Argues that strong ethnocentrism exists in TESOL (Teaching of English to Speakers of Other Languages) in Western English-speaking countries, and that teacher educators in these countries neglect the special needs of international students. Specifies the major needs of this group and offers suggestions for meeting them, particularly in the areas of…

A case example involving a Native American family referred to a child welfare agency illustrates social work intervention strategies that encourage cultural competence, recognize power differences between cultures, promote understanding of role variations and belief systems, consider alternative approaches for helping clients with drug or alcohol…

Briefly discusses the adjustment process that non-native teachers go through when teaching Canadian native students. Notes some of the cultural differences between the two groups including concepts of time, conflict resolution, and respect. Concludes that the ever-changing nature of native culture requires teachers to be flexible. (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)

From a Hispanic perspective, the current educational reform movement is closely related to three other contemporaneous policy agendas that imply an increasingly ethnocentric policy environment: (1) the Immigration Reform and Control Act; (2) the English-only movement; and (3) efforts of the Department of Education to sabotage the Bilingual…

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)

Discusses the use of multimedia for teaching human rights in Nigerian schools. Describes the curriculum as almost completely monocultural. Argues that human rights education must be approached within traditional interests and based on what people already know. Urges the demystification of rights. Warns that human rights reflect a Eurocentric…

Observes the activities and characteristics of Aboriginal children in an Aboriginal school and compares these to the culture shock and alienation experienced when they transfer to a mainstream school. Identifies five major stressors of culture shock as mechanical differences, communication, attitudes and beliefs, customs, and isolation. (MJP)

Examines the strengths and weaknesses of an 1828 geography textbook for children, specifically in relation to other textbooks. Jesse Olney's text deviated from the norm by introducing the students to activities focused on community and local geography. Ethnocentrism and racism occasionally marred the lavishly illustrated text. (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)

Urges that the impact of race on achievement motivation be reinvestigated, especially the tendency for ethnocentric beliefs in this area to lead to a culture-specific definition. Reviews the literature on comparative studies of Black and White motivation and suggests new research directions. (RDN)

Discusses the concept of nationalism and seeks to analyze whether "Latin-Americanism" can serve as a lever for a nationalistic type of social movement. In spite of separate national group identifications going back 150 years, research indicates that the socio-psychological preconditions of a Latin American supranationalism do exist. (CS)

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)

Analyzes the difficulty of depicting a round world on a flat surface by identifying distortions in the traditional Mercator Projection. Questions whether its Eurocentric bias culturally conditions students. Presents other world maps that attempt to resolve more fairly the shape/area problem, including some drawn with computers. Encourages teachers…