This article explores using spoken word poetry and song analysis in the classroom to inspire students to analyze their identities and strive for social justice in their research efforts. Poetry is empowering. It can show students how people express themselves, push them to consider their own identities, and inspire them to seek social change.…

Abstracts of nine ERIC documents which analyze the importance of intercultural understanding, present world literature's role in achieving this end, and provide teachers with background information on several cultures are presented. (Author/SP)

Many high school teachers have described their favorite non-Shakespearean books that are effective with their students. Reginald Rose's "Twelve Angry Men", Arthur Miller's "The Crucible" and Henrik Ibsen's "A Doll's House" are some of the commonly taught books in high schools, as these books enlighten the students about the connections between…

Considers how the events of September 11th made fear drive students away from acceptance and interest in what was before a cultural learning experience. Discusses students' reactions to Chinua Achebe's novel "Things Fall Apart," which depicts colonization from the point of the Ibo people. Concludes that curriculum may need to address…

Describes a high school world literature course. Outlines four "destinations" for topics including: searching for meaning; injustice; romantic love; and border crossing. Discusses teaching techniques and literature the author uses to teach the class. (SG)

Suggests teachers pair works by American writers with works from other cultures that share a common thematic link or central issue. Puts this into practice by pairing texts that illustrate some of the potential for a blended curriculum of both American and non-Western writers. (SG)

Describes how a small team of district teachers created a year-long course for senior honors using world literature to help confront seniors' passage between childhood and adulthood by raising the questions that echo through time and by offering diverse and insightful suggestions. (SG)

Stresses the need for the incorporation of world literature in the English program and cites several materials which deal with the literature of various nations and the teaching of cultural appreciation in the secondary school. (MM)

Presents six educators' ideas for good activities for teaching world literature to high school students. Describes ideas, activities, and experiences with innovative ways to teach World Literature. (SG)

Considers what educators can do in the classroom to foster openness to other cultures, religions, and ways of being. Notes that as a teacher in an international school, the author perhaps faces challenges and opportunities different from teachers in typical American secondary schools. Concludes that the strategies used to teach literature in his…

Shares a unit on modern Chinese literature for high school students which was planned with the goal of students being able to read Chinese literature with something more than Western eyes. (MG)

Shares how one teacher of world literature uses the writings of Henrik Ibsen and Adrienne Rich to help students come to a full understanding of the creation of gender stereotypes and investigate the world around them. (MG)

Article deals with the author's proposals for over-coming racism and prejudice by adequately representing minority groups when teaching literature. The author asserts that it is essential to world peace and understanding to begin teaching the literature of the human race, and stop teaching the literature of our own minority. (Author/LF)

Describes a middle school program on world cultures taught jointly by English and social studies teachers. (DD)