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The purpose of this position paper was to explore the challenges faced by principals in creating equitable opportunities for English language learners (ELLs) in the United States. We questioned "To what extent are educational leaders encouraged to create environments that value cultural diversity and the promotion of English language learners?" Our inquiry was prompted by the dearth of research in the U.S. supporting multicultural programs, coupled with the resistance of and minimal efforts by legislators to support policies that promote the improvement of ELLs. Using a review of literature, and informed by scholars who have examined the "Americanization" phenomenon, we analyzed state and federal educational policies focused on the promotion of ELLs. We considered whether these policies, intended to help students, are not in fact hindering educational leaders' efforts to create environments in which multiculturalism is valued. (Contains 1 table and 2 footnotes.)

Introduction: Fresno, California, is home to more than 30,000 Hmong. The purpose of this research was to explore the utilization of Hmong shamans 40 years after the first Hmong immigrants arrived in the United States. Hmong shamanism is examined to identify and analyze changes to shamans' practices or patients. Methods: Using grounded theory, semistructured interviews were conducted with a convenience sample of 20 shamans in their homes. Transcribed data were qualitatively analyzed. Results: Shamans continue to train and practice in this community; utilization by older patients persists while young adult patients have become the fastest-growing group of users. Healing rituals have changed in response to the legalities of animal sacrifice in urban areas and the time demands of work schedules. Discussion: Nurses' awareness that the availability of biomedicine does not preclude the continuing or recurring utilization of traditional healers can facilitate understanding of culturally defined health care needs. [ABSTRACT FROM AUTHOR]

This paper explores critical cosmopolitan literacies as a framework to engage teacher preparation program candidates in re-conceptualizing about their work as active thinkers, ethical decision makers, and agentive global actors. The purpose of the study is to elucidate how preservice teachers, in a secondary literacy teacher education program, respond to ethics-oriented education in addressing complex and controversial sociopolitical issues, such as the dialectics of freedom, human rights, and growing racism in the neoliberal globalized context. The third space theory of ethics is used to interpret participant student teachers' intellectual epistemology based on their engagement with literary and nonliterary works, as well as multicultural media products. Data consist of observations, discussions, focus-group interviews, reflective journals, and course evaluations. This study contributes to our understanding of how critical cosmopolitan literacies is situated in the intercultural dialogue pertaining to ethical and equitable decision-making as a promising professional enterprise in the preparation of literacy educators as global advocates for equity and social justice.

In the author's work as a diversity professional, both as one school's long-term diversity director and now as a consultant and workshop leader for many schools, she has found that building a diverse faculty has been, and continues to be, a profound challenge for most schools, even after decades of effort. This article presents a case study on unconscious bias at Sunny Valley School (SVS), a 100-year-old K-12 day school located in the suburbs of an eastern U.S. city. Unconscious bias results in a conflict between stated belief and actual behavior. A person may endorse equality and nondiscrimination and believe he or she is well intentioned, but act in a discriminatory way and justify those actions, quite sincerely, with reference to matters having nothing to do with race. Thus, at SVS, though the administrators' words, backed by the mission statement and strategic plan, affirm their commitment to diversity, they avoid hiring, or even interviewing, the available candidates, citing reasons not connected to race. In this article, the author offers some suggestions on how schools can respond to unconscious bias.

This paper attempts to compare interactions between social changes and the integration of nationalism and multiculturalism in the context of music education by focusing on the ways in which the governmental politics of mainland China and the United States have managed nationalism and diversity in school music education. This paper also explores the ways in which music education, in response to different sociopolitical contexts, relates to the teaching of both musical and non-musical meanings in the dual context of nationalism and multiculturalism, and discusses some of the challenges facing music education in music classrooms today in these two nations. This paper argues that the interplay of tensions in the current wave of nationalism and multiculturalism seen in both mainland China and the United States show the enduring nature of state ideologies in a dynamic, contentious process of social construction.

