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This paper describes a comprehensive model for art education for the Pacific Islands that includes the study of the content of visual art, including production, history, criticism, and aesthetics. This comprehensive research-based approach can be an effective vehicle for teaching multicultural understanding. Five recommendations are: (1) consider art education programs that are comprehensive, discipline-based, and integrated into the core curriculum; (2) offer teachers inservice training opportunities in the content knowledge of art and in the comprehensive, discipline-based models for teaching art education; (3) expose children to art of their own culture to promote cultural preservation and understanding; (4) include the study of many cultures within art education programs; and (5) create an aesthetically pleasing, multicultural classroom by introducing and incorporating examples of art from around the world. Contains 5 references. (MM)

This project began when the Philadelphia Folklore Project (PFP) initiated a residency partnership with the Samuel S. Fleisher Art Memorial in traditional Cambodian arts. The PFP anticipated raising issues that might help in the understanding of the cultural dynamics and elements that were likely to shape and effect the residency. The PFP imagined that such work might involve an exploration of the meanings and processes of traditional Khmer arts, and an attempt was made to understand what went on in a classroom devoted to Khmer youth making Khmer art under the guidance of Khmer teachers. This document is intended as a contribution to a more public discussion of some of the educational issues related to the residency. This paper addresses questions of multiculturalism and folk arts in education, outlines some of the educational issues raised by the residency, and details some of the successes and failures of the project. The paper's appendices include background on the participating artists, questions for educators, and a resource list. (DQE)

This study focused on identifying learning difficulties with a view to incorporating both understanding of those difficulties and methods for minimizing or neutralizing them in multicultural classroom settings. Discussion gives guidelines for teachers to use in analyzing student concepts and approaches to learning, particularly in the question-and-answer format. (Contains 56 references.) (CNP)

As the number and size of different ethnic groups in the Australian population has increased, so has the demand for a measure of ethnicity that goes beyond data collected in earlier Australian censuses, including birthplace, religion, race, and more recently, birthplace of parents. This report and the data in the attached sets of Appendix tables provide a descriptive overview of the social and demographic characteristics of 57 distinct ancestry groups in Australia, separately for each of 3 immigrant generations. The first consists of people born in countries other than Australia, and the second consists of people born in Australia with one or both parents born overseas. The third and older generations comprise people born in Australia of Australian parentage. Data used to prepare the tables in this report come from six special tabulations prepared by the Australian Bureau of Statistics. The following chapters are included: (1) "Ethnicity in the Australian Census"; (2) "Ancestry and Immigrant Generations in the 1986 Census"; (3) "Cautionary Remarks on Immigrant Generations"; (4) "Urban/Rural Residence, Ancestry, and Immigration Generation"; (5) "Age Structure, Ancestry, and Immigrant Generation"; (6) "Ancestry, Immigrant Generation, and School-Leaving Age"; (7) "Ancestry, Immigrant Generation, and Qualifications"; (8) "Ancestry, Immigrant Generation, and Economic Activity"; (9) "Ancestry, Immigrant Generation, and Occupation"; (10) "Ancestry, Immigrant Generation, and Family Income"; and (11) "Ancestry, Immigrant Generation, and Religion." Appendixes contain tables on first-generation immigrants, second generation, and third- and earlier generation Australians. (Contains 81 tables, including those in appendixes, and 4 references.) (SLD)

This article provides a perspective on multicultural education for those who teach Asian American children, those who teach about Asian Americans, and those who conduct research on Asian Americans. A conceptual framework is presented that reviews the history of multicultural education since 1880, examines the concept of cultural pluralism, formulates a functional definition of multicultural education, and describes its major goals. Ten guiding principles are suggested for putting the framework into practice in the classroom. Examples pertaining to Asian Americans are presented. Finally, a number of recommendations for future research are put forward. A bibliography on multicultural education and Asian Americans is also included. (Author/APM)

This document provides general principles and learning activities for multicultural education in elementary and middle schools in Australia. Participating schools integrated multicultural learning into the existing curriculum. The general principles which evolved from the project are that education for a multicultural society involves more than an examination of the literature, art, music, and architecture of a particular group. Parents and the wider society outside the school need to reinforce the aims of the multicultural program and, because multiculturism means different things to different people, differences of opinion must be accepted in the same spirit accorded to cultural differences. Activities to enhance students' sense of their multicultural society include reading variations of the same fairy tale, e.g., "Cinderella" in German and French translation and in English; displaying information about significant days celebrated by various ethnic groups; studying derivations of English words and learning foreign words for greetings; conducting reviews of multicultural resources in the school library; and researching special events, customs, and celebrations of different countries. The document concludes with a discussion of teaching social studies within a multicultural framework. (KC)

