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This article presents an interview with South African primatial Anglican bishop Desmond Tutu on his opposition to apartheid and his role in the development or implementation of education initiates in South Africa. Tutu's appearance at the 1994 American Booksellers Association Convention and Exhibit marked the first of a number of promotion tours scheduled to publicize his book, The Rainbow People of God: The Making of a Peaceful Revolution. The Rainbow People of God is a deeply moving collection of his letters, papers and speeches, written from 1976 through 1994 documenting his peaceful opposition to apartheid, South Africa's institutionalized system of racism officially implemented by D. F. Malan and the National Party in 1948. John Allen, Tutu's media secretary and former president of the South African Union of Journalists, contributes informative documentary narrative that unites the collection's entries and delineates his role in the antiapartheid struggle. The Rainbow People of God will be released by Doubleday in October 1994. Tutu has been a part of a program called Educational Opportunities Council which works to get scholarships for South Africans to come and study, especially in the U.S.

The article discusses papers published in June 1, 2004 issue of the journal "Multicultural Review." Several papers published in the issue address the topic of language and culture. Children's relative facility in learning new languages became a principal rationale for the notorious Indian boarding schools designed to eradicate indigenous languages and cultures in the nineteenth and first half of the twentieth century. In the paper titled "Linguistic Imperialism in the United States: The Historical Eradication of American Indian Languages and the English Only Movement," by Margery Ridgeway and Cornel Pewewardy examine the ideological underpinnings of the English-only boarding schools, their impact on indigenous tribes and languages and efforts to revive those languages today. Ridgeway and Pewewardy contrast the approach of the U.S. government toward indigenous populations with that of Spain and later Mexico in the Southwest and address its implications for the education of Spanish-speaking children today. Ridgeway and Pewewardy's advocacy of bilingual education complements Toronto librarian Chryss Mylopoulos's paper on services to newcomer populations.

The article discusses a student exchange program between Massachusetts' Concord Carlisle High School and Turkmenistan's Balkanabat School #17. The students' experiences learning English and Spanish, making cultural presentations, and living with host families are examined. The author comments on collaboration with various people and organizations, including the U.S. State Department's International Relations Exchange Board (IREX), the American Councils for International Education and their FLEX (Future Leaders Exchange) program. The author also examines Concord Carlisle's sister school in Hokkaido, Japan. Diplomatic, economic, and demographic aspects of Turkmenistan are discussed.

The article discusses the lack of Spanish language bilingual books for use in schools and what can be done to increase their publication. The authors state that Latino children and Hispanic culture are often not adequately represented in the textbooks and materials that Latino students use in schools. The authors also contends that Latino students need to be able to see their culture and values represented accurately in order to feel a sense of belonging. The authors analyze issues within the Spanish bilingual book publishing industry.

The article presents several personal narratives including one on the students of institutional privilege, another on culturally relevant pedagogy for students of privilege, and about the description of pedagogy of privilege in action.

The article examines the importance of archival resources in linking, searching and learning about the general history of historically Black colleges and universities in the United States. Despite setbacks and challenges, Black colleges and universities have continued to thrive through government support and philanthropic efforts. The renewed appreciation of historically Black colleges and universities as both a traditional and transformative educational experience for African Americans is taking place.

The article presents developments in ethnic, racial and religious groups in the U.S. American Indian Quarterly announces the appointment of Amanda J. Cobb as editor of the magazine. While American Program Bureau, Incorporated is celebrating its fortieth anniversary with a release of its illustrated directory that features speakers for the college and diversity markets. Meanwhile, Americans for Informed Democracy announces that it seeks to promote global awareness among American youth through its "Education for Democracy," a program for K-12 classrooms. Lastly, Criticas, a U.S. English magazine devoted to the Spanish-language market announces its launching of an improved web site at www.criticasmagazine.com.

The article presents news briefs in the field of education as of March 12, 2004. In October 2003, the Advancement Project initiated a series of monthly tip sheets to reporters in an effort to keep them informed of the latest newsworthy happenings in the areas of education, voter empowerment, policing, and racial and social justice issues. CRIZMAC, a distributor of art and cultural education materials, now offers to school districts, museums, and organizations across the country a group of workshops designed especially for educators and students. The Democracy Collaborative at the University of Maryland has issued its report on the inaugural meeting of its advisory board, which took place in September 2002. Graywolf Press is pleased to announce that Vijay Seshadri has won the 2003 James Laughlin Award from the Academy of American Poets for his second collection, The Long Meadow, to be published by Graywolf in May 2004. Greenwood Publishing Group has selected Edward Gonzalez as the winner of the first Administrator of the Year Award.

