To determine the relationship between Afrocentric consciousness and perceptions of heterosexual relations, 177 Black adults in northern Florida, including college students, unskilled workers, professionals, and the elderly, were queried. The more Afrocentric subjects held opinions on mate selection and family life rooted in mutuality and…

Describes three themes that have informed research on cognitive development in sub-Sahara Africa over the past 10 years: (1) extending the range of generalizability of Western theories; (2) interpreting the uniqueness of the African situation; and (3) deriving implications for social policy. (Author/AS)

Comparative education can deepen understanding of our own education and society, be of assistance to policymakers and administrators, and form a most valuable part of teacher education. Like all applied fields, however, it is open to potential abuse by those who would use its results to support--or oppose--specific change programs. (BRR)

Rejects the hypothesis that low achievement by migrant children is because of deficient cultural attributes or institutional ethnocentrism of schools. Suggests that schools always discriminate--positively or negatively--when, according to their institutional logic, it appears to be appropriate. (CFR)

An analysis of 50 textbooks used in the elementary schools of the former Belgian Congo reveals an overt attempt to propagate colonial ideology. Fundamental themes included the legitimacy of the colonization, denigration of the indigenous culture, and establishment of colonial authority. Three books, however, resisted this indoctrination and one…

Asserts that multiculturalism is focused on the subordinate criteria of multiethnicity and multinationality and their impacts on education. Concludes that multicultural education is essential in today's world and that provisions of ethnic or national identification must be preserved within the majority culture. (CFR)

Maintains that the National Arts Standards allows for the inclusion of multicultural perspectives integrated within a dominant European American culture. This places the responsibility for a truly representative and multicultural curriculum back on the art teacher. Provides a neat and concise summary of the arguments for and against multicultural…

Argues that too often, multiculturalism is viewed as a passive method of disengagement from moral and ethical issues. Defines true multiculturalism as incorporating tolerance and respect into active examination and exploration of cultural and moral issues. Describes several situations that require this approach. (MJP)

Asserts that most representations of non-Western cultures are inherently tainted with Eurocentric and colonialist precepts. Argues for, and describes, a variety of strategies to deconstruct these perceptions. Maintains that issues of ethnicity, inclusion, and difference are more complex than normally thought. (MJP)

Compares and contrasts the representation of World War II era Germans in English textbooks and academic histories. Finds the academic histories to be more varied and in-depth. Discusses the strategies used by the textbooks to create portrait of mindless aggression. Considers educational and policy implications. (MJP)

Reports on a study of trust expectancies among 113 Native American and Caucasian intermediate grade students in same-race and mixed-race schools. Finds that both racial groups had more trust expectancy of their own race. Also finds that this trust expectancy pattern was somewhat less evident in mixed-race schools. (CFR)

Examines the historical fallacy, popular in western civilization from medieval to early modern times, that Muslim allies were somehow secretly Christian. These fallacies often served to explain Christian-Muslim diplomacy to the public at a time when Islam was portrayed as the enemy of Christianity. (MJP)

Reviews the historical development of multicultural education in Toronto (Ontario), and considers the relevance of different models. Argues that present educational policy continues to preserve an Anglo-Saxon hegemony. (FMW)

Argues that Western civilization's use of formalism in art criticism is hierarchical and eurocentric. Suggests a more anthropological approach in which production of art is considered in the context of its native culture. Recommends emphasizing the human meaning in art over consideration of form or design. (MJP)

Asserts that ethnography's development out of anthropology left it tainted with biases from colonialism and imperialism. Discusses several contemporary approaches, including critical ethnography, really useful knowledge, and action research. Suggests further incorporation of postmodernist ideas into the field of ethnography. (MJP)