A method of evaluating bilingual-bicultural education programs that has a sociolinguistic basis uses samples of the language spoken by a number of bilingual program students as they go through their school day. A random sample of the child's speech would be continuously recorded for an hour, with a bilingual observer taking running notes on where the child was and what he was doing while speaking. The observer would later code the language forms the student, teachers, and peers used to identify the "social punishment" administered intentionally or unintentionally. The costs would be greater than those of administering standardized tests, but not more than other observation methods. The major advantage of this method is that it provides direct measures of the actual speech behavior relevant to program effectiveness in language maintenance, and it also allows staff to hear their own and students' school talk as a basis for formative evaluation and inservice training. (MSE)

Describes a college level term paper project in which students conduct oral history research with people who have experienced a sociologically relevant aspect of ethnic history. Emphasizes that oral history complements traditional historical research but is not a substitute for it. Suggests resources to help students with the project and provides titles of student papers. (CFR)

This paper suggests that faculty at two-year institutions need to become partners with colleges of education and K-12 teachers of mathematics in preparing future mathematics teachers. The paper presents the following: a summary of recommendations on programs for prospective teachers; a summary of recommendations about mathematics courses for prospective teachers; a summary of recommendations for course content for future elementary mathematics teachers; a summary of standards for K-4 teacher preparation proposed mathematics curricula; mathematics content courses for preservice elementary teachers; a course outline for elementary mathematics teachers; course objectives for elementary mathematics teachers; mathematics activities that work (with accompanying directions and reproducible sheets); multicultural activities that provide mathematics education (with accompanying directions and reproducible sheets); and writing to learn activities. (SM)

This paper presents a series of interactive activities designed to help educators make diversity awareness part of their teaching. The activities are: "Best Friends," which helps people recognize the role race plays in their perceptions of people and in their values; "Conclusion Jumping," which helps people identify common stereotypes and raise awareness of common attitudes and feelings toward other individuals' sexual orientation and gender (pointing out that most people have commonly held stereotypes that are triggered by certain words); "Banana Exercise," which introduces the concept of stereotypes and illustrates how generalizations influence people's thinking; and "Cultural Differences in Communication," which points out the impact culture has on communication style and comfort level. (SM)

The changing demographics in U.S. institutions have contributed to the increasingly multicultural nature of classrooms. Thus, it is imperative that teachers become cultural brokers and social engineers who have the ability to lead and empower their students. The multicultural construct is seen as a conducive rationale to prepare teachers for the diverse democratic classroom. This paper explores these issues as they pertain to the structure of curriculum and instruction in K-12 social studies classrooms. The paper outlines an alternative approach based on democratic principles and values. It provides pedagogical implications for preservice and inservice teachers to enhance their effective professional teaching roles in helping all learners to succeed. The paper lists nine guidelines that should underlie the structure of social studies curriculum and instruction, and based on those guidelines, it lists a second set of nine specific guidelines that can best govern the structure of social studies to ensure student success. (Contains 15 references.) (BT)

The United States today is a pluralistic society, and a multicultural curriculum is a necessary component of the overall school curriculum. Multicultural education should address the culturally and the linguistically diverse student. This paper considers problems with and strategies for incorporating multicultural curricula into the classroom, and it provides suggestions for empowering students who speak English as a second language. The paper discusses the Optimal Learning Environment, a project that addresses the needs of the culturally diverse and exceptional student population. (BT)

This paper presents materials used in a "short course" on using Ebonics and bilingual code switching to facilitate clarification interactions in communication classrooms and multicultural public speaking. After beginning with a detailed agenda for the two-and-a-half hour short course, the paper presents seven speech communication principles for facilitating message clarification interactions in culturally diverse contexts; a model of multicultural collaborative communication; eight references; a description of multicultural public speaking communication variables; a newspaper article on Ebonics ("95th Street: Ebonics in Real Life" by Amy Pyle); a three-way message clarification interaction worksheet; and a sample form (and the dyad's copy) for facilitating nonstandard American English message clarification interactions. Next, a three-step procedure for analyzing public speaking multicultural message clarification interactions and an evaluation form for public speaking multicultural message clarification are presented. An appendix contains a non-context-specific multicultural collaborative communication model, extra sample forms and evaluations, and another newspaper article on Ebonics ("Defining Who We Are in Society" by David Dante Troutt). (RS)

