Provides an introduction to the global education and textbook theme articles in this issue, giving special attention to the National Council for the Social Studies curriculum guidelines. Reviews literature on international political socialization and textbook content and draws implications for achieving a more positive and accurate global…

Reviews difficulties publishers have in adequately representing world regions. Recommends that teachers: (1) use textbooks analytically, (2) provide alternative perspectives, (3) use supplementary materials, (4) incorporate analysis of mass media, (5) take advantage of local resources, and (6) continuously examine and modify their social studies…

Discusses three cultural changes influencing the practice of Asian American Studies scholars and their operating assumptions. The author examines the concept of denationalization in arguing how these cultural phenomena are forcing a paradigm shift in Asian American Studies. (GR)

Reviews myths, misconceptions, and unintentional biases about Africa in United States K-12 social studies textbooks. Summarizes common topics and recommends additions. Provides the names, addresses and phone numbers of 10 university-based African Studies centers. Concludes that improvements to textbooks must continue. (JDH)

Surveys the existing treatment of Asia in upper elementary and secondary social studies textbooks. Treats improvements needed in such areas as: (1) global issues important to Asia, (2) content and approach, (3) economics and politics, (4) geography and resources, (5) international relations, and (6) treatment of subregions. Provides a…

Notes the problematical elements of diversity within Latin America, establishes priorities for the social studies curriculum, and reviews what should be taught about its geography, resources, people, religion, customs, economics, politics, history, and international relationships. Lists Latin American Studies programs and published instructional…

Reviews the shortcomings of existing textbooks' treatments of the Middle East and suggests a more balanced approach. The areas covered are: geography, resources, people, economics, politics, colonialism, independence movements, international relations, and religions and customs. Identifies instructional resources for teachers and students. (JDH)

Claims that multicultural education is based on unsound conceptions of the nature of culture, particularly the idea that it is inappropriate to judge cultures by the standard of how well they allow members to adapt to their current circumstances. Multiculturalism should encourage maximum interaction of all societal elements to forge an emergent…

It is noted that Belgium, particularly Flemish Belgium, is opposed to European unification because of the likelihood of even greater intrusion of foreign influence into the country, especially in Brussels, and an already common negative attitude toward the spread of English. (12 references)

"Grand" historical narratives of nationalism or colonialism exclude histories of Aboriginal and other non-European peoples, thereby shaping unconscious racist views. Multicultural and antiracist pedagogies must explore such narratives to escape their categorizations. Newspaper reports of a racial incident in an Ottawa school and judicial…