Provides examples of distorted maps drawn by people from various times and countries. Argues that maps can be culturally confining and can reinforce ethnocentricity. States that exposure to many cartographic perspectives can help a person overcome ethnocentric cultural conditioning. Includes activities and questions for promoting cartographic…

True citizenship education is impossible unless students develop the habit of intelligently evaluating cultures. Abraham Maslow's theory of self-actualization, a theory of innate human needs and of human motivation, is a nonethnocentric tool which can be used by teachers and students to help them understand other cultures. (SR)

Reviews how the popular stereotypes of American Indians have changed since the colonization of North America. Once seen as noble savages by European settlers, the popular stereotypes changed to become less and less positive as colonization advanced. Urges teachers to vigorously challenge the stereotypes and negative images. (JDH)

Describes two recent international incidents which tell a great deal about the Japanese "world view." The incidents regard the content of a new Japanese history textbook (protested by South Korea), and alleged racist remarks of Prime Minister Nakasone. Claims the two are related and provide lessons for our own version of history and conduct. (JDH)

The paper discusses the relevance of studying ethnocentrism in the secondary level social studies classroom. The study of ethnocentrism (a people's assumption that their way of life is the right way) allows students to share in the methodology of historiography, helps them to be aware of the importance of ideas and attitudes as historical data,…

Discusses the usefulness of the United Nations. Contends that there is no international political body that can cause sovereign states to follow rules they do not accept. Notes that the United Nations has not yet been able to prevent or end a war. Suggests that many UN members resent U.S. power and influence. (KO)

Surveys U.S. history texts to determine the coverage given to eastern European immigrants. Reports that Poland is most extensively covered and that the amount of coverage of other eastern European peoples increases with Polish coverage. Suggests a correlation between the frequency an ethnic group is cited and the size of its population in the…

Describes one teacher's experience teaching English in Japan, and the effect of this experience on his current teaching style in an American high school. Notes that he now injects Japanese culture into class discussion and frequently compares and contrasts English literature, language and cultural history with that of Japanese. (JG)

States that traditions in U.S. education inhibit construction of a genuine world history; that it uses Western norms as the basis for judging all civilizations. Recommends the comparative approach to education with the humanistic traditions outside the West included in order to teach critical thinking about specific civilizations. (GEA)

Advocates teaching about the Vietnam war from a holistic, global perspective. Argues that ignorance of Vietnamese cultural history carries over from the war effort to current social studies practices. Urges reconceptualizing knowledge about Vietnam to see it as a place with cultural traditions of its own. (CH)

Briefly reviews two South Australian Education Department curriculum documents that justify the teaching of literature and then argues that newly arrived immigrants and many Australian ethnic minority students are denied the experiences of literature as established in the rationale of the documents. (HOD)

Reviews changes in the relationship between work and schooling since the nineteenth century. Concludes that modern educators' ideas about work and schooling remain class and culture bound, and do not take into account social, cultural, and ethnic realities. (ST)

Argues that global or world studies should be a key course in the secondary curriculum. Asserts that knowledge of Western culture cannot prepare students adequately for participation in an interdependent world. Describes dominant and alternative approaches to teaching world studies. (CFR)

A lesson on female stereotypes in advertising begins a discussion of the mass media's role in the lives of young women. It is suggested that conventional moral wisdom about media education for children does not reflect the complexity of the media's influence but is narrow and ethnocentric. (MSE)

Explores and criticizes the negative image of Islamic culture often fostered by Western media. Briefly considers the career, contributions, and example of Yusuf Islam (the former Cat Stevens). Includes a list of common misconceptions about Islam followed by corrective information. (MJP)