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)

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)

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)

Researching women, educational administration, and the Third World is paradoxically not about focusing on women at all. To do so would be to underscore a counter-productive sex differences approach and to detract from consideration of why, and for whom, power has come to be exercised in certain ways in schools. (JHZ)

Criticizes recent attempts to redefine the forced education of American Indians as a triumph of Indian coping strategies and adjustment. While admitting that the process was more complex and symbiotic than earlier models suggested, still maintains that the U.S. government exerted more control than did the Indians. (MJP)

Maintains that, in spite of its cosmopolitan origins, U.S. sociology is regarded widely as parochial in its outlook and concerns. Discusses factors contributing to the intellectual isolationism of U.S. sociological research and pedagogy. Provides suggestions for internationalizing the sociology curriculum. (CFR)

Examines the results of a survey of historians about democratic values, ethnocentrism, and racism. Describes the origins, development, and current efforts of the National Afro-American Museum and Cultural Center in Ohio. Concludes that museums are important places to learn and that values should be central to what is taught in museums. (CFR)

Researches student perceptions among Afro-Caribbeans, and Africans enrolled in Initial Teacher Education (ITE) departments in Great Britain. Students discover their courses fail to address racism issues; perceive the selection processes are discriminatory; and find racist attitudes among lecturers. (NL)

Presents a vision of multicultural education as a validating and inclusive process for non-European ways of knowing. Classifies multicultural education as inclusionary, emancipatory, liberatory, critical, and transformative. Briefly gives examples of each and identifies leading advocates of these approaches. (MJP)

Discusses the character and contributions of Thomas Jesse Jones, an early 20th-century educator and a pioneer in social studies and black education. Jones's inconsistent philosophy (he supported limited black education but believed in white supremacy) grew out of an unlikely combination of progressive Christianity and deep conservatism. (MJP)

Recommends ways that cross-cultural content can be effectively presented in general psychology courses. Includes avoiding the marginalization of cross-cultural materials and perspectives, using accurate terminology to make cross-cultural comparisons, and raising awareness about bias within the cross-cultural literature. Offers relevant examples…

Tracks the intermittent appearances and variations of the historical concept of a "Pacific Age" from the 1890s to the present. Discusses the social, economic, and historical conditions that resulted in the term's heralding of either economic optimism or racist peril. Suggests these interpretations come in cycles. (MJP)

Examines the relationship between indicators of collective identity (collective self-esteem, religious involvement, involvement in ethnic organizations) and prejudice towards the other group among Jewish and Arab college students. Collective identity variables largely were unrelated to prejudice among the Jewish students. Findings for the Arab…