The undergraduate curriculum must consider international and intercultural implications. The study of other cultures must be part of a liberal education, and graduates must have the skills and information to be informed citizen-workers in a world community. (MLW)

An environmental awareness language exchange program was established between an English school and a school in France. Although the exchange occurred for three years, the program became overprescriptive and was cancelled. Concludes that environmental awareness is learned best in less formal situations. (DH)

Discusses the positive aspects of a program that allows students to provide instruction for one another in their native languages and explains that children may absorb a number of facts from such instruction. (DF)

Provides a list of international cooperative programs available to teachers and students. (FL)

Discusses what culture is, how it affects children's abilities and behavior, and its role in education. Teachers must be sensitive to the ways children from various cultures express themselves intellectually and value children's cultural differences. (ST)

Many opportunities exist for incorporating the concepts of race, prejudice, and discrimination within the context of American history, sociology, values studies, ethnic studies, and other courses. Three examples are given: using simulation games, interschool interaction, and activities and experiences. (JB)

Describes an innovative program in Philadelphia, the purpose of which was to join two culturally isolated classes at a site away from their schools where they could enjoy a novel educational experience together. (JM)

A program which collects information about the similarities and differences between American and a host national counterpart is described. How knowledge of this data has relevance to relations between the American and the host national and how, through educational procedures, this information can be disseminated, are also discussed. (Author/CG(

Supplementary report to an article on the same subject appearing in Die Neueren Sprachen", March 1970 issue. (DS)

Global educators must teach about other societies as integral parts of a worldwide system. Students must learn to project themselves into alternative cultural perspectives and to recognize cultural influences on their own outlook. Learning activities and materials for developing a global perspective in elementary and secondary classrooms are…

Reflects on the meaning of cultural education and activity in France as inspired by the need to establish a new form of cultural dialogue between France and the people of other countries. Problems related to financing cultural activities, reaching various types of audience, and methodology are discussed. (AMH)

Examines the influence of participation in an Intercultural Communication Workshop (ICW) on cross-cultural attitudes, the formation of cross-cultural friendships, the potential for cross-cultural interaction, and cross-cultural interaction. Three out of four hypotheses are supported by the data. (JMF)

Describes intercultural teacher education programs in Canadian universities in general terms only, featuring selected programs as exemplary of the structure and focus of the new field. (Author/RK)

The twentieth century, presently recognized as the years of the industrial revolution, may be remembered as the evolutionary age of leisure, when humanity realized its greatest dream: the creation of a world community. (JD)

Presents a project designed to break down barriers between immigrant and host-culture students using multiple forms of literacy. Focuses on Bosnian students who have recently immigrated to the United States via refugee camps and other nations. Demonstrates that encouraging results can occur when students and families are brought together in…