Louisiana State Univ., Baton Rouge. Bureau of Educational Materials and Research. (1980). Multi-Cultural Education: Selected Bibliography (Annotated). Research Report, Vol. 10, No. 1. This annotated bibliography contains citations of reports, papers, and journal articles in the ERIC data bases and from other sources, on the subject of multicultural education. The references cite works of both theoretical and practical natures. Information on availability of the materials is included in the citation. Descriptors: Behavior Patterns, Cultural Enrichment, Curriculum Design, Educational Research

Grant, Carl A., Ed. (1975). Sifting and Winnowing: An Exploration of the Relationship between Multi-Cultural Education and CBTE. This book contains 17 articles, each by a different author, and addressed to those who wish to become informed about the relationship between multicultural education and competency-based teacher education (CBTE). In order to study the relationship between multicultural education and CBTE, a number of individuals actively engaged in either the study and/or implementation of multicultural education and CBTE were invited to respond to the following two questions: (1) What should be the role of the administrator, teacher, or university faculty member in assuring that competency-based teacher education includes multicultural education in its content?; and (2) From a(n) administrator's, teacher's, or university faculty member's point of view, what problems are you experiencing or do you foresee experiencing in regard to relating the concepts of multicultural education and competency-based teacher education? The first question provided the writers the opportunity to respond to the state of the art concerning the relationship of multicultural education and CBTE–especially at their local sites. The second question provided the writers the opportunity to discuss how they would envision the relationship of multicultural education and CBTE. The articles in this book are the responses to these questions.   [More]  Descriptors: Administrator Role, Competency Based Teacher Education, Cross Cultural Studies, Cultural Education

Hagopian, Elaine C. (1994). Cultural Pluralism, Multi-cultural Education, and Then What?. This sociological perspective on multicultural education focuses on racial and cultural groups, but accents class and power correlates. The results of the civil rights movement took the nation to visions of integration, and when these faltered, to the recognition of diversity in the form of cultural pluralism, which nonetheless implies structural integration. Cultural pluralism as the focus of a solution for the problem of inequality has diverted attention from the need for structural change and access. In addition, cultural pluralism as a policy has encouraged multicultural education as a kind of cure-all for society's tensions and has served as a proof of commitment to democracy. At its best, multicultural education may create greater awareness and appreciation for people from all backgrounds, but it cannot effect the real changes needed to provide a just society. Nevertheless, if done correctly, it will have a more beneficial impact on education than did the previous focus on cultural pluralism alone. Multicultural education is the right thing to do, but it is only part of the enormous effort needed to achieve real equality. (Contains 5 references.)   [More]  Descriptors: Access to Education, Advantaged, Cultural Awareness, Cultural Pluralism

Schultz, Fred, Ed. (1995). Multicultural Education 95/96, Second Edition. Annual Editions. This volume contains 36 articles on education taken from a wide array of magazines, newspapers, and journals in the public press appearing between 1992 and 1994. Unit 1 contains six articles that discuss the importance of a multi-cultural curriculum in sensitizing students to an integrated world society. Unit 2 contains four selections that examine some of the major issues being debated on how to effectively integrate the multi-cultural dynamic into teacher education programs. Unit 3 contains five selections that examine the dynamics of integrating multi-cultural education into the discipline of education. Unit 4 contains four articles that consider the interconnections between gender, social class, racial or ethnic heritage, and primary cultural values. Unit 5 contains seven articles that review how curriculum and instruction must be formulated to sensitize young people to the multi-cultural reality of a national civilization. Unit 6 contains seven articles on exploring some of the ways students succeed or fail in culturally pluralistic school settings. Unit 7 contains three selections that address the concerns that must be kept in mind for future improvement of the educational system. Includes an index and forms for reviewing and rating articles. (Many articles contain references.) Descriptors: Cultural Differences, Cultural Pluralism, Curriculum Design, Educational Philosophy

Kline, Lucinda (1992). African-American Children's Literature. This paper examines the history of African American children's literature, the present-day status of it, and ventures predictions about its future. The paper also considers the historic and social factors of the debate about whether an author who is not African American can write a book that will/should be accepted in this category of children's literature. The first section of the paper deals with the history of this body of literature and designates the 1890s as the first decade in which books written for children of color were published and includes a survey of representative titles. The next section describes the present-day status of such work and includes discussion of specific picture books, folktales, and historical novels. The last section of the paper predicts the future of literature written for children of color, notes that the demand for this kind of literature has steadily increased over the last 3 decades, and suggests that the current commitment to multi-cultural education will only continue to increase that demand. The paper concludes that the changing demographics of today's society not only leave children of color at a disadvantage if diversities are not explored, studied, and accepted, but also predicts real difficulty for white children who will have to cope with the first American minority-majority. Thirty-two footnotes are attached.   [More]  Descriptors: African Culture, African History, Black Culture, Black History

