Addresses challenges that face social studies education, including the argument over the United States as a "melting pot' or a "salad bowl"; how to increase multicultural understanding; and the growing gap between the rich and the poor in the United States and the world. (CMK)

Explores the emergence and evolution of nongovernmental organizational forms and actors engaged in transnational advocacy in the field of education. Focuses on the genesis of a nongovernmentally sponsored Global Campaign for Education and its efforts to shape the World Forum on Education in Dakar and the future of Education for All activities of…

Comparative education should stop trying to figure out how to borrow educational systems from one culture and transplant them into another. Instead, it should focus on how educational systems can be described and explained, comparatively, in a way that captures the intersections of forces of history, social structures, and individuals' pedagogic…

Describes a global issues project in which students modeled the United Nations Economic and Social Council. Discusses project aspects while focusing on the use of the Alta Vista Forum for web-based threaded discussion. (CMK)

Highlights online resources to promote civic action. Provides annotations for each web site in six categories: (1) health and human services; (2) professional organizations; (3) human rights resources; (4) child advocacy education; (5) Internet safety for children; and (6) child advocacy networks. (CMK)

Proposes a new role for middle school teachers in the aftermath of the September 11, 2001 terrorist attacks. This role involves reexamination of curriculum content in world cultures, geography, history, and comparative religions to give students a fuller idea of their place in the world and the concepts of justice and fairness as practiced in the…

Five reasons why U.S. colleges and universities attempting to internationalize the curriculum have major difficulties include: (1) competing purposes and directions that shift with the political and economic climate; (2) governmental constraints; (3) institutional structures that block change; (4) theoretical assumptions about curriculum that do…

Engages students in comparing the rights proclaimed in the Universal Declaration of Human Rights (UDHR) with those present in the United States Bill of Rights and other constitutional amendments. Challenges the students to explore reasons for the presence or absence of certain rights and to reflect on the role of the government. (CMK)

Suggests three main reasons for incorporating a global dimension in teacher education. Provides and incorporates principles to inform the development of Information and Communication Technologies (ICT) in curriculum design, and illustrates ways in which teacher educators can proceed. Includes a creative project to facilitate preparing teachers'…

Argues that the field of comparative and international education must be reconceptualized and redeveloped in order to demonstrate its potential to improve educational policy and practice worldwide and to advance theoretical work in education. Aims at stimulating discussion to generate further avenues for future research and development. (CMK)

Proposes four areas of emphasis for environmental education as a context for literacy: (1) basic science concepts; (2) respect for living things; (3) problem solving; and (4) environmental citizenship. (PVD)

Reports that for centuries French language ideology has elaborated various types of discourses in order to establish linguistic dominance and hierarchy. Asserts that if these discourses could be recognized as a recursive prototype, counter-strategies could be developed to combat linguistic dominance, wherever it may be found. (Contains 30…

States that, for more than four centuries, Cyprus has employed both Turkish and Greek as its two main languages. Suggests that the island's lack of policies regarding bilingualism has weakened relations between these two cultural groups, and that the introduction of English makes their assimilation even more difficult. (Contains 19 references.)…

Examines the implications for education of a national language policy in South Africa, a region whose constitution recognizes 11 official languages. Argues that African languages must be used in the business of government if they are to remain viable as languages of instruction in schools. (Contains 13 references.) (NB)

Reports that English, Italian, and Arabic were the official languages of Somalia 1960, even though 95% of the population spoke Somali. However, under a totalitarian regime that came to power in the early 1970's, Somalia was able to promote Somali as the official language. Offers guidance for implementation of literacy campaigns. (Contains 18…