This study examined the social justice teaching beliefs and practices of three novice teachers from the perspectives of complexity theory. A qualitative multi-case study methodology was used to collect data that included interviews, classroom observations, and simulated recalls. The findings describe the lived experiences of the participants…

This discussion acknowledges that culturally responsive teaching is relevant for international contexts. However, it needs to be nuanced to fit the specific characteristics and needs of these different settings, relative to societal dynamics, and student ethnic, cultural, racial, immigration/migration, economic, and linguistic demographics.…

The inclusion of multicultural education in elementary school instructional programs provides a means for children to acquire accurate knowledge, develop positive attitudes, and learn to respect and appreciate ethnic diversity. (Author/GC)

Affective, social, emotional, and psychological dimensions of individual and societal development are crucial to the education of the whole child. This paper suggests alternative proposals for educational programming to achieve a better balance between vocational and technological emphases and humane and interpersonal skill development in schools.…

This article looks at the legacy of the Brown v. Board of Education decision, discusses the formative stages of multicultural education, and explains the shifting contours of multicultural education, along with some reasons for these developmental changes. It explores two specific domains of multicultural education--curriculum desegregation and…

Desegregation generally has not produced equal educational opportunities and outcomes for culturally diverse students. A dual system of access to knowledge and accountability has emerged. Third-generation curriculum reform should support second-phase ideological principles embedded in multiculturalism, pluralism with equality, and school…

Suggests that understanding different conceptual models of curriculum making will increase the effectiveness and rationality of the development process. Presents four commonly used models of curriculum development: empiricism, rationalism, pragmatism, and humanism. (Author/JM)

Recounts the beginnings of multiethnic education in the 1960s, when criticism focused on teaching and textbooks. Describes the mid-1970s expansion of multicultural education, with its problems of fragmentary, unsystematic practice and discusses the challenges to multiethnic education in the 1980s from both economic and ideological pressures. (RW)

Presents rationale for the study of ethnic pluralism in social studies education and suggests strategies for curriculum development. Ethnic pluralism has direct implication for the universal goals of social studies, and is related to prevailing societal conditions and to social learning theories. (Author/KC)

Offers suggestions for using modeling and mentoring in urban teacher education in the belief that the power of models and mentors resides more in their being and behaving than in the finished products. Good role models live their ethics and beliefs personally and professionally. (SLD)

Proposes a strategy for incorporating multiculturalism into teacher education; examines why future teachers need to develop multicultural competencies, how to integrate general principles of multicultural education and curriculum design into teacher preparation programs, and how to accomplish integration so prospective teachers will be empowered…

What do we know about education and diversity, and how do we know it? This two-part question guided the work of the Multicultural Education Consensus Panel, which included the eight scholars named above. The panel's work was sponsored by the Center for Multicultural Education at the University of Washington and the Common Destiny Alliance at the…

Multicultural philosophies, issues, content, materials, and techniques must be infused throughout the entire teacher-education program. This paper discusses sociocultural developments that substantiate the need for multicultural education in teacher education, essential components of multicultural education that must be included, and how and where…

Presents 14 design principles that explain good practice in multicultural preservice teacher education. The principles fall under the three main categories of (1) institutional and programmatic principles, (2) personnel principles, and (3) curriculum and instruction principles. (SM)

Discusses the problems of designing a multicultural curriculum that meets the needs of students from a wide variety of social and ethnic backgrounds without compromising their cultural identity or personal integrity. (FMW)