Argues that public schools often ignore the strategic and cultural resources, termed funds of knowledge, that Mexican-American households contain. These funds are a key to understanding the cultural systems of Mexican-American children and can be useful assets in the classroom. (SLD)

Early efforts at multicultural education have largely been compensatory attempts to address inequities in cultural representation. What is needed is a rewriting of the entire master script of curriculum to eliminate implicit racism, classism, and sexism. Examples from U.S. history illustrate the scope of revision needed in education. (SLD)

Defines African-centered education, and reviews the history and philosophy of independent African-American institutions, discussing the academic, social, and cultural development aspects emphasized in these schools. Includes recommendations for educators working with African-American children and African-centered curricula. (SLD)

This ethnography of eight lower-track classrooms in two schools gives insight into the operation of the tracking system, although it implicitly accepts tracking and does not face the injustice children experience as a result of lower-track placement. Broader structural reasons underlying the tracking system are not examined. (SLD)

Hamovitch's review misinterprets key aspects of the book and of cultural and curricular analyses in general. The book links the curricular dilemma in balancing individualized and standardized knowledge to the wider culture. It is not a defense of tracking, but rather a curricular and cultural examination. (SLD)

Discusses in-service teacher training in England, proposing alternative models of professional knowledge which could change and improve teachers and teaching. The article considers alternative models derived from work with teachers and students in England and explains how such models can help in establishing intercultural education courses for…

Uses the television program "Roseanne" as a teaching aid to analyze societal institutions and their effects on everyday life experiences. Examines attitudes and opinions of 31 White midwestern college students, ages 18 to late 50s, regarding the program. Shows students feel the series critiques patriarchy and affirms women's lives. (NL)

The dominant discourses of modernity have rarely addressed race and ethnicity as part of a theory of difference and democratic struggle. A postmodern discourse of resistance must develop a cultural politics and antiracist pedagogy. The work of Black feminists and writers can rewrite the relations between power and difference. (SLD)

Discusses how the Minority Mentorship Project, a cross-cultural program at Texas A & M University, changed the attitudes and perceptions of preservice teachers to work with a culturally diverse school-age population. Integration of multicultural education, human relations training, and cross-cultural mentoring provided appropriate strategies…

It is argued that the insights of African-American scholars have had limited impact on the dominant paradigm of the White intellectual establishment. Examples are given of scholars such as C. G. Woodson. The implications of African-American scholarship for teacher education are discussed. (SLD)

Discusses the role of universities in maintaining democratic principles in multicultural America, noting universities are the main instrument democratic societies use to generate and transmit new knowledge and inculcate democratic values and respect for ethnic and racial differences. The article examines the opinions of author Jonathan Kozol. (SM)

Presents an exploratory examination of the causes of social distance characterizing the association between Africans and African Americans. African American's perceptions about Africa and Africans are assessed through anecdotes and impressions, and thoughts and criticisms of Africans about African Americans are considered. A social science…

D. M. Stewart draws no implications for connecting African history and culture to academic achievement. Racism continues to exist; and only education that leads to cultural liberation, political solidarity, and economic strengths will prevail against it. Howard University must see itself as a center for academic and cultural excellence. (SLD)

Since 1976, Facing History and Ourselves, a Massachusetts-based nonprofit organization, has devoted itself to guiding middle school and high school teachers in forming their own understandings of the Holocaust to teach their students to do the same. Goals and achievements of the organization are described. (SLD)

Samples teacher networks for common purposes and shared projects, focusing on the role and accomplishments of the National Coalition of Education Activists; the National Writing Project; Rethinking Schools; and Educators for Social Responsibility. Throughout the country, teachers express their needs for professional community. (SLD)