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…

Analyzes students' perceptions of the developing world and cultural differences before and after they view photographs of India. Provides ideas for eliminating students' stereotypes and ethnocentric biases about developing countries through cooperative brainstorming activities that instill high-order thinking in students and by having students…

Reports that previous research showed that many individuals are ethnocentric and lack global awareness. Provides an overview of theories related to ethnocentrism; presents data illustrating attitudes experienced by Thai exchange students in the United States; and introduces a pedagogical approach to global education that minimizes ethnocentrism…

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)

Contains practical strategies to help teachers and students confront cultural differences. The strategies can serve as the basis for lessons on cultural diversity adaptable to almost any instructional setting. Includes some specific learning activities and background material on how personal space is utilized and defined. (MJP)

Discusses growing concern about negative attitudes toward Japan and Japanese people among secondary school and college students. Describes the use of quality control circles to bridge the cultural divide. Reports on the success of the program and argues that teachers have a responsibility to promote cultural understanding and diversity. (CFR)

Presents a teaching model that allows students to recognize, synthesize, and analyze characteristics and components of colonialism. Identifies and provides examples for five main types of colonial interaction: subjugation, coexistence, extermination, reservation, and combination. Applies this model to the case study of the Spanish in New Mexico.…