Scholars disagree about the implications of the Truth and Reconciliation Commission's Calls to Action for history educators and curriculum developers. Some scholars contend that responding to these Calls to Action requires rejecting the discipline of history and historical thinking approaches currently being implemented in history and social…

Myth used as religion has several implications for the classroom. Discusses mythology and moral education as well as how mythology can reduce the problem of ethnocentrism. (Author/RK)

This paper examines the whole notion of global education by discussing theoretical and practical understandings by major figures in the field. Global education is a recent addition in social studies and there are many different understandings and conceptual which effectively teach the concepts in schools as part of the entire curriculum. A review…

The paper discusses the relevance of studying ethnocentrism in the secondary level social studies classroom. The study of ethnocentrism (a people's assumption that their way of life is the right way) allows students to share in the methodology of historiography, helps them to be aware of the importance of ideas and attitudes as historical data,…

Investigates whether ethnocentrism can be reduced when a student is exposed to a person from another country with whom that student can relate. Indicates that open discussion among students, teachers, and resource persons from other cultures seems to be a contributing factor in reducing ethnocentrism (CMK)

Presents a classroom exercise, "The Forced Migration Game," where students select three countries they would prefer to migrate to and three they would not like to migrate to. Explains the aim is to launch courses dealing with the study of other cultures. Includes three imperatives for studying other cultures. (CMK)

Points out problems in planning a social studies curriculum that will prepare Japanese society for the 21st Century. Claiming that the current curricula is ethnocentric, looks at objectives and teaching strategies for developing a global approach. Recommends development of a global information network to increase awareness of the interrelatedness…

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…

Advocates teaching about the Vietnam war from a holistic, global perspective. Argues that ignorance of Vietnamese cultural history carries over from the war effort to current social studies practices. Urges reconceptualizing knowledge about Vietnam to see it as a place with cultural traditions of its own. (CH)

Conference participants, reflecting the views of 15 different countries and representing both education and the broader community, gathered to discuss education about global development. The conference theme concerned educational reform in industrialized countries and the need for global awareness of the interdependence of all societies. The…

Asserts that most representations of non-Western cultures are inherently tainted with Eurocentric and colonialist precepts. Argues for, and describes, a variety of strategies to deconstruct these perceptions. Maintains that issues of ethnicity, inclusion, and difference are more complex than normally thought. (MJP)

Perceptions of elementary school students in selected schools of Iowa, Nebraska, and South Dakota toward the world, China, India, and Nigeria are investigated. The study includes a review of related literature, a review of existing research on children's attitudes toward American and other nations, and recording and interpreting approximately 300…

Explores and criticizes the negative image of Islamic culture often fostered by Western media. Briefly considers the career, contributions, and example of Yusuf Islam (the former Cat Stevens). Includes a list of common misconceptions about Islam followed by corrective information. (MJP)

Introduces a special section containing three articles and six commentaries, which discuss the form that multicultural education should take and consider whether children are well-served by a unified curriculum for all or ethnocentric curricula for various ethnic groups. Provides several examples of a multicultural approach. (SLD)

The place of non-Western cultural studies in elementary social studies is examined, and possible student and teacher reactions to those cultures and to the various forms that ethnocentrism takes are identified. What research says regarding ways to reduce elementary classroom ethnocentrism is discussed. (RM)