Describes five approaches to multicultural education and relates them to art education. Discusses the relationships among various multicultural art education projects and their association with social reconstructionism. Outlines their interrelationship with curriculum design, teaching methods, content, goals, and objectives. (CFR)

The concepts of four poststructuralist/postmodern authors are examined in terms of their implications for higher education and the academy's values of merit, community, and autonomy. Twelve reactions to postmodern thought are then presented. A summary of postmodernism's legacy for higher education concludes the discussion. (Author/MSE)

Examines basic issues about art education including its content, relevance to students' lives, creativity, and testing and accountability. Argues that art educators need to work at diagnosing problems, improving learning, and making opportunities for students rather than attempting to make art education accountable by submitting it to formal…

Discusses the idea of narrative being central to all human experience. Asserts that Piagetian theory and other developmental approaches limit the place of art in early childhood education. Recommends exposing young children to folk art and music that represent significant cultural traits. (CFR)

This paper describes Florida Uniting Students with Exceptionalities, a public school/university collaboration to implement inclusion strategies for meeting needs of students with mild disabilities in a district engaged in general education restructuring. The paper reviews the philosophical, political, policy, and logistical challenges encountered;…

Asserts that promotion of classroom thinking generally is assumed to be the sole responsibility of the teacher. Suggests using a text that portrays students engaged in reasoning and other interventions to stimulate the growth of critical and creative thinking. (CFR)

Compares access to higher education in Great Britain with other nations in Europe, in North America, and Australia. Concludes that Britain is behind Germany and Sweden but continues to make progress. Includes a table comparing college graduation rates in 20 nations. (CFR)

Reviews Booker T. Washington's philosophies on vocational and African-American education. Describes his considerable influence during his time, his holistic approach to vocational and applied technology, and his moral force. Offers six recommendations for current education based on Washington's thought, and describes briefly the work of programs…

Argues that development and use of Channel One in schools is not reform but conservative reaction to "too much democracy" and loss of common culture. Maintains that school financing problems have helped the expansion of Channel One. Asserts that the selection and reporting of the news is more important than the issue of commercials on…

Examines how Paulo Freire's pedagogy changed, and how it affected pedagogical discourses when it was implemented by different education groups in Sweden. Explains how ideas move from one context to another using a grid-group model to analyze the text-translator, text-transformation process. Suggests theoretical systems can be used as ideological…

Identifies a number of centrifugal pressures currently splintering universities which raise questions about academia's sense of community. Uses the analogy of smashing the atom to explore these pressures. Cites increasing numbers of temporary and contract workers which brings about a division of labor that affects the nature of academic discourse…

Explains how the author's ideas about the development of the mind and forms through which its contents are revealed developed. Also, explores uncertainties the author has felt about educational philosophy and practice, and discusses implications for future educational research that does justice to the development of human intellectual capacities.…

Reviews trends in second-language instruction in England during the late 1800s. Maintains that classical languages were considered "boy's subjects," whereas modern languages were taught to girls. Asserts that educational reform of both all education resulted in the redefinition of modern languages as curricular subjects. (CFR)

Contends that the development of professional historians in the late 1800s resulted in a conflict with teacher educators in teacher training institutions. Concludes that involving historians in precollegiate history issues in recent years has led to an improved image for secondary history teachers. (CFR)

Explores the antecedents to the growing interest in the use of educational performance indicators. Discusses this issue in relation to the work of economist F. W. Taylor and evaluator Ralph Tyler. Describes a five-year project that demonstrates the promise of teacher-developed performance indicators. (CFR)