Research on education in Canada, the United States, the Philippines, and Ireland suggests that bilingual education of a pluralist character neither depresses nor enhances performance in English or in non-language subjects. Decisions to promote bilingual education are often based on social demands. (f=fiche numbers). (CP)

This paper contrasts approaches to supporting ethno-cultural diversity in education in Canada, the USA and India through the lens of the experiences of the Tibetan diaspora. All three countries self-identify as linguistic and ethnically diverse states that value multiculturalism. These shared values make them insightful comparative cases to consider the role of public education "vis-a-vis" its impact on ethno-cultural diversity within pluralistic societies. The case used to conduct the comparison is that of the Tibetan diaspora, an ethno-cultural migrant minority found in each country. Three prevailing ethno-cultural diversity orientations are identified -- "integration", "achievement" and "sustainability" -- to describe prevalent approaches in Canada, the USA and India, respectively. The paper concludes with implications of the skewed orientations in each context, proposing a more balanced use of all three orientations for more robust and comprehensive supports for ethno-cultural diversity in education.

EMS personnel in the U.S. continue to be overwhelmingly Caucasian and male, with 75% being male and 85% identifying as nonminority. While the population of the United States becomes more diverse in ethnicity, religion, and race, the EMS workforce remains largely homogenous and does not reflect the diversity of the population it serves. Given the growing diversity across the country, EMS personnel will increasingly be responding to calls for service involving patients with different cultural backgrounds than their own. This growing gap between providers and the population they serve may exacerbate already existing disparities in care. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to explore the sources of meaningfulness at the workplace, according to the perceptions of hospitality employees from different national cultures in one US-based hotel, based on Dimitrov's empirical study about the features of the humane organization. Design/methodology/approach: This was an exploratory research that employed a single embedded case study. There were 17 employees, selected via purposeful convenience sampling. The process of data gathering involved: personal statements, interviews, complete observations, and document analysis. Data were coded using open and theoretical codes. Content and constant comparative analysis was used to link the emerging themes. Findings: The respondents felt that sources of meaningfulness in the workplace are: work itself and pride in the product; the social environment; the self and spirituality at work; and becoming a humane organization. Research limitations/implications: The main recommendations for future research are to: explore the meaning of work and meaningful workplace human resource development concepts in more culturally diverse organizations in different counties and economic sectors (government and non-profit); study the national cultural differences more specifically per cultural type, utilizing systematic methodologies for cultural differentiation; and explore other study designs. Practical implications: Organizations are advised to: create flexible schedules and WFB policies; exhibit social responsibility; and broaden the cultural horizons of their workforce. Originality/value: The discussion in this paper will further enhance the understanding of international human resource development as it provides a focused review of the sources of meaningfulness in the workplace found in the study of one US-based organization, populated by the international influences of a global industry in a global world. (Contains 4 tables.)

Cultural background influences one's understanding of intellectual and/or developmental disabilities. More specifically, the cultural perspectives of parents and special education professionals may affect decision-making in providing appropriate services for children with disabilities. Therefore, cultural distinctions may present a unique challenge for families, special education professionals, and related service providers in collaboratively working toward a comprehensive educational plan of action for children with disabilities. The purpose of this paper was to examine the issues of cultural dissimilarity among Asian parents, special education professionals, and related service providers that influence service delivery for school children with disabilities in the United States. First, the literature regarding cultural beliefs about perceptions of disabilities will be reviewed. Secondly, the impact of cross-cultural perception among parents and professionals toward team collaboration will be discussed. Thirdly, the process of special education services, including referral, diagnostic evaluation, and special education placement resulting from cross-cultural perspectives will be discussed. The paper also discusses what families and special educators might do to account for their cultural differences so that quality and productive special education services could be provided to fulfill the potentials of children with special needs.

This paper explores the issue of democracy and the role of the democratic classroom in the development of society in general, and the way in which educators understand and deal with diversity in particular. The first part of the paper explores different meanings of democracy and how they can be manifested in the classroom. We argue that the idea of a "democratic classroom" is far too broad a category; democracy is defined in action and can have realist or pragmatic characteristics, elitist or pluralist roots. The realist form of social education was championed by political scientist Charles Merriam, while a social educative process more dependent on pragmatic problem solving was pursued by educational philosopher John Dewey and those who followed in his theoretical wake. The history of democracy in the United States, and the battles of how to import different meanings of democracy into the classroom over the course of the 20th century is explored, suggesting that the educational establishment has a tendency to adopt more realist/elitist forms of civic education. We present five "democratic" classrooms with different characteristics to illustrate the different characteristics social education can exhibit. In the second part of the paper we discuss the relationship between different types of democratic classrooms and issues of race/ethnicity/culture.

