Rejects the hypothesis that low achievement by migrant children is because of deficient cultural attributes or institutional ethnocentrism of schools. Suggests that schools always discriminate--positively or negatively--when, according to their institutional logic, it appears to be appropriate. (CFR)

Maintains that the National Arts Standards allows for the inclusion of multicultural perspectives integrated within a dominant European American culture. This places the responsibility for a truly representative and multicultural curriculum back on the art teacher. Provides a neat and concise summary of the arguments for and against multicultural…

Argues that too often, multiculturalism is viewed as a passive method of disengagement from moral and ethical issues. Defines true multiculturalism as incorporating tolerance and respect into active examination and exploration of cultural and moral issues. Describes several situations that require this approach. (MJP)

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)

Presents a vision of multicultural education as a validating and inclusive process for non-European ways of knowing. Classifies multicultural education as inclusionary, emancipatory, liberatory, critical, and transformative. Briefly gives examples of each and identifies leading advocates of these approaches. (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…

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…

Discusses strategies aimed at moving undergraduates beyond the traditional stereotypical and demonized portrait of the Middle East. Suggests focusing on boundaries (shifting between national, cultural, religious, and economic), on bases of information (different students bring different knowledge levels), and using a wide variety of biographies…

Maintains scientists may study topics that are of personal interest. Reports on a study of social backgrounds of 405 sociologists. Finds confirmation that women and ethnic minorities belong disproportionately to sex/gender and race/ethnic specializations. (CFR)