Immigration is increasing racial, ethnic, cultural, linguistics, and religious diversity in nations around the world, which is challenging existing concepts of citizenship and citizenship education. In this article, I challenge assimilationist conceptions of citizenship education and argue that citizenship education should be transformed so that…

The 60th anniversary of the Universal Declaration of Human Rights is a propitious time for educators to examine its implications for educating citizens in multicultural nation states. The author argues that students must experience democratic classrooms and schools that reflect their cultures and identities to internalize human rights values,…

The major purpose of this exploratory study was to determine the extent to which black families living in predominantly white suburban communities were bicultural in their beliefs, attitudes, and behavior. Subjects included 111 individuals from 64 black families living in 9 white suburban communities of a large metropolitan region in the Pacific…

Conceptual, historical, and ideological issues which should be considered in designing multicultural education programs are discussed. It is suggested that mainstream and pluralistic educators should work together to resolve differences in their approaches to multicultural education. (Author/GC)

Factors influencing curriculum reform in accordance with the pluralistic and ethnic nature of American society are examined. The author recommends that curriculum change be guided by an eclectic ideological position, which he calls the pluralist-assimilationist position. (Author/DB)

Many recently-developed ethnic studies programs in public schools and colleges lack clear objectives. Also, they offer guidelines which do not reflect current research and learning theory. Reviews theories of acculturation and ethnic cultural components in terms of their relevance to program content and goals. (Author/AV)

This paper asserts that neither the cultural pluralist nor the assimilationist ideology can adequately guide curriculum reform, and advocates the adoption of a pluralist-assimilationist ideology. The pluralist-assimilationist assumes that while the ethnic group and the ethnic community are very important in the socialization of individuals,…

Most reforms related to pluralistic education have been rejected by mainstream American educators primarily for ideological reasons. The fading of the intergroup education movement of the 1940s and 50s is an instance of the failure of educators to internalize the philosophy of multiethnic and multicultural education. The positions of mainstream…