and children. Part 1 of the report contains the executive summary, key findings, and the study's objectives. Part 2 details the needs of women survivors and returnees for protection, shelter, economic assistance, and health care; describes key programs; and discusses reintegration issues. Part 3 presents children's needs, focusing on separated and orphaned children, issues surrounding residential care, reintegration strategies, children-headed households, street children, girls, and educational needs. The findings of this investigation indicate that significant United Nations funds have been earmarked for women's programs; however, many programs face obstacles related to capacity, resources, and skills. There continues to be a… [PDF]
(2001). Fragmenting and Reconstructing Identity: Struggles of Appalachian Women Attempting To Reconnect to Their Native American Heritage. This qualitative study drew on the stories and reflections of six Appalachian women of Native American descent to explore their experiences of reconnecting with their lost Native identity. This paper visualizes those experiences in light of the relationships between personal realities and structural influences. Historically, Native identities have been fragmented and cultural heritage has been lost through several avenues: (1) systematic cultural genocide, primarily carried out in government boarding schools; (2) denial of identity as a means of survival; (3) emotional impact of negative stereotypes and stigmatization; (4) high incidence of Native Americans marrying out of their ethnic group; (5) removal of Native children from their families to be adopted by non-Native parents; and (6) loss of federal recognition of tribal status. In the past 30 years, there has been a great increase in the number of people identifying as Native American, reclaiming lost heritage and reconstructing… [PDF]
(2005). Honoring Religion as a Source of Diversity and Unity. Journal of Education, v186 n2 p41-50. Unity without diversity is, at best, boring, and at worse, totalitarian. Diversity without unity constantly threatens to degenerate, at best, into tensions and failures at cooperation and, at worst, into genocide. The sources of diversity in the United States are many. Racial and ethnic differences as well as differences based on national origins, social class, region, neighborhood, and sexual orientation all come readily to mind. Common ideals and beliefs such as democracy, freedom, and equal rights for all are sources of unity. The American experience has been as successful as it has because there is much that divides the people, leading to dynamic change and a creative restlessness, and because there is much that unites the people, leading to the acceptance of a shared, or communal, responsibility. However, to complete the picture and to understand both the rich diversity of American society and the unity of American society, religion and its role in society must also be taken… [Direct]