Washburn, David E. (1972). A Conceptual Framework for Multi-Cultural Education, Florida FL Reporter. Special issue on Black Dialect: Historical and Descriptive Issues" edited by William A. Stewart. Descriptors: Acculturation, Biculturalism, Cultural Pluralism, Disadvantaged

Gayles, Anne R.; And Others (1980). Research Review of School Desegregation (A Problem) and Multi-Cultural Education (A Solution). This review of literature and research studies is designed to establish documented background for the development of a model teacher preparation program for reducing problems associated with school desegregation. The review is organized into three parts. Part One presents literature pertaining to the historical development of minority group education, school desegregation, and multicultural education. Literature and research studies supporting the enhancement of the desegregation process through multicultural education are presented in Part Two. The final section reviews the challenges facing teacher education programs preparing people to work in multicultural settings. A series of nine steps to assist teacher personnel in curriculum development is provided.    [More]  Descriptors: Cultural Pluralism, Higher Education, Minority Groups, Multicultural Education

Oregon State Dept. of Education, Salem. Compensatory Education Section. (1975). Racial and Ethnic Survey '74-'75. This document, presenting a statewide racial and ethnic survey by determining the distribution and composition of student enrollments and school personnel in local districts, is said to represent the most comprehensive effort attempted by Oregon's Title IV Unit, whose purpose is said to lie in improving the quality of services to target clients, and in encouraging districts to adopt and implement comprehensive integration programs. A section on equal educational opportunity and perspectives provides information on desegregation, integration and the law, state authority, and the state education department's responsibility. Also listed in this section are the components and objectives of the Program Research in Multi-Cultural Education Model (PRIME Model), which is said to have been developed to eliminate racial isolation. The survey data is presented in seven tables that are subsequently summarized. A statement on Lau et al vs. Nichols, in which a precedent for assistance to cultural and linguistically different children was established, is made in reference to Oregon school districts with a significant enrollment of culturally different students. Three districts are currently operating bilingual education programs. Maps, along with county totals, grade totals, school district totals, and personnel totals, are provided.   [More]  Descriptors: American Indians, Asian Americans, Bilingual Education, Black Students

Kaplan, Michael H., Ed. (1979). Working Papers on Issues in Community Education. Volume I. Each of the nine papers in this collection focuses on a key issue in community education, examining relevant literature and research, and suggesting challenges for community educators. Topics are the following: (1) four major areas regarding collaboration: commitment, competition and creating, conflict, and collaboration as a problem rather than a solution; (2) the interaction and involvement that motivate the coordinators, educators, agency representatives, council members and participating citizens to renew their commitment to sustain a "sense of community" for all; (3) ideas and concepts on motivating citizen participation in education; (4) the development of community/school centers as ways of providing opportunities for program improvement and resource sharing; (5) church involvement with community education (rationale, collaboration, problems, and church role); (6) implications for mentally retarded adults; (7) the linkages and/or concerns between community education and multi-cultural education; (8) community education in the K-12 program; and (9) issues in the development of an effective certification process for community educators.   [More]  Descriptors: Adult Education, Church Role, Churches, Citizen Participation

Joels, Kerry M., Ed.; Podolske, Helen W., Ed. (1980). Proceedings of a Conference on Multi-Cultural Aerospace Education Programs in Schools and Museums (June 11-12, 1979). Twenty papers on multi-cultural aerospace education are presented and cover a wide range of topics, all dealing with some aspect of teaching aerospace education with or without applications to the teaching of minority students. Aerospace education as a motivating force in learning is the topic of two papers. Minorities in aerospace education, as a general topic, is covered in nine papers; four papers deal specifically with women in aerospace education. One paper reviews a course taught by its author in which American values and the history of aviation are related. An explanation of the LEARNBALL format (a student-team approach to learning) for classroom organization is another topic. Implications of space education for the future are made in two other papers. Descriptors: Aerospace Education, Conference Reports, Elementary School Science, Elementary Secondary Education

