Describes and analyzes education social work with Travellers (nomads), highlighting how both practical support and skilled emotional help are required. Neither practical nor emotional assistance can effectively be offered without an understanding of societal, ethnic, and cultural context. (MAK)

Advocates a new politics of difference for Australia in which the tendency to collapse differences and contradictions of experience into cultural explanations will be replaced by an approach that emphasizes differences conceived of as subjective experiences. Dialogue across difference is advocated rather than dialogue between difference. (SLD)

Discussions of bullying generally ignore the fact that bullying may be a cover for racism. A three-stage process is suggested for development of antiracist practices in the context of bullying. The first step toward finding out what is happening in schools is to clarify the language used about it. (SLD)

Describes multiculturalism in Australian education as an approach that affirms, values, and promotes social, educational, and economic benefits derived from a productive use of Australia's rich cultural and linguistic diversity. Multiculturalism in Australia can be understood as a demographic description of society, as a social philosophy, and as…

Although challenges faced by refugee children in English schools are those faced by all students, theirs are exacerbated by their refugee status. Particular problems are those of student migration, language, culture, home and school relationships, the pastoral aspect of school care, and the need for time to deal with the child as an individual.…

Members of minority groups in Britain need to explore new terms to describe their ethnicity, terms that establish them as part of the British mainstream first, and then describe their cultural heritage, so that the extended experience of more than one culture is recognized. (SLD)

Time demanded for essential nursing practice tasks has meant that there has been little left for an emphasis on cultural awareness in Australian nursing education. Specific suggestions are made for incorporating cultural awareness into the existing curriculum. (SLD)

Explores how a critical multiculturalism, by encouraging greater cultural diversity in a widening participation in higher education, has the potential to change British universities. Showing how institutions discriminate against black people makes clear where power lies and how decisions are made. (SLD)

The case study of an African Caribbean boy in a British preschool class illustrates the ways in which African Caribbean students are caught between a devalued culture and a culture with which they do not identify. Approaches to promote cultural sensitivity toward African Caribbean children are discussed. (SLD)

It is argued that the stringent insistence of the British National Curriculum on English as the sole vehicle to academic development can be detrimental to bilingual children. An aesthetic approach is advocated that embraces linguistic and cultural diversity, particularly in student expression through the arts. (SLD)

Studies educational experiences and attitudes of 200 Chinese secondary school students in Manchester (England). Findings support the claim that most were confident in their school work and most liked school. Incidents of racial bullying may account for the low self-esteem of some of these students. (SLD)

Makes suggestions for teaching "Traveller" children (members of the "gypsy" culture) in the context of the British curriculum and provides a bibliography of books and resources on the culture for use in schools. The Traveller culture has been largely ignored in the modern emphasis on cultural awareness. (SLD)

Instructional materials to support the early schooling of bilingual students are most effective when they support classroom organization and a context that promotes the development of language acquisition. Examples from a British classroom demonstrate that materials should incorporate an unambiguous valuing of cultural and linguistic identities.…

Helps early-years educators to be sensitive to the cultures of the families by providing observations of culturally diverse children at play, the cultural contexts they bring to play activities, and the demonstration of childhood learning of cultural diversity. Theoretical observations about childhood and play are discussed. (GLR)

Identifies concerns of teachers working with isolated bilingual students, outlining key principles for ensuring that they are seen as learners who must learn what all others students learn and still develop bilingually. The context is that of the south of England, but the concerns may be common to all educators. (SLD)