Gaps between multicultural theory and practice present some serious challenges and opportunities for future directions in the field. Instead of arguing about the best way to do multicultural education, it is more useful and empowering to legitimize multiple-levels appropriateness in working toward systemic reform. (SLD)

Discussion of cultural bias and cultural differences focuses on the need to acknowledge them and take them into account when planning and conducting training. An example of differences in preschool education in three countries is given; language and communication differences are considered; and possible solutions to cultural bias are suggested.…

Educational diversification allowed and encouraged by pluralism is the opposite of diversity due to segregation. The education of Israeli non-Jews, administered by the Ministry of the Interior, is segregated. Jewish theocracy justifies the discrimination post hoc. The Israeli educational system abuses religion as a means for systematically…

Twelve business telephone conversations were analyzed to determine intercultural differences between speakers of Finnish and speakers of American English. Intercultural differences were found in the use of nontopical elements, "how are you" sequences, and interruption behavior. (Contains 27 references.) (Author/LB)

Using the Paternal Involvement in Childcare Index, examined father involvement in caregiving and the socialization of preschool-age children in 40 Thai and 24 American families. American fathers were more likely than Thai fathers to be involved in child care and the socialization of their children. (MDM)

A case study provides an example of a naturalistic investigation that shows how a cultural diversity teacher preparation program influenced one preservice teacher. The story of this white female illustrates the social complexity of a teacher education program in which human interaction and institutional expectation may prevent multiculturalism…

Examines the orientations toward multicultural education articulated by 18 students (14 African Americans, 3 Mexican Americans, and 1 Korean American) at various stages in their teacher preparation. The findings suggest that teacher education must help students reconstruct their own educational experiences in order to focus on schooling for all.…

Describes student interactions and dynamics in required core courses in the human services program at a small women's professional school. Both freshman and sophomore courses were team taught by African-American and white teachers. How the modeling of diversity through team teaching affects students is explored. (SLD)

Analyzes how 1,037 high school students rated work values that were embedded in stories about students' future work life. On average, higher pay and supportive supervisor feedback made a job more attractive--reactions varied by sex and ethnicity. Suggests that work values be included in occupational narratives to help clients explore careers. (RJM)

Examined the frequency and type of pragmatic devices used in oral New Zealand English, based on analysis of the Wellington Corpus of Spoken New Zealand English. It found "you know" and "eh" were both found more frequently in working-class than middle-class speech. Other age, gender, and class distinctions are discussed. (45…

In a small Illinois town experiencing immigration of working-poor families, the differing notions about respectability of newcomers and the old guard became symbolized by conflict over the appearance and use of private and public property. Concludes that property issues, more than occupation or family background, shape social relations in…

Responds to the common assumption among English teachers that prior knowledge of a subject enhances students' ability to comprehend materials that they read. Presents evidence from the think-aloud protocols of undergraduate students to argue that having prior experience of the subjects treated in texts does not ensure that students will make…

Argues that reflective practice informed by anthropological perspectives can help educators address practice-based puzzlements and improve educational practice in culturally diverse classrooms. Offers examples of how reflective practice, informed by anthropological concepts and methods and illuminated by understanding of different cultures,…

Describes the field of composition theory as almost entirely a phenomenon of North America. Considers what happens to North American composition theory when it is transplanted into different cultural locations. Advocates more intercultural exchange and explores the assumptions about teaching and student populations that is inherent in North…

The introduction, five articles, and book review of this special issue highlight the educational development of aboriginal populations in Canada and demonstrate the richness aboriginal encounters with formal schooling bring to the understanding of the essentially cultural nature of education, moving beyond the universalism of the Western…