This paper offers a lesson plan for a classroom activity, called the "diversity board" which challenges and encourages college students to think seriously about what diversity means and how diversity influences behaviors and communication between people. The paper states that, in less than 20 years, racial and ethnic groups in The United States will outnumber whites and that this "browning of America" will result in a significant change in society, ranging from education to industry politics to values and culture. Since students will face complex and ethnically diverse communication contexts in the near future, it is a responsibility of educators to assist these students to obtain knowledge and develop the needed skills to communicate effectively cross-culturally. The paper gives a list of goals for the "diversity board," including to understand the multicultural diverse backgrounds of people; to decrease the uncertainty and anxiety that often accompanies communication interactions among culturally dissimilar individuals; and to learn that understanding about others in an increasingly diverse world requires effective communication. It also gives detailed instructions for the physical construction and use of the diversity board, including questions and assignments for the students and suggestions for class discussion. (CR)

This paper offers suggestions for teaching high school and college students about cultural diversity and for providing them with multicultural educational experiences. After presenting a background and rationale for such teaching, the paper gives a list of classroom activities, including student reactions to statements regarding racism and affirmative action and a video analysis exercise. Among the suggestions are that students write down their feelings and reactions to the video, then share what they have written in a class discussion, guided by the teacher. (CR)

This paper describes the Action Research (AR) Team model for joining classroom observations with collegial interaction among university faculty, teaching assistants, and university students to improve pedagogy and the retention of diverse students in higher education. The paper includes a progress report of efforts to develop the model and apply it on a pilot basis at New Mexico State University. In the professional fields in which minorities and women are presently under-represented, science, engineering, and mathematics, the need for student retention efforts is seen to be especially important. The AR teams are described as part of efforts to retain minority students as they attempt to: (1) identify teaching strategies and aspects of the classroom environment and dynamics of classroom interaction that may impede student performance; (2) reduce differential treatment of students and improve the pattern of interactions; (3) increase use of non-stereotypical interactions, materials, and activities; and (4) provide more equitable support and motivation in the classroom for female and minority students. An appendix compares the workforce composition for women, African-Americans, and Hispanics in selected fields of employment and composition for those groups in United States population. (Contains 28 references.) (MAH)

This paper presents a cross-graded, thematic, interdisciplinary unit which grew from a Native American humanities unit. The 9-week unit addresses the plurality of intelligences, allows for cognitive bypassing and challenges students in critical thinking modalities. With a focus on the five groups of Native Americans (The Eastern Woodlands, Plains, West, Southwest, and Far North), the basic content was discipline-based, parallel, or multidisciplinary instruction with team teaching among science and math teachers and language arts and social studies teachers. The paper explains the steps in the planning process and the integrated and interactive work accomplished. Throughout the project, student interest was high, discipline problems were practically non-existent, and content was retained. (EH)

Art forms and materials can help students learn to organize and analyze content. The article presents several multicultural art activities that incorporate math, social studies, history, and language arts. The activities focus on animals, proportion, beauty in symmetry, self-portraits, nature, and paper. (SM)

This publication describes how teachers can begin to gain understanding of diverse students and families and their cultural values, behavioral standards, and social ideals. It presents specific examples of cross-cultural conflicts and illustrates strategies for resolving them. Data come from the Bridging Cultures action research project in California. The paper begins by describing a practical framework for understanding cultural differences, which includes the two contrasting value systems of individualism and collectivism. After elaborating on these differing perspectives, the paper presents examples of how some of the conflicts have played out across seven southern California classrooms and discusses strategies for resolving conflicts using the collectivist-individualistic framework. Some of the conflicts include independence versus helpfulness, cognitive versus social development, oral expression versus respect for authority, parents' roles versus teachers' roles, and personal property versus sharing. Easy ways to avoid conflict and promote harmony include making the classroom hospitable, engaging parents as resources, gauging how to support parent involvement, and understanding parents' ways of participating in school decision making. The paper concludes by discussing the issue of tapping community knowledge through ethnographic inquiry. (Contains 28 references.) (SM)