Payne, Charles (1977). Implications from Learning Principles for Multi-Cultural Education. The purpose of this paper is to discuss the cultural implications of eight learning principles identified by C.M. Charles in his book "Educational Psychology: The Instructional Endeavor." The author states that in attempting to prepare teachers to function in a multicultural society, it is necessary to instill in them both a thorough knowledge of the nature of human beings and a thorough knowledge of how a different culture might influence the learning conditions of its members. The learning principles cited by the author address the learner's psychological needs; muscle growth and development; social and emotional maladjustment; the experiential basis of cognitive-psychomotor development; attitudes, interests, and values; the diversity of individuals within groups; instructional materials; and readiness levels. The author discusses both the theoretical and practical implications of each learning principle. Examples of activities which incorporate the principles into a multicultural framework are suggested. The author elaborates on implications by relating anecdotes from research and his own experiences which underscore the need for attention to the learning principles in multicultural educational settings. The author urges educators to remember that, as one studies all the integral parts that are involved in making individuals behave the way they do, it becomes obvious that teaching is a very complex task requiring knowledge from many different disciplines while at the same time requiring the ability to utilize this knowledge in the classroom. Descriptors: Cultural Awareness, Educational Practices, Educational Principles, Educational Psychology

Lewis, Diane K. (1976). The Multi-cultural Education Model and Minorities: Some Reservations, Anthropology and Education Quarterly. Argues that theories of sociocultural processes in education should take into account the heritage of racial discrimination in the schools. To be effective, educational policy must be formulated from the point of view of the minority groups who have most at stake in promoting student competencies in several cultures and who have experienced the bias of the dominant society. Descriptors: Biculturalism, Educational Anthropology, Intergroup Education, Minority Groups

Wieseman, Robert A. (1981). Institutionalizing a Graduate Degree in Multi-Cultural Education. A graduate degree program in education at Auburn University (Montgomery, Alabama) includes a core of multicultural courses that fit into the graduate certification programs of early childhood, elementary, middle, and secondary education. This masters degree program includes three courses: Education in Culturally-Diverse Environments; Curriculum in Multicultural Environments; and Methods of Teaching in Multicultural Environments. The first course is designed to develop appreciation, awareness, and understanding of a culturally diverse society for educational programming, and comprehension of the multicultural character of American society. The second course provides an in-depth study on how to develop curriculum materials for multicultural education, and imparts an understanding of the philosophical, psychological, social, and economic forces affecting multicultural curriculum development. The third course in the sequence is field-based and designed to develop expertise in conducting ethnographic studies within the classroom environment, matching materials with the student's comprehension level, and integrating multicultural materials with subject matter areas in a field-based setting. Descriptors: Curriculum Development, Graduate Study, Higher Education, Instructional Materials

May, Florence A.; Guice, Gloria (1972). Increasing Compatibility Between Educational Practices and Educational Needs of Pupils Who Are Black. The contents of this document are organized in five parts, as follows, Part I, a "Preface" entitled "The Dilemma," by Florence May, discusses the anxiety felt by teachers who are, for the first time, trying to teach people about whose culture and background they know little or nothing, and how educational change could deal with the sources of that anxiety. Part II, "Summary of Presentations," comprises brief summaries of the presentations made by the consultant, Dr. Daniel Thompson, Dillard University, to Counselors, Site Administrators, and Teachers, Basic Training Team, and Central Office Administrators and Staff. Summaries of the question-and-answer sessions following each presentation are included. Part III, "Multi-Cultural Education," includes descriptions of Philosophy and Approaches, Learning Experiences: content samples for one to six, and Learning Experiences: content samples for seven to twelve. Part IV, "Implications of Blackness for the Junior High and Senior High School Teacher," includes a discussion of some educational resources available to the teacher and two sample lessons, one for a suggested time period of three to four weeks and the other for a period of four to six weeks. Part V is a compendium of reviews of parts or wholes of five books discussing relevant studies.   [More]  Descriptors: Administrator Attitudes, Black Students, Black Studies, Counselor Attitudes

Pate, Glenn S.; Garcia, Jesus (1981). Multi-ethnic/Multi-cultural Education: A Review of Program, Clearing House. In Spring 1980, 150 social studies supervisors responded to a survey concerning multicultural/multiethnic programs in their public and private schools: grade levels at which programs are offered; total courses and/or units offered; ethnic/racial groups covered; objectives; and the program's effectiveness in reducing prejudice. Descriptors: Course Objectives, Courses, Curriculum Evaluation, Educational Practices