This paper examines the neoconservative critique of the university and particularly the attack on multiculturalism and postmodernism that initiated the culture wars. It seeks to explain these developments by an analysis of the thought of Leo Strauss. The paper begins by providing an introduction to US neoconservatism and latest challenges to it from within signaling its end before reviewing the roles of Allan Bloom and Lynne Cheney in the neoconservative rewriting of history and the humanities which finds its source in Strauss' critique of radical historicism. (Contains 35 notes.)

This paper draws on a large Australian commissioned research study that mapped classroom pedagogies called "productive pedagogies". The model of pedagogies derived from an admixture of theory and empirical observations and worked together what Fraser (1997) calls a politics of redistribution and a politics of recognition in its desire to make a difference in relation to schooling as a positional good, a good in and of itself, and in terms of making a difference in relation to the multiple differences extant in contemporary society. Statistical analysis of classroom observations indicated there were four dimensions of productive pedagogies, notably intellectual demand, connectedness, supportiveness and working with and valuing of difference. The actual pedagogies mapped were more akin to "pedagogies of indifference", not in relation to the extent of teacher care and teacher work as therapy, but in respect of making a difference, in the low levels of intellectual demand and connectedness, and in the virtual absence of the difference dimension across the approximately 1000 lessons observed. In working across the critical pedagogies literatures and empirical studies of classrooms the paper constitutes a pedagogical theory of the middle ground and attempts to provoke debate about future pedagogical research, related policy and classroom practices. (Contains 4 notes and 2 tables.)

Although theories on anti-oppressive education abound, few scholars have conducted empirical studies of anti-oppressive educational curricula to test the alignment of theories--constructed largely by university scholars--and practices carried out by K-12 educators and students. While feminist poststructuralist theorists have critiqued critical pedagogy and multicultural scholars for not interrogating their universalist claims and for overemphasizing rationalist discourses, many of their calls for situated, performative pedagogy remain abstract. The following paper attempts to make some of the conceptualizations of social justice education concrete by examining student responses to two experiential activities in a high school leadership program. Comprising students from eight high schools located in a single metropolitan area, this program sought to increase student consciousness of the pervasive prejudice and discrimination in US society and, subsequently, to move these students to action. This paper analyzes the student interpretations of two awareness-raising activities at the program's leadership camp to argue that on-the-ground anti-oppressive educational endeavors require significant time, commitment and organizational structures as well as the integration of poststructuralist, critical, multicultural and feminist ideas. (Contains 16 notes.)

This paper examines the results from a qualitative study conducted with teacher education candidates enrolled in the foreign/world language licensure programs in two different universities located in the United States. The purpose of the paper is to help us better understand how critical pedagogy and multicultural education can help meet the challenges that world language teachers experience in the teaching of culture. It draws attention to some of the complexities that exist in the integration of the "cultural standard" (my italics) in foreign/second language teacher education programs and some of the challenges faced in its implementation in the K-12 classroom setting. Although the current study took place in the United States, the growth of an increasingly global society fosters the need for increased cultural understanding and communication around the world. The researchers call for collaboration across programs, states, and countries to learn from one another and express the need to promote honest dialogue that opens the floor to discussion, different ideas and the values of others in order to challenge assumptions and transform thinking. The following are appended: (1) Student Standards for Foreign Language Learning in the United States; and (2) The ACTFL/NCATE Teacher Standards (American Council on the Teaching of Foreign Languages/National Council on the Accreditation of Teacher Education Teacher Standards).

This paper examines how a study abroad experiential learning course in diversity provided a cultural immersion experience for a group of social work students from a small private university in central Kentucky. The students participated in a three-week international education experience in Kenya and reported this experience helped them become more sensitive to cultural diversity and to better understand their cultural heritage and its influence on their worldview.

