In 2009, the University of Wisconsin-Eau Claire's (UWEC) women's studies program offered its first iteration of the faculty-led international immersion course Women's Lives and Experiences in Nicaragua. This program was created and initially led by Dr. Rose-Marie Avin, a faculty member in the economics department and an affiliate member of both…

The major elements of the industry-based planning process can be successfully applied to the development and implementation of international projects in educational institutions. International education programs share the following fundamental structural elements with business and industry: they compete in the market place, and exist by managing…

Encourages counselors and other human development professionals to provide human immunodeficiency virus (HIV) and Acquired Immune Deficiency Syndrome (AIDS) prevention programing that is sensitive to social and cultural contexts of groups being addressed. Focuses on women, gay and bisexual men, African Americans, and Latinos. Provides necessary…

Responds to previous article by Ridley et al. which presents Multicultural Program Development Pyramid, five-tiered framework outlining stages of multicultural counselor training program development. Commends Ridley et al. for making important contribution toward development of coherent systematic multicultural counseling and psychotherapy…

Responds to previous article by Ridley et al. which presents Multicultural Program Development Pyramid, five-tiered framework outlining stages of multicultural counselor training program development. Calls article milestone reference for multicultural training (MCT). Notes surprise that model chosen to illustrate MCT was pyramid and expresses…

Responds to previous article by Ridley et al. which presents Multicultural Program Development Pyramid, five-tiered framework outlining stages of multicultural counselor training program development. Expresses disappointment that Ridley et al. elected not to give guidance in identifying training models, learning objectives, instructional…

Responds to previous article by Ridley et al. which presents Multicultural Program Development Pyramid, five-tiered framework outlining stages of multicultural counselor training program development. Commends Ridley et al. for keeping issues surrounding multicultural counselor training (MCT) alive, but expresses concern that too few counselor…

After a brief discussion of the impressions made by outsiders on natives of developing countries, recommendations are made for a culturally sensitive development worker/educator, including contacting appropriate governmental agencies; involving host country partners in planning; listening; acting ethically; being sensitive to the prevailing…

Outlines and discusses the necessary components for developing literature programs that are truly representative of the rich tradition and cultural diversity of writings in the English language. (RL)

Debra Magpie Earling, author of the 2002 novel "Perma Red," does not appear as a named character in her text, which has been designated as a work of fiction. Eighteen years in the making, "Perma Red" is an intricate, intimate expression of self-life narration that is Earling's act of publicly honoring the Aunt Louise she never…

A number of processes and practices relevant to the improvement of multicultural education are discussed: (1) length of time spent on multicultural studies; (2) orientation of multicultural education; (3) field trips and classroom visitations by outside resource persons; (4) multicultural versus multiethnic instructional processes; (5) class…

Educators are always dealing with subcultures, whether or not they are labeled as such. The distinguishing elements of a subculture are the values behind observable cultural traits. Each person belongs to one or more subcultures, and the values ascribed either by the subculture to itself or by the greater culture to that subset have continual…

The development of Maori-English bilingual education programs in New Zealand will have these beneficial effects: (1) the educational needs of Maori children, who are likely to be bilingual when they start school, will be met; (2) the maintenance of the Maori language and culture will be fostered; and (3) the indigenous culture will win new…

The author, who over the years has taken many students abroad on study tours, shares some conclusions that he has reached. His thoughts, which include many practical tips on how to organize foreign travel, should be helpful to educators planning on undertaking such a venture. (RM)

Curricular experiences in a bilingual/multicultural teacher education program should be designed around the experiential and conceptual backgrounds of multiethnic children and youth. The concepts, generalizations, content, language patterns, values, attitudes, habits, and cultural heritage familiar to all racial and cultural groups should…