Background: Forging 'new' decolonial education curriculum policy reform with ill-conceived intents may lead to both socio-political and economic pathologies and failure. Aim: The aim of the social sciences meta synthesis done was to consolidate gathered evidence from published scientific articles on decolonial curriculum reform policies. It was…

This research aims to examine the success factors behind raising the achievement of Black Caribbean pupils with focus on leadership and work force diversity factors. Drawing on case studies and focus group methodological approaches of research the study findings identified a number of success factors including the strong leadership of the…

Background/Context: Ladson-Billings's concept of Culturally Relevant Pedagogy for African American children has been widely reinterpreted in various contexts for racialized students. In this reflective essay, I consider its challenges in Canadian contexts. Focus: I use my early ethnographic work to illustrate important aspects of culturally…

While university-based study abroad programs have become a core component of multicultural education, I argue that in many ways the dominant model of study abroad is rooted in a white masculinist episteme predicated on anthropological consumption of the "Other" without, and largely opposed to, meaningful examinations of the self. The…

The past two decades have witnessed a rapid increase of immigrant population in U.S. schools. Little is known, however, about factors that promote cross-cultural experiences, academic achievement, and/or challenges of Black African immigrant youth, which is particularly significant today in the midst of the current social and political discourse…

Yale professor Harold Bloom has concluded that cultural guilt has resulted in a 30-year intellectual decline in which politics has come to dominate U.S. poetry. Four leading African-American poets comment critically on Bloom's conclusions. (SLD)

Explains how a teacher, a Belizean of African descent who immigrated to the United States, feels about having grown up reading only Western literature. Explains the costs of such limited reading in psychological and emotional terms. Gives a brief review of a few well-known Caribbean authors, including Julia Alvarez and Jamaica Kincaid. (TB)

Assimilation and multiculturalism are seen as two opposing ideas. A balance between cultural similarities and differences is needed. Diversity within cultural groups must be accepted in order for cultural diversity to be valued by all cultures. Multicultural education needs to focus on valuing diversity without devaluing similarities. (MMU)

The nature of pluralism, especially in education, is discussed. The dominant culture in the United States is compared with the African culture. The uniqueness of African Americans and the implications for pluralism are investigated. Specific examples of ways educational personnel might promote educational pluralism are presented. (CJ)

Explores the role of African American studies in a global world order. As developing nations like Brazil consider racial and ethnic relations under democratic conditions, the African American experience stands as an instructive example. African American studies is uniquely positioned to address the diversity issue around the globe. (SLD)

Discusses the problem of ethnocentrism in the educational system of the United States. Suggests that knowledge needs to be redefined to reflect a multicultural view of the world rather than reflecting an "us against them" outlook. Argues that the humanities need to be decentered so that minority students are not alienated. (DK)

Argues that nonstandard dialect literature deserves more attention than it is currently getting in the classroom, even if this means additional skills on the part of teachers and students. Introduces some issues of multicultural pedagogy based on the author's experience of teaching Alice Walker's "Nineteen Fifty-Five." (TB)

There is a mandate for teachers who are trained to meet the needs of the increasingly more culturally diverse populations, particularly in urban schools. General competencies which all teachers of urban learners should develop include respect for cultural differences and a belief in the abilities of culturally different learners. Additionally,…

Maintains that the move from theorizing difference to dealing with difference in an intercultural collaboration creates generative conflicts for educators and students. Tracks the conflicting discourses, alternative representations, and political consequences the construct "Black English" had for black and white mentors, teenage writers, and…

This final report describes a Cultural Diversity Innovation project implemented in 1992-93 at Indiana State University (ISU). The central objective of the project was to enrich cultural diversity elements in the Masters in Public Administration (MPA) curriculum at ISU through the presentations of visiting faculty from historically black colleges…