Research on post-colonial curricula in non-Western countries continues to expand, with contributions from many scholars around the world. Many of these authors argue that post-colonial theories and the implications of those theories can help elucidate how colonial hegemony and ideology have affected the dominant discourse regarding curriculum…

Music has very important function in the lives of most teenagers, but there is a disjunction between music at school and music at home. Adolescent's music preferences are very heterogeneous and they can be explained by various social and individual factors. The author discusses the problem of music education in Croatian grammar schools and speaks…

This paper draws on the narratives of three teaching staff as they collaborate to transform student teachers' thinking and praxis about sustainability through a bicultural perspective that acknowledges indigenous and Western ideologies. It will discuss some of the experiences that the student teachers found to be transformational such as:…

A number of countries in Asia and the Pacific are moving from a predominantly agricultural economy to industrialization, thus creating different expectations of secondary schools. The forum described provided the opportunity to reach certain consensus on the directions of secondary education; develop alternative objectives of secondary education;…

This collection of curriculum projects is the result of the participation of 15 teacher/authors in the 1998 Fulbright-Hays seminar in Morocco. Projects in the collection focus on various topics in Moroccan society. The following curriculum projects are outlined in the collection: "Studies in African Cultures: A Course Syllabus" (Dinker…

True "liberal learning" often occurs far from our campuses and direct influence. The Ladakhi, a non-western culture located between Tibet, China, and Pakistan, passed on "liberal learning" as part of its communal experience. The Ladakhis were wealthy, self-sufficient, lived in roomy houses, had zero "gross national…

Africa's educational systems were developed by colonial and missionary authorities as a means to create a trained labor force with respect for European social and moral superiority. With independence, African nations were faced with selecting new objectives for their educational systems. Among the educational aims emerging are fostering national…

This lesson plan focuses on China's Silk Road (300 B.C.-1300 A.D.), specifically the exchange of goods and ideas along its route. The lesson consists of four activities: (1) "Geography"; (2) "Matrix"; (3) "Advertisement"; and (4) "Oral Presentation." The lesson presents goals, provides background, and…

A nationwide survey of state education departments was conducted in order to learn the extent to which study of Asia is included in precollegiate education. It was found that there is a place for Asia in the curriculum. A course in world history, world geography, and/or world cultures is reportedly offered as part of the common course sequence in…

This unit of study on ancient India is geared to last about four weeks or 20 school days and is appropriate for secondary school students. The unit provides a day-by-day program, beginning with an introduction to the material on the first day which opens with an Indian poem, "Six Blind Men and the Elephant," and a slide presentation.…

This lesson was developed to be one of three or four similar components of a projected final unit entitled "Understanding Contemporary International Conflicts in the Light of the Past" in a 10th grade world cultures class. The lesson examines how cultural differences contribute to international conflicts. It presents an objective, cites…

This lesson on India is suggested as a culminating activity to bring together previously taught units about infrastructure, Islam, Buddhism, Hinduism, ancient India, and contemporary India. The lesson's goals are to examine how a country's cultural background can influence change and to study the development of modern infrastructure. The students…

Describes and critiques the multicultural movement on university campuses in the United States and proposes an alternative list of texts from non-Western cultures for a college curriculum. Discusses the texts and the themes they raise and suggests approaches that might guide advocates of multiculturalism. (JB)

In an effort to "internationalize" Illinois Central College (East Peoria, Illinois) an English professor and four colleagues wrote a successful proposal enabling them to become part of a Community Colleges Humanities Association workshop to develop courses in "primarily third-world cultures." Plans were made to develop three…

Intended for high school students, two humanities lessons on India approach India from a "world cultures" perspective. In the first lesson, "Story Scrolls," pairs of students create and present stories from Hindu mythology using traditional methods. The lesson gives content objectives, skills objectives, and…