Education has until recently promoted social mobility, broad economic growth, and democracy. However, modern universities direct policy and resources toward criteria that exacerbate income inequality and reduce social mobility. Online education can make education more socially, geographically, temporally, and financially accessible, impacting the…

Maintains that presenting history to the public is a goal most historians enthusiastically endorse. Concludes that reuniting scholarship and emotion, objectivity and empathy, fact and feeling may be the biggest challenge that historians face in a new scientific and intellectual world. (CFR)

Argues that the present methods of analysis such as pluralism, elitism, and institutionalism are insufficient paradigms to accurately discuss questions of vital concern to American Indian tribes. A study of 40 political science texts found only one considered to be adequate in describing Indian concerns. (GG)

Offers the National Council for the Social Studies' official position on Christopher Columbus' voyages to the Americas. Acknowledges the roles of Native Americans, Africans, and Asians in the Age of Discovery. Recognizes the effects of Columbus' contacts with the other cultures of the Americas. Explores the contemporary relevance of 1492. (SG)

American Indian education fails because schools force acceptance of a nonindigenous world view and ignore native people's perceptions of life, spirituality, art, time, mores, and learning practices. A University of Calgary experiment demonstrates that the creative arts, especially spontaneous drama, are more effective learning vehicles for native…

This annotated bibliography on the topic of multicultural education is intended to accompany a special collection of documents on microfiche selected from the Educational Resources Information Center (ERIC) bibliographic database. Evaluation reports of state and district efforts to implement multicultural curricula, and step by step instruction on…

Reports on a study of how the three-way encounter among Europeans, the indigenous Americans, and Africans is presented in six secondary U.S. history textbooks. Describes the evaluation instrument and process used to review the textbook content. Concludes that teachers should use supplementary materials to ensure balance. (CFR)

Asserts that music teachers increasingly are interested in music that originates outside the Western European tradition. Presents an interview with David P. McAllester on world music, the musical culture of the Navajo people, and how it should be taught in music classrooms. (CFR)

This booklet provides Arizona educators with classroom resources in multicultural education and sources of training for educators. Resources include: (1) media materials and speakers on various humanities topics including contributions of different cultures to Arizona; (2) curriculum units and instructional materials on Arizona's American Indians…

Describes the history, culture, cultural geography, and current place in the school curriculum of American Indians of the southeastern United States. Contends that American Indians are both ignored and stereotyped in most social studies instructional materials. Provides an annotated bibliography of recommended materials for teachers and students.…

In an effort to move concerns of American Indian/Alaska Native education into the general arena of public education, the National Education Association developed six issue papers, each with proposed actions and suggested readings. "Cultural Values Affecting American Indian/Alaska Native Students," focuses on the prevalence of cultural…

Recommends creative dance, as part of early childhood education, be developmentally appropriate, using exploratory movement and sensory awareness to teach children about themselves. From personal experience, describes dance work, based on Native-American dance and children's alternative realities, and designed to encourage future development of…