This paper suggests that in an increasingly multicultural world, cultural competence requires that racism, power, oppression, and privilege be fully acknowledged and addressed to maximize the effectiveness of clinical interventions. Psychotherapists must learn to appropriately address racial or cultural differences in the therapy room. In order to do the necessary work, racism, sexism, classism, heterosexism, and other forms of oppression must be viewed as part of the cycle of perpetuated violence and trauma. The "Diagnostic and Statistical Manual of Mental Disorders," fourth edition, provides a means for taking cultural perspectives into account in therapy; thus, in order to make an accurate diagnosis and maximize clinical outcomes, the cultural context of clients must be understood and respected. Examples are given of consultations in which asking culturally appropriate questions led to positive results for clients that could not have occurred otherwise. Cultural competence must be viewed as an ongoing, dynamic process to be proactively addressed throughout one's practice. Rather than learning a static list of cultural characteristics, the therapist should take a stance of being respectfully naive and curious, provide a safe environment for cultural stories to unfold, then reflect insights nonjudgmentally. Psychotherapists must receive more specific training on cultural competence. Six important components of training in cultural competence are listed. (EMK)

An overriding concern in the teaching of literature from cultures other than the instructor's own is how to go about selecting appropriate literature. When selecting course texts, the question should be whether literary scholars write respectfully about the work. A sophomore-level Introduction to African-American Literature course has been structured historically (starting with the Harlem Renaissance) around canonical African-American authors, beginning with Richard Wright's "Native Son" and Zora Neale Hurston's "Their Eyes Were Watching God." A Toni Morrison novel is also taught as is one other contemporary text towards the course's end. Some local African-American history and literature are also included. The course is reading- and writing-intensive. Other classes include a sophomore-level Postcolonial Literature course and a junior-level American Multiethnic Literature course. These courses are begun by trying to subvert the idea of "white" as normal and everyone else as "ethnic" or "other," introducing the idea of white ethnicity. Useful frameworks for considering how people construct their own racial identities and their ideas about other races are William Cross's stages of racial development (in Beverly Daniel Tatum's book "Why Are All the Black Kids Sitting Together in the Cafeteria?") and Louise Damen's chart that maps the stages of culture learning in her book "Culture Learning: The Fifth Dimension in the Language Classroom." The most important elements for getting students to consider their own ethnic identities and the identities of other people are the reading and the writing of portfolios. (Contains 13 references; a sample portfolio handout is appended.) (CR)

This paper addresses how the experience of the Fulbright Seminar in India has allowed the participant to enrich his teaching in comparative migration studies and comparative politics. The paper describes specifically how each course has changed as a result of the international experience. The report suggests questions for consideration as the courses are taught and explains how evaluation will be used to judge the efficacy of the course changes. (EH)

This paper attempts to put a face on the nation of India and give a reality to the culture that will enhance the study of the Indian subcontinent and its people. The resource guide provides background information for cultural study of the Indian region, but is not intended to be a concise study of the subcontinent. Sections of the paper include: (1) "History"; (2) "Geography"; (3) "Belief Systems"; (4) "Aesthetics"; (5) "Diversity"; and (6) "Indians on India." (EH)

This paper examines the Georgia law mandating character education and how India has addressed a similar situation with its diversity by using the "Jakarta Tales." These children's tales are Buddhist in origin, have clearly stated morals, but lack a distinct Buddhist doctrinal bent. The paper advocates that a similar orientation could be developed by building a character education program based upon India's "The Edicts of King Ashoka." The report describes how the Edicts could be presented, how they could be applied to the historical situation as well as the contemporary situation, and how they could be reformulated into final student projects. (EH)

This paper is a basic resource that may be used as an outline for a curricular unit which is intended to be a comprehensive introduction to the Dance of India. Interwoven with the factual, historical, and descriptive material are observations, perceptions, and connections based on the author's experience in the Fulbright seminar in India. The conclusions, obviously from a Western perspective, could be used as a starting point for discussion and debate regarding current trends in Indian dance. The paper provides both historical and contemporary information on dance of India. Contains a glossary and a list of: Indian dance resources, audio/visual resources, and teaching materials available in the U.S.A. (Author/EH)

This paper introduces students to lesser known and traveled parts of Mexico. The text is intended to accompany a Power Point presentation that traces the trip a Fulbright-Hays group took through Mexico, highlighting places of cultural and historical interest. The paper includes a list of slide notes and realia for each slide to be shared with the class. (EH)

