Maintains that social studies teachers have used the traditions associated with civic and religious holidays to teach about historical events and culture. Asserts that holidays are becoming more culturally diverse. Presents a bibliographic essay including recommended children's literature on both religious and secular holidays. (CFR)

Identifies qualitative differences in how four teachers in an urban multicultural high school think about classroom events based on their differing conceptions of multicultural education. Results indicate that the teachers' thinking about multicultural education is a factor that contributes to differences in their attributions and principles of…

Uses survey data from a study of adolescents in Miami (Florida) to study cultural mistrust and racial awareness for 946 African Americans, 196 Haitians, and 186 Black Caribbean Islanders. Data suggest important differences between African-American adolescents and Black students from other national and cultural backgrounds. (SLD)

Interviews with Australian teachers educated in other countries raise questions about central issues of education, discipline, and the teacher's role. The dilemma faced by Australian teachers from overseas is to reconcile positive and negative aspects of both systems so that they can work in Australia without rejecting their own beliefs. (SLD)

Explores the relationship between Latino "machismo" and the "cool pose" of the African-American male. It is suggested that both masculine postures can be used to design empowering psychological interventions in clinical, community, educational, and policy areas. Positive features could be used in curricula of diversity. (SLD)

Describes a model program to prepare teachers from midwestern liberal arts colleges for urban teaching careers. Student teachers come to Chicago and live together, student teaching in local urban schools and completing regular professional development and cultural diversity activities. Pre- and post-program interviews and essays indicate that the…

Many recent studies and debates about East/West cultural differences suffer from major methodological and conceptual drawbacks: confused conceptions, arbitrary use of cultural terms, over-attribution to cultural effects, and ignorance of levels of analysis. A cross-cultural research framework for conceptualizing two or more societies is presented.…

Discusses a conceptual model for understanding the participation of families from culturally diverse backgrounds in the Individualized Education Program/Individualized Family Service Plan process. Predisposing family factors, perceptions of disability, enabling factors, family-professional collaboration, and systemic support are explored, and…

A qualitative study examined the experiences of 10 mostly inexperienced, female teachers working in two isolated Native communities in northern Ontario. Findings focus on teachers' uncertainties about appropriate pedagogical goals, the relationship of teachers to First Nations communities, living in the North, cross-cultural and multicultural…

Describes a cross-cultural course offered by the Faculty of Education at the University of Regina (Saskatchewan, Canada) to develop preservice teachers' understanding of aboriginal cultures, taking data from instructors' experiences and student narratives. The paper discusses the lack of understanding in white preservice teachers' views of self…

Addresses the need for greater understanding of the complex, contradictory nature of preservice teachers' life experiences as they interact with a multicultural, social reconstructionist teacher education course. The paper describes a study of the course and portrays two students' prior experiences that influenced their motivations to teach…

This paper describes how the University of Wisconsin-Parkside developed a multicultural emphasis in its teacher education program, noting that implementing such a focus in a school with predominantly white students and faculty members required a paradigm shift for both the program and the faculty. (SM)

Challenges educators to embrace the spiritual aspects of life in their image of education, suggesting the importance of including spirituality in one's approach to life and letting that sense of life infuse one's teaching. An alternative image of some of the basic principles of curriculum and instruction is sketched. (SM)

Emphasizes the importance of helping students develop a sense of moral and spiritual value, undoing the violence that they have been taught in schools over the years and teaching them in a creative, rigorous manner about peace and the lives and works of prophets, peacemakers, feminists, and earth keepers. (SM)

A discussion of why Asian students rank high on international assessment tests in science and mathematics reveals that Asian schools stress rote memorization and test taking to the extent that children don't have the opportunity to be children. The U.S. educational system's encouragement of critical thinking and nonacademic activities contributes…