Presents a 40-item annotated bibliography of multicultural books (published between 1960 and 1992) for young adults. Includes works of fiction and nonfiction, poetry, drama, and short story collections which are award winners or which have been recommended by reviewers or booklists. (RS)

Describes attempts to invite new teachers to explore, extend, and even transform their beliefs about multicultural education in the context of language arts and literacy. Shares examples of activities completed by two groups of beginning teachers. (RS)

Reforms of African educational systems with World Bank assistance are likely to fail unless they are based on a fundamentally African vision of society. This vision involves creating a habitat for human resource development, the use of intermediate technology, and space for the informal sector. (SK)

Examines testimonies of teachers to determine how and by whom a teacher/scholar's authority is defined in the teaching of texts of different cultures. Looks at how teachers make themselves invisible and discusses some of the ways in which pedagogy and scholarship demand or allow for this (in)visibility through concealment or disclosure of personal…

Discussion of text-based computer-mediated communication (CMC) focuses on a study that explored CMC in communication misunderstandings. Considers the lack of nonverbal cues, language and cultural barriers, and differences from face-to-face communication, and includes a copy of the questionnaire used in the study. (LRW)

Describes a cooperative project of the University of Georgia and the Ministry of Education and Youth in the United Arab Emirates to improve the secondary technical education system. Provides background information, describes project activities, looks at cultural issues, and discusses similarities and differences in education. (JOW)

Conducted five studies in three cultures considered less individualistic than the United States (China, Japan, and Russia) to investigate regrets related to action and inaction in people's lives. Respondents in all three cultures tended to regret inactions more than actions in the long term. Types of regrets (generally involving the self rather…

Offers an historical overview of the Association of Theological Schools' response to the challenge of diversity in theological education. Reviews the pre-1996 experience of the association and the process of the "Quality and Accreditation" project that resulted in the redeveloped standards now in place, with reflections drawn from the…

Discusses performance-centered design (PCD) for developing countries and demonstrates how the process of internationalization and localization needs to go beyond the traditional functionality checklists of culture and language. Describes how the unique nature of developing country economic, human capacity, and infrastructure contexts has to be…

Investigated the relationship between support offered (to friends and strangers) and individualism among government workers and teachers in Indonesia and the United Kingdom. Survey data indicated that Indonesian respondents were more wiling to offer support to strangers than their British counterparts. Individualism was a significant predictor of…

In a comparative study of 522 English and 248 Zambian elementary students, English students (more boys than girls) reported proportionally more bullying incidents. Differences in cultural context may account for different results of reported specific bullying behaviors. (Contains 33 references.) (SK)

Compared peer relations, developmental expectations, perceived competence, and well-being in Dutch and Japanese adolescents, investigating cultural influences. Survey data indicated that Dutch adolescents were more satisfied with their peer relationships, expected to achieve developmental tasks at earlier ages, felt more competent about their…

Compared words used in five languages to describe different types of bullying and social exclusion. Data from parents of children age 6-13 in Italy, Spain, Portugal, England, and Japan highlighted six categories: nonaggression, fighting, severe physical aggression, verbal aggression, exclusion, and severe exclusion. There were clear differences…

Addresses how some children from culturally and linguistically diverse backgrounds bring their lived experiences and distinctive cultural ways of knowing to learning literacy. Describes the interplay among issues of race, class, gender, and power in creating and teaching literacy lessons in diverse settings during student teaching. Presents…

Shares some observations about the role of culture in the schooling of culturally and linguistically diverse families, and offers ideas on how teachers can support these learners. Writes about teachers who advocate for their students, and teachers who see themselves as co-learners with their students. (SG)