This project paper for the 1994-95 Klingenstein Fellows Program at Teachers College, Columbia University (New York), examines the philosophical and pedagogical underpinnings of an interdisciplinary law-related curriculum for secondary students. The proposed interdisciplinary law-related curriculum focuses on issues of human rights, civil liberties and environmental justice to advance multicultural and global perspectives necessary for citizens of the 21st century. Its goals are for students to be comfortable with cultural diversity, work to achieve social justice internationally, and advance social inclusion of diverse groups within our pluralistic democracy. The curriculum is based on constructivist principles and is intended to provide students opportunities to examine real-life problems in anchored instructional situations; to develop reflective skills, attitudes, and values; and to use their intellectual knowledge in moral, ethical, or political contexts. Part 1 of this paper presents the philosophical and pedagogical rationale for the proposed curriculum. Part 2 offers curricular suggestions organized around essential questions and suggested readings for a proposed Human Rights and Civil Liberties course outline and a proposed Environmental Justice course. It also describes specific techniques to encourage constructivist inquiry and implementation of many of the proposed curriculum s components at the Fieldston School, an independent school in New York City. Sample case studies are appended. (Contains 60 references.) (JLS)

Intended to provide a natural and positive way to introduce young children to the stories told by different ethnic groups, this paper suggests a series of language activities that adapt folktales from around the world for classroom use to enable young children to read the stories for themselves. The paper notes that these activities are particularly appropriate for children of minority groups whose feelings of self-worth can be increased as they find themselves reflected in the stories they and their classmates are reading and enjoying. These stories can also become the backbone of an emergent literacy program or can be used to enhance the curriculum in early grades. In the first section, a story from Kenya ("The Magic Stone") has been rewritten in predictable language and procedures are given to make this into a big book to be used for shared book experiences. The next section describes a collection of small group activities, using a variety of folktales from different ethnic groups (including "The Fisherman and his Wife" from Germany, and "The Magic Orange Tree" from Haiti). The final section suggests additional ideas appropriate for the theme on wishes, based on folktales that include "The Story of the Stone Lion" from Tibet. Four figures are included. An appendix contains "The Magic Stone" story. A reference section contains 26 academic references, a list of 12 folkstories about wishes, and a list of 17 predictable folkstories and modern tales. (SR)

This practicum was designed to increase student achievement and to motivate 11th grade U.S. history students to consistently complete homework assignments, to actively participate in classroom discussions, and to perform with a passing grade of "C" or above on all examinations. This paper describes the development of a multicultural curriculum and its implementation in a large classroom U.S. history course. The curriculum was developed for a class of 200 students from a student body with an ethnic composition of 56 percent Hispanic, 31 percent black, 13 percent white, and one percent Asian American/Indian. The textbook that had been in use gave inadequate attention to minority groups and women, so that these students did not feel they were an integral part of the U.S. history experience. The curriculum was designed to encourage active student involvement in their course work. It emphasized the use of guest speakers; hands on discovery learning projects designed to enhance knowledge of the diverse cultural heritage of students in the United States; and group projects and oral history projects designed to expand each student's sense of the relevance of U.S. history to today's world. Results indicated that, as a result of implementation, students were significantly more involved in and enthusiastic about U.S. history than in previous classes. Students achieved higher levels of performance than in prior classes. The appendices include specific performance standards of U.S. history; and a competency based curriculum for U.S. history. Contains 17 references. (DK)

In the form of a teaching case, this paper recounts the difficulties of an English teacher whose reading list was challenged as being racist. In introductory materials, the paper explains that teaching cases help develop students' abilities to spot issues and frame problems in an ambiguous, complex teaching situation. The paper presents the case in narrative form, discussing: (1) the accusations made by a parent of a Hispanic student that the book list was "unrepresentative" and that her child was given less difficult tasks to do in class; (2) the book list itself; (3) progress reports sent to parents; (4) the teacher's perspective on the "classics"; (5) an earlier racially-related incident at a neighboring school; and (6) the teacher's decision. The book list, the parent's letter to the school board, the student's progress report, an assignment for "Brave New World," and a list of five questions to consider are attached. (RS)

Designed to help early childhood and elementary educators in Iowa integrate multicultural, nonsexist, and global (MNG) perspectives into the existing curriculum, this paper discusses issues surrounding their integration and provides two extensive bibliographies of curriculum resources. First, the paper reviews the definition and purposes of MNG education according to the Iowa Department of Education and describes the Department's MNG goals and themes as follows: that students understand themselves and others as cultural beings in a cultural context; that students recognize diversity in the country and the world; that students understand the effect of group membership on values, attitudes, and behaviors; that students understand the dynamics of discrimination, bias, prejudice, and stereotype; and that students demonstrate skills for effective social action. The themes include global interdependence; human resources, values, and culture; the global environment and natural resources; global peace and conflict management; and change and alternative futures. For each goal and theme, the paper provides a summary of a relevant book and a list of creative activities for integrating the book into the curriculum. Finally, the paper includes two bibliographies of MNG resources: a 48-item bibliography organized by the 10 goals and themes, and a 358-item bibliography of works on other cultures organized by country or culture of origin. (BCY)

