Maintains that students must study ethnicity to attain a total understanding of American society. The author analyzes and evaluates multiethnic components of a social studies program and recommends comprehensive testing to determine the success of each component. Examples of testing techniques are presented. (Author/DB)

To remain a free and pluralistic society, we can neither do away with the Western canon nor exclude the contributions of non-European ethnic groups. Given the tremendous social class and racial cleavages in U.S. society, claims that studies of ethnic diversity will threaten national cohesion are unfounded. (17 references) (MLH)

The bitter debate over the literary and historical canon has overshadowed the progress made in multicultural education during the last two decades. Detractors mistakenly believe that multicultural education is for victimized minorities and women, opposes the Western tradition, and will divide the nation. Teachers must integrate five knowledge…

Democratic societies require citizens committed to realizing democratic ideals. Multicultural education helps unify a nation deeply divided along racial, ethnic, and class lines. Research documents schoolchildren's biases, showing that multicultural materials and cooperative teaching strategies can help them develop more positive attitudes and…

Racial, ethnic, cultural, and language diversity is increasing in nation-states throughout the world because of worldwide immigration. The deepening ethnic diversity within nation-states and the quest by different groups for cultural recognition and rights are challenging assimilationist notions of citizenship and forcing nation-states to…

Issues related to race, class, and gender diversity have been silenced in most school reform efforts. To meet future national and global needs, reforms must incorporate diversity issues, promote democratic ideas, and help students acquire the knowledge, attitudes, and skills to construct civic, moral, and just communities. Policy recommendations…

Examines research and literature on race and ethnic groups published between 1911-2000, documenting how knowledge created by social scientists, historians, and intellectuals reflects social and cultural contexts and political and economic interests. Notes the competing paradigms and explanations developed in each historical period, explaining that…

What do we know about education and diversity, and how do we know it? This two-part question guided the work of the Multicultural Education Consensus Panel, which included the eight scholars named above. The panel's work was sponsored by the Center for Multicultural Education at the University of Washington and the Common Destiny Alliance at the…

Discusses 12 essential principles to help schools teach democratic values in a multicultural society. Derived from findings of the Multicultural Education Consensus Panel to review and synthesize research on diversity, principles are organized into five categories: Teacher learning; student learning; intergroup relations; school governance,…

Equity pedagogy involves teaching strategies and environments that help diverse students attain necessary knowledge, skills, and attitudes for functioning effectively within a just, democratic society. The article examines how equity pedagogy interacts with other dimensions of multicultural education (content integration, knowledge construction…

Describes and discusses three explanations of academic achievement: (1) cultural deprivation theory; (2) cultural difference theory; and (3) postmodern discourse-practice. Applies these theories to multicultural education. Argues that social studies teachers must transform their thinking and create classrooms that promote democratic ideals. (CFR)

Examines the challenge of educating increasing numbers of minority and impoverished students to produce effective citizens and future workers. Offers a lesson on reconceptualizing European westward expansion to analyze the social construction of knowledge. Argues that schools can and must help students think critically, deal with social and…