We argue that many current forms of anti-racist and multicultural teaching, whilst well-intentioned, nevertheless serve to fix identities on children in ways which inhibit their agency and reinforce stereotypes. In our exploration of the issues we employ a wide range of theoretical ideas.

A review of the literature reveals that American Indian women are stereotyped into two roles--Indian princess or Indian squaw. Indian women who reject their culture are considered to be princesses by the dominant culture. Those who remain with their culture are considered to be squaws by the dominant culture. This paper analyzes the portrayal of…

The American school system precariously bridged the two separate worlds in which the Italian immigrant child existed, that of his ethnic community and of the dominant society. The failure of Italian Americans to participate fully in all levels of academia will diminish expectations in higher education and in the society as a whole. (CJ)

Examines picture books portraying Asian societies as a means to discuss the criteria of authenticity (not simply nonstereotypes) in both the literature and artwork of picture books. Discusses authenticity and cultural acceptance in terms of both story selection and adaptation, authenticity and cultural conventions (in terms of value implications),…

Offers a critique from two Chinese educators with regard to the historical, cultural, linguistic, and artistic authenticity of Disney's animated film "Mulan." Argues that the filmmakers robbed the original story of its soul and "ran over Chinese culture with the Disney bulldozer," imposing mainstream cultural beliefs and…

An education for cultural coherence tends to the child's well-being through identity construction and maintenance. Critics charge that this sort of education will not bode well for the future autonomy of children. I will argue that culturally coherent education, provided there is no coercion, can lend itself to eventual autonomy and may assist…

Analyzes anecdotal evidence of unintentional reinforcement of racial stereotypes by students, teachers, and preservice teachers. Identifies classroom practices that discourage and segregate children of color, such as labeling and tracking. Offers practical suggestions for combating stereotypes, including seeking information about unfamiliar…

In teaching Asian American literature on the college level, the first consideration is to try to choose works that dispel the dominant stereotypes. One of these stereotypes is the "otherness" myth that Asian American culture is very exotic, distant, mysterious, as in "the mysterious and far East." In reality, Asian Americans…

Before teachers can heed recent calls for planning literary experiences that expose children to books about people in other cultures, they need to evaluate the books on the many ethnic booklists. This evaluation process can be confusing, due to the varying quality of multiethnic literature for children. There are five questions that teachers…

Reviews Civil Rights movement and the politicalization of black Americans which occurred in the 1940s. Describes conservative racism and liberal racism, and explains the culture of poverty and how it relates to the concept of "blaming the victim." Concludes that educators should be aware of all of these concepts in order to help end racism. (BR)

Discusses the rationale for the development of multicultural literature for children via stories that portray people from different ethnic backgrounds, or stories that are derived from other cultures. Presents some of this new literature, emphasizing its strengths and weaknesses, and suggests ways to ensure authenticity, particularly in the use of…

Critically analyzes recently published children's social conscience books, most of which perpetuate racial stereotypes and misrepresent African American experiences and perspectives. Notes that these social conscience books are mainly written by Whites and directed at white readers in an attempt to make them aware of problems Blacks face.…

This paper examines the ways in which multicultural art education, the curriculum of "Multiculturalism Canada" and a renowned instructional text lack indigenous consideration and ignore alternative concepts of scholarship of art history. Although multicultural education is considered important in Canada, the paper contends that there are…

This paper describes the use of unbiased Native American stories as part of a multicultural perspective in elementary schools. The inclusion of a multicultural perspective will help teach social acceptance rather than separation. Emphasis is placed on developing an antibias curriculum using books from a Native point of view. Well-intentioned…

In this questionnaire, fifty-two statements related to attitudes concerning race, sex, and multicultural education are presented. Spaces are provided for respondents (school personnel) to register their agreement or disagreement with the statements. The questions are designed to stimulate discussions between groups and to help to establish program…