Schools are an important source of personal identity and group integration. In Canada, schools are better equipped to contribute to both individual and group identities than they are to be agents of general social integration. The central goal of schools is to provide quality education, and part of this mission is being more confident and creative in how students from varied backgrounds are taught. Across Canada, many teachers are struggling to meet the special needs of diverse students while maintaining some educational norms. Educators also are uncomfortable with having to be agents of social integration of not only students, but families as well. Two factors influence the legitimacy of how diversity is perceived in education. One, difference is not perceived objectively. Two, externally recognized differences may not be viewed by the individual as legitimate or familiar. A useful framework for understanding diversity and the role of schools might be that the school is one identity, its members another, and a third, their identities outside the school. The challenge of schools is to create a shared identity and goals that complement, not oppose, students' own identities. (JPT)

Global education is an approach to learning that transcends national boundaries and involves the interconnection of cultural, ecological, economic, political and technological systems. This perspective promotes multicultural sensitivity that enables young people to see more clearly their own responsibilities and opportunities in today's world. This model has been developed to be used by school personnel of Texas to infuse a global perspective into the K-12 curriculum. It is designed to serve as a proposal to direct the thinking of a group and to serve as a launching pad. The paper lists 10 benefits to be gained by students from a curriculum with a global perspective, and 11 benefits for teachers. The model is divided into five sections: (1) cultural systems; (2) ecological systems; (3) economic systems; (4) political systems; and (5) technological systems. Each section includes suggested goals, objectives, strategies, bibliographies, and resources. Cultural systems are explored through genealogy, folktales, mythology, the arts, language, clothes, food, customs, holidays, habitat, religion, education, geography, family, sports, games, and medical practices. Ecological systems are studied with activities grouped under three different objectives. Economic systems are compared through international trade, economic systems, tourism, careers, and natural resources. Under the section for political systems students learn to understand and evaluate various political systems and processes in order to acquire the skills necessary to participate as responsible citizens. The section on technological systems uses various media including video, laserdisc, computer software and hardware, electronic encyclopedia, CD-ROM products, electronic database, online database, and telecommunications. (DK)

The basis for educationally worthwhile activities in kindergarten is examined in a series of papers that also provide examples of how kindergarten programs can be organized and worthwhile learning presented to children. Long-term projects or units are seen as useful vehicles of instruction, and organizing teaching around topics or themes is shown to help teachers present complex ideas. Theoretical discussions are combined with examples of practical application. The papers and authors are: "What Should We Teach Kindergarten Children?" (Bernard Spodek); "Developing an Integrated Unit for Kindergarten" (Patricia Clark Brown); "Long-Term Projects" (Melanie Turnipseed Kenney); "Fostering Emergent Literacy in a Publishing Center" (Jeanette Allison Hartman); "Integrating Multicultural Perspectives into Early Childhood Education" (Min-Ling Tsai); and "Creating Meaningful Kindergarten Programs" (Mary Gatzke). Contains 82 references. (LB)

This paper proposes system supports to improve the post-school status of mildly disabled special education students and recommends that such supports be a focus of research supported by the federal Office of Special Education and Rehabilitation Services. Each service is discussed in terms of its rationale, possible content, process measures, immediate outcome measures, longterm outcome measures, and a time frame for effectiveness research. The use of functional educational outcome measures focusing on postsecondary employment or enrollment status and on general quality of life is recommended. Proposed system supports include: (1) inschool case managers; (2) health services; (3) counseling/treatment programs; (4) extended week/year programs; (5) mentors/benefactors; (6) family support programs; (7) options for out-of-family living; (8) multicultural orientation; (9) placement services; and (10) overall case management. Guidelines are given for documenting the impact of interventions which focus on population characteristics and treatment specifics as well as for statistical analysis by nontraditional techniques. Other guidelines address 3-year and 6-year projects, required resources, and major challenges and limitations (such as limited national resources, the growing underclass, and professional turf issues). (81 references) (DB)

