One School Many Cultures

This title addresses how America is a melting pot filled with people from all over the world. Their native language, the foods they eat, and their customs are just some of the issues addressed in this book. Maps that show the different parts of the world where their ancestors came from are an added feature.

Six complete cross-curricular lesson plans for embracing cultural diversity - specific regions within the continents of North America, Africa, Europe, Asia, and Australia are included. Discover history, landmarks, traditions, and much more in this activity-packed, reproducible resource.

Simple text and photographs present families from many cultures.

Discover why and how schools must become places where thinkingis valued, visible, and actively promoted As educators, parents, and citizens, we must settle for nothingless than environments that bring out the best in people, takelearning to the next level, allow for great discoveries, and propelboth the individual and the group forward into a lifetime oflearning. This is something all teachers want and all studentsdeserve. In Creating Cultures of Thinking: The 8 Forces We MustMaster to Truly Transform Our Schools, Ron Ritchhart, author ofMaking Thinking Visible, explains how creating a culture ofthinking is more important to learning than any particularcurriculum and he outlines how any school or teacher can accomplishthis by leveraging 8 cultural forces: expectations, language, time,modeling, opportunities, routines, interactions, andenvironment. With the techniques and rich classroom vignettes throughout thisbook, Ritchhart shows that creating a culture of thinking is notabout just adhering to a particular set of practices or a generalexpectation that people should be involved in thinking. A cultureof thinking produces the feelings, energy, and even joy that canpropel learning forward and motivate us to do what at times can behard and challenging mental work.

This report grows out of a symposium focusing on Education and Cultural and Linguistic Pluralism (ECALP), a project of enquiry of the international Centre for Educational Research and Innovation (CERI). The report aims to clarify trends in multicultural education, and to examine the effects of cultural and linguistic development on educational systems in member countries of the Organisation for Economic Co-operation and Development (OECD). The report comprises an introduction and five chapters. Chapter I, "The Lines of Investigation," discusses the following issues basic to the study: (1) cultural identity; (2) greater cultural uniformity; (3) cultural relativism; (4) the new minorities; (5) multilingual contexts; and (6) the ethnic dilemma. Chapter II, "The Multicultural Context," describes the following sociocultural elements of the research: (1) the socio-geographical context; (2) urban changes; and (3) terminological misunderstandings. Chapter III, "Multicultural Education Policies in the OECD Countries," presents and compares systemic approaches to cultural changes in 11 member nations. Chapter IV, "Issues in the Debate on Multicultural Education," analyzes the following problems revealed by the comparison of multicultural education policies: (1) social consensus; (2) cultural identity; (3) competences of the education system and multicultural reality; (4) limits to multicultural education policies; and (5) weaknesses of the theoretical framework. Chapter V presents conclusions drawn from the analysis. Each chapter includes notes and references. (AF)

Children possess national and ethnic identity, whether or not we want them to, and often that identity includes elements of their own devising. Since independence, the Belizean government has sought to promote a national Belizean identity by recognizing the cultures of its multiple ethnic groups, and including all these groups in its social studies curriculum. Thus, in Belize, ethnicity and nationalism are inextricably intertwined. In my research in Punta Gorda, Belize in 1993-94, I dealt directly with schools and children in an attempt to understand how ethnic and nationalist identities are taught and then incorporated by children in practice. This book relates those findings. Keywords: Belize, Children's studies, Children, ethnicity, nationalism, ethnic studies, Central America, Caribbean, Creole, anthropology, education, schools

The so-called nation states have created ethnical minorities. Also due to migration, cultural diversity is the reality. The multicultural society is strongly reproduced in the schools all over Europe. Cultural diversity in the classroom is increasingly recognized as a potential which should not be neglected. The educational system has, above all, to provide all children with equal opportunities. Experts from Finland, the UK, Hungary, Spain, Greece, Cyprus, and other European states, mostly responsible for teacher education, have contributed to this volume with critical, but constructive remarks on the classroom reality in their countries. This book is valuable reading for academics and practitioners in educational sciences.