Multiculturalism burst in Asia with the winds of globalisation. Fuelled by immigration, cultural hybridity and normative regimes from multilateral and bilateral organisations, multiculturalism is a new challenge for Asian economies, their politics of culture and their higher education institutions. Moreover, although heavily implemented from the…

Background: Online distance learning (e-learning) is an established method for providing higher education on a global scale due to its potential to reduce inequalities particularly in the area of public health education. Simultaneously, multicultural education is a key component of health education and can be achieved by fostering cultural…

Indonesia is a large multicultural country with 1340 ethnic groups (netralnews.com). To live in social harmony, we need to maintain cross cultural competence. With this reason, there is awareness that the inclusion of cross-cultural understanding (CCU) in multicultural education at university curricula to social and humanity sciences is crucial to…

This article explores the evolving relationship between curriculum design, teacher perceptions, and the lived experience of students participating in an international programme of study within a U.K. university business school. The article illustrates the challenges inherent in supporting cross-cultural learning within diverse cohorts and explores…

Comments on three articles in this issue on universalists versus multiculturalists. Discusses the importance in the United States of universalism versus relativism with regard to science. Discusses whether indigenous knowledge or traditional ecological knowledge should be considered with regard to science education. (SAH)

This article describes the development and evaluation of materials designed to facilitate the teaching of cross-cultural psychology to students who are internationally and interculturally naive. The materials consist of 100 cross-cultural incidents contained in 18 essays. Two incidents are described and evaluative evidence is presented.…

Introduces three articles that appear in this issue on universalism and multiculturalism. Describes the articles as having moved beyond the debate of multiculturalism and universalism by accepting that all systems of knowledge about nature are embedded within the context of a cultural group. (SAH)

Multicultural teacher education can succeed only if the affective domain is addressed, and most programs avoid challenging beliefs, attitudes, and opinions. Objectives and activities to promote cultural awareness in teacher training programs are suggested. (MT)

The purposes of an ethnomusicology course at any level are to help students develop an appreciation for the power and beauty of various musics of the world and make cross cultural comparisons. Different ways to organize such a course and problems which may arise are discussed. (RM)

Outlines the contents of a college level literature survey course that emphasizes world literature relative to Canadian multiculturalism. (AEA)

Asserts that college curricula, student activity programs, and institutional partnerships should each work toward the goal of promoting multicultural awareness. States that, as the nations of the world become more accessible to one another, students must learn to live comfortably with other peoples and cultures, and that teachers are instrumental…

This book of essays offers perspectives for college teachers facing the perplexities of today's focus on cultural issues in literature programs. The book presents ideas from 19 scholars and teachers relating to theories of culture-oriented criticism and teaching, contexts for these activities, and specific, culture-focused texts significant for…

It is proposed that studying a culture's outward signs of expressing appreciation is a good way of learning the emotional patterns of a culture. Japanese culture is the focus. (MSE)

Discusses two models of intercultural learning with service learning components, illustrating them by two case studies at Hartwick College (New York): a first-year seminar and upper-level course in Chiapas, Mexico, and the Junior Jamaica Nursing Program. Considers ethical, intellectual, interpersonal, logistical, institutional, and safety issues.…

The challenge for the teacher who presents a world music perspective is to bring both intellectual understanding and aesthetic experiences to the student. Using material from Japan and the Philippines, a college professor describes ways he has used to approach the aesthetics aspect of world musics. (RM)