Presented in this paper is a multicultural curriculum design with an underlying conceptual understandinq which takes into account the commonalities found among the experiences of various ethnic groups. A common framework to be used for each ethnic group permits the teacher to generalize the experiences of the different ethnic gropus. The model for each culture proceeds as follows: 1) relevant traits of the original culture are listed; 2) a time frame is added starting with the group's arrival in the United States; and (3) ending with the present and intervals along the time line, each ethnic trait is assessed for extinction, degree of modification, or continuation. A completed model shows a historical summary of an immigrant group's degree of loss or retention of their original culture. This conceptual/approach can be modified within the context of the discipline being studied, and selection and/or revision of materials will depend upon the grade level of students. (Author/GPM)

This paper asserts that multicultural literature must not be set aside as "other" literature, or worse, be dismissed as second class literature. The paper argues the intrinsic value of multicultural literature, and outlines class and individual activities that show the vast possibilities of stories from around the world. The following materials are included: overheads, stories and ideas for using writing, teacher directed activities, art, dress-up ideas, thinking activities, and music for Cinderella stories from various countries and traditions). Also provided are: a list of tales about giants/ghosts/dragons/witches/wizards/genies; a list of magic pot adventures; a list of flying horse/animals/carpets tales and activities; and information about festivals of lights such as Christmas, Hanukkah, Divali and Kwanzaa. Other multicultural themes the paper suggests are gradparents around the world, wonderful wearable fashions from around the world, and international cuisine. (PRA)

As a community-based organization, community leader or activist, individuals are in a unique position to take the lead in raising awareness about resource conservation, good solid waste management, and safeguarding the environment for future generations. This paper is designed to help individuals plan and execute community events that promote the 3Rs of solid waste management: reduce, reuse, and recycle. (Contains 5 online resources.)

This paper uses Edward T. Hall's theory of Primary Message Systems (PMS) as a basis for suggesting ways in which multicultural education can be organized around a learner's everyday life. It is argued that typical multicultural education programs do not take into account the variety and complexity of a learner's everyday life at home, in the school and in the community. Suggestions are presented within the context of the PMS theory and focus on the teacher's role in developing questions and activities that address the home, school and street subcultures of the learner. Emphasis is placed on the active participation of learners in research and discussion. Additional readings are suggested for the educator who might wish to develop this type of multicultural education approach in his or her classroom. (EB)

Cases offer prospective teachers vicarious experience in culturally different settings. This paper uses examples of cases from the Teachers for Alaska Program, which successfully altered the way teachers educated culturally diverse students. The paper considers how teacher education can create multicultural cases that address local circumstances and describes how to read, write, and discuss cases. (SM)

This paper reviews the research on preservice learning and recommends guidelines for incorporating learner-centered psychological principles (LCPs) into preservice teacher education. The central theme is that because the preservice teacher's primary role is to learn about teaching, factors which support learning should be incorporated into teacher preparation programs. The research describes studies and commentaries on the content of teacher preparation, the processes of preservice learning, the spheres of preservice learning, and program considerations. Five essential learning dimensions which underlie the LCPs are referenced throughout the review: the learner's knowledge base, strategic processing, student motivation, individual differences, and the learning context. Seven guidelines are proposed: (1) discuss preservice teachers' beliefs about learning and teaching and use constructivist teaching approaches requiring student reflection; (2) utilize case studies for problem-based learning and require participation in action research; (3) model learner-centered teaching practices and create positive climates for learning; (4) include multicultural field experiences; (5) create opportunities for collaboration; (6) clarify and support faculty involvement and develop school-university partnerships; and (7) include in the mission the commitment to teach the content of the LCPs and the research which supports them. (Contains approximately 90 references.) (SM)

A series of strategies and techniques for helping elementary and secondary students develop a multicultural outlook within the school environment are outlined. It is argued that because of the culture-specific knowledge individuals possess, we draw inferences that influence the way we perceive other people and interpret their actions, resulting in cultural misunderstandings. These inferences are based on our linguistic, speech act, discourse, sociocultural, context, and global knowledge. Strategies for bypassing inappropriate inferences focus on metacognitive skills of monitoring, evaluating, and reformulating inferences and interpretations. Once a conflict or potential conflict is identified, the individual most commonly addresses it by a variety of strategies, including: substituting another inference; questioning the earliest of multiple interpretations; shifting focus; case analysis; distorting information to fit the default interpretation; seeking more information; or dismissing inconsistencies. It is proposed that in order to develop intercultural competence in students, teachers must use approaches, techniques, and activities to develop awareness of individual affective "filters," awareness of different possible interpretations, critical evaluation skills, recognition of inconsistency, and effective strategies to deal with inconsistencies and contradictions. Some of these approaches, techniques, and activities are described. (MSE)

