Reports on a case study of the perceptions of principles of traditional South African schools on social change. The principal's essential conservatism suggests that meaningful curriculum change will not be easily achieved. Reveals a deep dichotomy between progressive educational rhetoric and actual school practices. (MJP)

Presents a brief history of music education in Nigerian educational institutions along with the goals and objectives. States music educators are traditional master musicians or Western educated professionals. Claims the focus of music education is on Western music. Makes recommendations for a radical revision of the curriculum and changes in…

Disparities between Whites and African Americans exist in many areas in U.S. society. These disparities are exacerbated by social ills, including the Persian Gulf conflict. Positive change on the part of African American educators is required to combat these problems. The following four postulates for teaching African American youth are provided:…

Although most educators agree that cross cultural education is a valuable component of the curriculum and that it offers students the opportunity to understand differences and commonalities among people, there is little agreement about how to teach such a subject. An anthroliterary approach to this discipline helps students understand and…

This course of study was written as part of a total effort to revise curriculum to fit the quinmester administrative organization of Miami schools. The major intent is to provide a broad framework of goals and objectives, content, teaching strategies, class activities, and materials all related to a prescribed course of study. The guide is divided…

Charts the changes in Namibian curriculum policy reflecting the recent independence from South Africa and the dismantling of apartheid. Although originally conceived as a radical socialist state, political realities quickly created policies of reconciliation within Namibia. Educational policy has focused on the establishment of a post-colonial…

Maintains that citizenship education is an important aspect of the philosophy of Nigerian education. Describes the role and growth of citizenship education from the precolonial period to the present. Provides suggestions on how to make citizenship education in Nigeria more effective. (CFR)

Examines aspects of an African-centered pedagogy that should let children understand their identities as people of African heritage. Data are from an ethnographic study of "liberatory" pedagogy that was used by four black women teachers. Three vignettes illustrate liberatory practice as it explicitly addresses issues that are often…

Investigates social studies curriculum reform in Botswana, Kenya, Malawi, Nigeria, and Zimbabwe. Reports on each country contain a brief overview of the historical situation and current syllabus, and a discussion of the ongoing "Africanization" process. Concludes with a definition of "Africanization," its purpose, and…

This report provides a description of a Fulbright-Hays Group Projects Abroad study trip to Brazil. The central purpose of the trip was to establish a basis for further development of curricula which promotes intercultural understanding through study of cultural influences of minority groups. The focus was on African and Iberian carryover into the…

This handbook defines major themes in African studies, suggests a variety of ways in which these themes can be viewed, and provides guidance to and evaluations of available print and audio-visual resources. The book is intended to assist educators with preparation of curriculum for grades K-12. An introduction explains use of the handbook;…

Defines African-centered education, and reviews the history and philosophy of independent African-American institutions, discussing the academic, social, and cultural development aspects emphasized in these schools. Includes recommendations for educators working with African-American children and African-centered curricula. (SLD)

The purpose of this study was to evaluate the ESEA Title III project of the African Museum of Art/Frederick Douglass Institute as conducted in the District of Columbia Public Schools. The Institute sought to further its education program to meet the increasing demand for materials, activities, and resources dealing with the cultural and historical…

Discusses the design, implementation, and rationale for an international education component in Botswanan secondary schools. Maintains that sustained development requires that students learn the interconnection of cultural, economic, political, and technological systems. Includes a breakdown of main topics with corresponding notes and comments.…

Presents a thorough and innovative approach to integrating the study of Africa into the social studies curriculum. Profiles a three-part process consisting of preplanning, curriculum planning, and implementation. Utilizes different sources and strategies (literature, global approach, cooperative learning) to create a balanced and accurate…