Analyzes students' perceptions of the developing world and cultural differences before and after they view photographs of India. Provides ideas for eliminating students' stereotypes and ethnocentric biases about developing countries through cooperative brainstorming activities that instill high-order thinking in students and by having students…

Examines the contribution of William Prescott's historical writing and the influence that it still exerts over Spanish historical scholarship in the United States. Prescott posited Spain as decadent, aristocratic, and consumed by social stratification and religious dogma, the antithesis of a vigorous and democratic United States. (MJP)

Reporting on a pilot study of urban junior high students, this report examines the way young people acquire perceptions of their own and other nations and attempts to identify the sources of those ideas. This action research approach used a survey research instrument with a 20-item semantic differential form to measure students' knowledge of and…

Discusses growing concern about negative attitudes toward Japan and Japanese people among secondary school and college students. Describes the use of quality control circles to bridge the cultural divide. Reports on the success of the program and argues that teachers have a responsibility to promote cultural understanding and diversity. (CFR)

Contends that, since the mid-1980s, many British schools in predominantly white areas have taken active steps to counter racism and ethnocentrism. Examines the ethical issues of researching such initiatives at the primary school level. Looks at curriculum development work in antiracist and multicultural education in "all white" schools.…

Argues that the media portrayal of Africa remains highly selective, focusing almost solely on negative and violent stories. Positive stories (local initiatives, political reform) go unreported as does much of the Western powers involvement in famine and destruction. Includes a list of sources on African current affairs. (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…

Reveals a preponderance of stereotypical beliefs about the African continent among preservice social studies teachers. Many social studies teachers possess little, and often inaccurate information concerning Africa. Includes guidelines for correcting these misconceptions and teaching about Africa from a global perspective. (MJP)

Critiques six current history textbooks concerning their representation of African history. Identifies strengths and weaknesses in the texts and establishes criteria of judgement. Includes the use of primary sources, consideration of African perspectives, and a balanced portrait of contemporary problems. (MJP)

Profiles an undergraduate college class that critically examines newspaper, map, and poster representations of the developing nations. Beginning exercises reveal how a person's gender, race, and background influence his or her construction and interpretation of cultural images. Includes a 29-item bibliography concerning deconstruction of images…

Investigates the connection between racism in the public school art curriculum and the ethnocentric ideas of George Zerffi. Zerffi lectured widely and taught art history to future art teachers in England, between 1868 and 1892. Although occasionally brilliant, his views reflected the ethnocentric ideology of Victorian England. (MJP)

Maintains that negative stereotypes of Arabs permeate U.S. popular culture. Discusses Arab stereotypes among educators and the effects of stereotyping on Arab American students. Describes efforts used in the Dearborn, MI, schools to eliminate stereotypes and integrate into the curriculum the study of Arab culture. (CFR)