This article proposes introducing a strategy of controversy into human rights curriculum. First, it refers to the development of human rights education in Latin America and illustrates how controversy can be incorporated in the different disciplines of the curriculum. Second, the article shows how human rights from a controversial perspective can…

Supports increasing emphasis on interethnic conflict around the world as part of an education in pluralism. Argues that the fuzzy moral relativism and feel-good message of most multicultural instruction tends to essentialize culture and inhibit any meaningful understanding. Maintains that facing difficult issues produces a true appreciation and…

A survey of over 300 colleges and universities indicates that multicultural education is on the ascendancy. Educational issues are raised concerning the application of multicultural education principles on college campuses. These include philosophical issues, curricular issues, faculty issues, pedagogical issues, and the curriculum development…

Problems related to multicultural education programs are cited. A model of ambivalent social exchange is presented that: (1) uses components of cultural pluralism while avoiding separatism; and (2) enhances understanding of culture, as represented by various social groups, so that individuals can choose values which allow personal fulfillment. (PP)

Both core curriculum and multiculturalism are highly contested issues in education today. For this discussion, a relatively broad definition of core curriculum is used, ranging from core programs that require students to take one mandated course or a series of them to generalized distribution requirements more commonly put into practice as a core…

Discusses criticisms of global education by Gregg L. Cunningham in a report for Thomas G. Tancredo, and the National Council for the Social Studies' response to the report. Contends that an ethnocentric curriculum restricts students ability to think critically. Distinguishes between cultural relativism and moral relativism. (DB)

Drawing on contemporary research literature, recently developed curriculum guides, and blue-ribbon reports, this digest reviews 10 contemporary trends in K-12 social studies in the United States. Trends are as follows: (1) History, history, and more history; (2) More geography, too; (3) Using literature to teach social studies; (4) Focus on the…

An African centered curriculum has two parts. It is both a process that centers around the cultural heritage of African Americans, and the infusion of content that will stimulate and/or reinforce the growth and development of African and African-American mental and ethical traits. The scholars who are the main proponents of an African centered…

This book presents a substantive overview of the issues in curriculum development and implementation faced by social studies educators. The book offers contemporary perspectives on some of the most enduring problems facing the social studies. The collection of essays provides readers with a systematic investigation of a broad range of issues of…

Designs and teaches a required course on cultural diversity in U.S. society. Develops effective strategies for counteracting students' intergroup intolerance. Focuses on two common triggers of intolerance and offers strategies for reducing that intolerance. (Author/NL)

Compares two closely related distinct approaches to art teaching: (1) the issues-oriented approach; and (2) the thematic approach. Contends that the issues-oriented approach to art education supports cultural diversity by emphasizing art's potential to promote political change. (CFR)

Analyzes seven barriers to teaching global education, focusing on teacher education, teaching methods, textbook bias, curricular rigidity, and student attitudes. Stresses the importance of understanding global interdependence as a part of citizenship education and the social studies curriculum. Suggests that understanding the barriers to global…

Uses the example of New York State to illustrate how the rancorous political debate over education can render national standards irrelevant and contradictory. In appeasing so many factions the standards become inclusive to the point of obfuscation. Provides a brief overview of the controversy concerning national standards. (MJP)

Contends that it is increasingly clear that schools must prepare students to be able to adapt to a changing world. Asserts that multicultural education is an intellectual concept that should focus on significant social issues. Maintains that effective multicultural education requires conceptual teaching methods. (CFR)

Suggests that a social action position is needed to effect desirable changes in theory and practice of art education. Compares five goals of multicultural education with three feminist approaches to art teaching. Discusses how art teaching should incorporate theories about feminist aesthetics, social change, and women's art history. (KM)