Developing culturally appropriate prevention messages and materials for Asian and Pacific Islander audiences is challenging. It is important to recognize and respect their geographic, ethnic, racial, cultural, economic, social, and linguistic diversity. The health communication process enables planners to meet the challenge of developing programs for this target population. Asians and Pacific Islanders are often perceived as a model community with few, if any, problems related to substance abuse, but it is important to dispel their myth, generate more informed perspectives on user rates, and recognize differences in abuse rates among the various populations. To develop culturally appropriate and effective prevention strategies, planners should use the following health communication process: (1) planning and selecting a strategy; (2) selecting messages, materials, and channels; (3) developing materials and pretesting; (4) implementation; (5) assessment effectiveness; and (6) feedback to refine the program. Planning begins with research. Some selected research findings about various Asian American/Pacific Islanders populations are given. Key issues that may affect substance abuse problems are those of immigration, acculturation, and intergenerational conflict. (Contains 38 references.) (SLD)

This paper presents slide narration to accompany eight separate units on India to be used in World History classes or other areas across the curriculum. Units include: (1) "Religion: India's Diverse Temples and Sacred Places"; (2) "Styles of Dress: Shimla to Kerala"; (3) "Traditional Dance in India"; (4) "South India: Kerala & Tamil Nadu"; (5) "The Taj Mahal and Agra Fort"; (6) "Rajasthan"; (7) "Urban India: Bombay, Calcutta, and New Delhi"; and (8) "Village Life & School Visits." The narration is done in conjunction with slides developed by the participant in the Fulbright-Hays Summer Seminars Abroad program in India. (EH)

This paper describes a unit in a high school world literature course which focuses on non-Western literature. The novel on India to be included is "Nectar in a Sieve" by Kamala Markandaya. The 13-day unit includes worksheets and focus questions for research. Additional novels are suggested with a rationale presented as to why the Markandaya novel was chosen. (EH)

This paper contains a course outline for a survey of writing by women from various time periods, geographic regions, and social classes of India. Particular attention is given to themes and issues concerning women's lives with readings on topics such as women's work, health and water, children, and religion. The reading list is arranged alphabetically into fiction and nonfiction sections with brief annotations about the contents of the books. (EH)

This paper contains a course outline for a teaching and learning unit to examine India's slums from a geographic perspective. Students in a college freshman and sophomore Human Geography class will discuss the problems and prospects of these slums. The unit is divided into three parts: (1) background information examining the slums from a contemporary geographic perspective while simultaneously discussing its relevance in a Human Geography class; (2) student activities involving critical thinking where students examine these characteristics of the slums through the use of role-playing; and (3) a slide presentation showing many of these slum conditions as they presently exist. Each part of the unit may be covered in one 60-minute class session. (EH)

This paper contains suggestions for a course about student-centered case studies in an effort to enhance student research and internships in international nongovernmental organizations (NGOs). The curriculum is in addition to a currently existing International Environmental Policy course. The areas of the curriculum include: (1) "India's Environmental History"; (2) "Development"; (3) "Environmental Policy"; and (4) "Case Studies." The case studies approach requires students to research current environmental issues and develop policy intervention. A sampling of case studies are suggested. Contains 24 primary and secondary sources. (EH)

This paper contains information written from the perspective of a U.S. executive traveling overseas for the first time. The ideas presented are to help ease the fear of the experience. Sections include: (1) from outside looking in; (2) encounter stage and transition shock; and (3) taking care of business in a foreign environment. The seminar participant notes his interest is both personal and professional. He is an African from Nigeria where, like India, many ethnic groups exist and many languages and dialects are spoken. Also, he desires to explore the similarities and differences between Indian, American, and Nigerian cultures in the areas of diversity management. Recommendations for future travelers in foreign countries are made. Contains a list of 20 references. (EH)

This paper contains a course outline for a five-hour graduate class focusing on the issue of population in India. Students examine contributing factors to population growth, along with studying characteristics of, and efforts to, control population growth. The significance of ethnic diversity in India also is addressed. Group discussion and group work are used throughout the course. A materials list accompanies the outline with suggestions for culminating activities and evaluation procedures. (EH)