In exploring the relationship between cultural capital, symbolic violence and the diversification of the curriculum the notion of commoditization of race in higher education is developed. The term first and foremost emphasizes how students from "disadvantaged" racialized communities remain significantly underrepresented at selective universities and colleges. Commoditization of race in higher education is also concerned with the potentially unequal terms of exchange between racialized communities, whose experiences and collective struggles are increasingly embodied in novels, poetry, non-fictional works, ethnographies, academic discourses, and programs of study, and the educational benefits associated with diversity at 4-year institutions accorded predominantly to white student bodies. In doing so, the paper demonstrates that race-based segregation initiated at the neighborhood and public school levels continues to inhibit racialized students from receiving quality higher education opportunities. Based on an analysis of the economic obstacles disproportionately affecting Black communities, the paper concludes by reiterating that unless selective universities and colleges are prepared to significantly enhance quality educational opportunities for students of color, even the most sincere expressions of support for affirmative action, multiculturalism and diversity will likely legitimate, rather than challenge, racial inequality in the foreseeable future.

This paper makes a contrastive study of learning styles between China and the U.S. from five aspects and recognizes that the differences are due to the influence of cultural diversity such as individualism and collectivism, Confucianism, utilitarianism and pragmatism etc.

All over the world, educators and policy-makers are concerned about how best to prepare students to engage actively in an increasingly interconnected world. In this paper, I begin by arguing that twenty-first century education policies have largely been articulated in response to the exigencies of economic globalization. Further, a survey of the worldwide spread of twenty-first century education frameworks reveals that these are predominantly informed by Human Capital Theory. Conceptualized mainly by transnational and governmental organizations, such frameworks essentially steer education towards preparing students to compete successfully in the global economy. Next, utilizing findings from a case study of two schools in Singapore and the USA, I highlight how the concretization of twenty-first century education via school-level frameworks is similarly governed by the aims of Human Capital Theory and I discuss some of the resulting effects. Using these case studies as a platform for theory-building, the final section proposes ways in which twenty-first century education frameworks can be reconceptualized using two alternative theories--Human Capabilities Approach and Cosmopolitan Capacities Approach. I show how their incorporation in twenty-first century education frameworks can offer a more holistic and ethical vision of education conducive to our globally interconnected age.

The growing dominance of the creative economy challenges cities and regions to move beyond the impulse toward "big ticket" economic development strategies like stadiums and convention centres and consider increased support for community-level strategies that encourage social and cultural diversity. Vibrant street scenes, eclectic restaurants and social venues, and acceptance of those who defy the cultural norms produce the places where creative, innovative, and talented people want to live and work. This creative class represents a critical component to economic success and prosperity. The research described in this paper underscores the economic importance of national and regional policy issues like the nurturing of arts and creativity in communities and educational systems, immigration and settlement policies, and support for marginalized populations like the gay and lesbian community. Recent American efforts to restrict marriage to heterosexual couples and curtail immigration could have unfortunate economic consequences by limiting the creative and innovative possibilities associated with a vibrant and diverse society. Conversely, Canada's recent movement toward legalization of civil marriage for same-sex couples bodes well as a demonstration of a willingness to embrace and support social and cultural diversity. (Contains 3 figures and 9 endnotes.)

The belief that there is one right way or method of inquiry to pursue truth as it is constructed has been rejected by postmodernism. Postmodernism challenges and opens up the central idea that only one set of limits are possible in supporting professional practice. Postmodernism designs a way to look at concepts through the context of meaning. The postmodern paradigm considers human endeavors to be connected with the natural world rather separate from nature. The postmodern theoretical paradigm is about investigating and accepting new practices in solving old problems. In order for change to occur there must be a shift in our thinking. Accepting and applying new views will lead the way for educators to close the academic gap and promote student success.

This paper addresses the role of history education in developing a shared sense of identity in modern democracies. It does so by presenting findings from research into children's ideas about history in the United States and Northern Ireland, two settings that share important political and social characteristics with Canada and other pluralist countries. In the United States, the history curriculum revolves around developing a unified national identity, and it provides few opportunities for students to examine diversity within or outside the country. In Northern Ireland, schools avoid issues of identity and thus do little to help students move beyond the bonds of their own political/religious communities. A more productive way of incorporating identity into the history curriculum would involve attention to those events in a nation's past that have promoted pluralism and democracy.