Maintains that educators have been at the forefront in the quest for equal opportunity. Asserts, however, that there is resistance to recognizing and removing bias from the curriculum and instructional materials. Discusses challenges in implementing inclusive education in Canadian schools. (CFR)

Maintains that, although the ERIC system was established for U.S. educators, it has become an international database. Asserts there is more interest in Canada among U.S. social studies educators than many Canadians may think. Provides an annotated bibliography of 11 ERIC documents and articles dealing with Canadian studies. (CFR)

Equity pedagogy involves teaching strategies and environments that help diverse students attain necessary knowledge, skills, and attitudes for functioning effectively within a just, democratic society. The article examines how equity pedagogy interacts with other dimensions of multicultural education (content integration, knowledge construction…

Asserts that half of the general educational objectives established by the Portuguese parliament are related to issues of social justice and moral education. Maintains that school textbooks do not reflect these goals and perpetuate stereotypes about women, social classes, and other cultures. (CFR)

Argues that a fundamental characteristic of a democratic, pluralistic society is social institutions fair and open to all citizens. Discusses criteria for applying the principle of equality in judging equality of access to education. (CFR)

Describes the development of Scottish educational principles and ideas from the Reformation era to the Education Act of 1872 and beyond. Asserts that, even after the state's role in education superseded that of the church, the concept of shared rights and responsibilities remained a primary educational goal. (CFR)

Asserts that, in the fields of the arts and education, the United States faces an intersection of opportunities to bring the arts into education with more depth. Maintains that the arts are essential for effective living today. Discusses Hannah Arendt's three forms of human activity--labor, work, and action--and relates the role of the arts to…

Discusses ways in which the conflicts of capital and labor in later nineteenth-century U.S. influences the philosophy of education of J. Dewey. Dewey never lost his concern with social problems and advancing the cause of workplace democracy. He wanted his school community to prefigure a reconstructed industrial society. (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)

Suggest that teaching children about the interdependence of the world's peoples will enhance their understanding of other groups and improve their cooperation with them. Emphasizes a "we" approach to social studies, rather than simply teaching ethnic and cultural differences. Includes instruction for class activities. Provides lessons to…

Points out there has been an increase in curricular materials for the study of genocide. Maintains that teachers need a rationale for teaching about genocide to help them select appropriate content. Provides examples of rationales from leading educators and delineates three teaching models. Includes curricular resources and an eight-item…

Profiles Liberia, the West African nation patterned after the United States and colonized with freed U.S. slaves in the early 19th century. Reviews the country's history and its eruption into civil strife in 1990, showing how tensions have often characterized relationships between Liberians of different ethnic identities. (MJP)

Summarizes the "Free to Learn, Free to Teach" program which draws linkages between considerate and compassionate behavior relevant to young children, and democratic values. Various charts and activities illuminating class, school, and safety rules also instruct the students in such democratic concepts as compromise and consensus. (MJP)

Asserts that the parameters and objectives of citizenship education should be expanded to incorporate multicultural perspectives. Criticizes traditional citizenship education for promoting limited objectives reflecting the status quo. Maintains that changing demographics and an emphasis on critical thinking necessitate a broader curriculum. (MJP)

Discusses the organization and implementation of youth education and work programs by the occupying allies in post- World War II Germany. Initial efforts at youth denazification were divided between punitive and rehabilitative approaches. Support from German churches favored rehabilitation efforts. (MJP)