From an individual's viewpoint, it is argued, culture establishes a meaningful context of social institutions, ecological practices, and personal rules of conduct which provide each group member with a blueprint for social existence. But, behavior is also conditioned by unconscious internalized patterns, which tend to be accepted by everyone as…

Ethnic differences are valuable to the well-being of society, but it is difficult to determine how to transmit this cultural value from one generation to another. The development of the value of cultural pluralism is dependent upon the development of both a comprehensive theory of cultural pluralism and a model of cultural transmission which focus…

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.…

Contends that a major focus of contemporary U.S. education is the nature and character of interethnic relationships. Discusses five models of ethnic relations: (1) traditional Eurocentric Racism; (2) Melting Pot Assimilationism; (3) Ethnic Nationalism; (4) Globalism; and (5) Centered Pluralism. (CFR)

Tracks the intermittent appearances and variations of the historical concept of a "Pacific Age" from the 1890s to the present. Discusses the social, economic, and historical conditions that resulted in the term's heralding of either economic optimism or racist peril. Suggests these interpretations come in cycles. (MJP)

Reviews representative approaches, issues, and individual works concerning Asian American history from the 1870s to the present. Divides Asian American historiography into four overlapping periods and identifies a number of continuing themes including assimilation, immigration, and discrimination. Notes that most history was written by non-Asians…

An anti-bias curriculum focuses not only on the richness of various cultures, but also on seeing cultures as differing responses to common human needs--for food, shelter, fellowship, governance, and other necessities. Thus, cultures and peoples are not superior or inferior, just different. The anti-bias curriculum presented in this book has the…

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)