This article deals with the heightened need to balance liberal and conservative multiculturalism in the U.S. after the September 11, 2001 terrorist attacks. The term multiculturalism was first coined in the U.S. in the 1920s to describe a basic concept that began when primary and secondary educators started writing about intercultural education and ethnic studies used to orient the populace to newly arrived immigrants. Conservative multiculturalism uses teaching strategies and course content to teach the identification of cultural differences through the presentation of information about cultures that are not American. Liberal multiculturalism is an inclusive strategy of teaching practices and course content that identifies difference, like its conservative counterpart, through visual and physical as well as cultural attributes. The K-12 classroom is the place to begin to build a liberal/conservative balance because it is ground zero of the educational process. One way to begin is to look at the textbooks. A shift in pedagogy is the most basic and important shift an American multicultural educator can make. The liberal/conservative tension within the discussion of American multiculturalism should focus on understanding and valuing American history and culture.

The article presents a curriculum which aims to understand the phenomenon of children in war from multiple perspectives, including sociocultural, historical, and personal. It is becoming increasingly apparent that students need to be exposed to multiple voices, cultures and experiences. Increasingly, children are recording their thoughts and preserving their memories of their struggles for survival, as they live through these experiences and/or as adults looking back. Educational policy and political reality point to the need for such a curriculum, for the understanding and exploration of the self and the other. Interdisciplinary courses that offer multiple perspectives can contribute to the development of students' global awareness, because they provide students with the opportunity to experience events in a way that is meaningful to them personally. The literature chosen for this curriculum serves both as a window and mirror for students, enabling them to see beyond their borders while also identifying with issues that exist in their own lives. By looking at history through a child's lens, the gap of understanding is bridged.

This article presents findings of an exploration of graduate-level teacher education students' perceptions regarding urban students and schools. It explores how students arrive at these perceptions, through personal experience and through other means as alternatives to personal contact. In this exploration, the role of commercial Hollywood films in shaping perceptions is also examined. The use of critical media literacy as a means through which to engage students to question their perceptions and analyze ways in which those perceptions are formed is central to the discussion. The percentage of students of color within the U.S. public school system has consistently increased since the 1960's whereas the people of color compose only 13 percent of the teaching force. The paucity of teachers of color increases the likelihood of teachers being cultural outsiders to communities in which they teach. Teachers unfamiliar with or insensitive to needs of students of color unconsciously make the teaching-learning processes more difficult for both their students and themselves. Research findings indicate that student resistance was reinforced when the teacher's primary emphasis was academic subject matter and acceptance was more likely when students' personal knowledge was incorporated into instruction in conjunction with a responsive style of classroom discourse.

The article presents news related to awards and education. Arte Público Press is pleased to announce that four of its children and adult titles have been chosen to receive awards from the Latino Literary Hall of Fame in 2002. As part of the Edward James Olmos Latino Book and Family Festival, the Latino Literary Hall of Fame is an awards ceremony designed to recognize the hard work and effort of authors and publishers that serve the Hispanic/Latino market. Black Americans in Publishing has initiated a campaign to increase the presence of African Americans in the publishing industry, particularly in key decision-making posts. With the introduction of "Reading Communities: CBP Teacher's Guides," Children's Book Press is now publishing curriculum guides for its books online on its teaching and learning page. These guides offer classroom learning activities to use while teaching the book, presenting lessons developed by teachers who participate in the publisher's community programs, along with the publisher's own ideas for activities that foster literacy across the curriculum in second to fifth grade classrooms.

This article focuses on the column, Chalkboard, published in the March 2001 issue of the journal "MultiCultural Review." This column features textbooks, resource guides and curriculum materials of interest to educators at the elementary and secondary levels. Recent journal articles and issues that focus on multicultural topics are also highlighted, along with news items related to the development of multicultural curricula. "Language Diversity and Education," by David Corson, is a textbook which is geared to graduate students in both linguistics and education. This textbook explores four major topics: diverse norms of language and cultural discourse, standard and nonstandard varieties of English, bilingual education and English as a second language instruction, gender and language. Another entry is "National Observance of Children's Sabbaths," by Shannon Daley-Harris. This attractive curricular guide is geared to religious institutions but may be adapted to schools and community centers. The guide takes a moral and ethical approach that celebrates cultural diversity and encourages social action on behalf of children.