Heewon Chang, Ph. D.
Electronic Magazine of Multicultural Education
Spring 2004 (Vol. 6, No. 6)
Theme: Multicultural Education Curriculum
Guest Editor: Yuriko Wellington, Ph. D.
This issue is the first in the series dedicated to multicultural education curriculum. Classroom teachers are "foot soldiers" of multicultural education who deliver curricular content and practices to students in the frontline of the classroom. Thus we see the importance of giving flesh to the theories of multicultural education so that they can be readily used by these foot soldiers. In an effort to provide teacher educators and classroom teachers with applicable and useful curricular and instructional resources, we begin with social studies curriculum in this issue and will continue with math and science, language arts, and visual and performing arts curriculum in subsequent issues.
The Articles section includes five fine articles discussing broad issues of multicultural social studies curriculum and specific instructional ideas useful for teacher training. Halagao revisits James Banks' typology of multicultural curriculum and presents practical ways to teach about the typology in teacher preparation courses. Porfilio and McClary advocate for critical civic and global citizenship education as part of social studies curriculum. Ndura and Lafer suggest that preservice teachers gain an empathic understanding of race and racism by exploring self and others. Gallavan and Putney introduce the cultural artifact "Me Box" idea through which the understanding of self, others, and society can be promoted as part of teacher training. Mule helps preservice teachers break the myth of Africa and teach about the continent in a meaningful and engaging way. We acknowledge Dr. Yuriko Wellington for her insight and fine contribution as the Guest Editor of the Article section. From the fall of 2005 she will teach and research at the University of Hawaii.
The Instructional Ideas section presents two essays focusing on K-12 social studies instruction. Kidney-Cummins emphasizes the importance of evaluating Internet resources for reliability, before adopting them for classroom instruction, and provides a list of websites useful for multicultural history instruction. Betts suggests that sentiments documents be used as primary historical data in the instruction of the Women's Movement and lists multiple websites in which sentiment documents can be found.
Three review sections--Art, Book, and Multimedia--feature thirty-five print and non-print resources. The Art Reviews section, edited by Drs. Hwa Young and John Caruso, presents photos and critiques of three installations by Huang Yong Ping and Rina Benerjee. The Book Reviews section provides reviews of seven juvenile and six professional books and journal articles useful for multicultural social studies curriculum and instruction. Eleven educational videos and eight websites are reviewed in the Multimedia Reviews section, which contain relevant and rich information on social studies topics.
You may read abstracts of the articles and the full list of resources below. The hyperlink from each item will take you to the full text or the full review. I would also like to thank Dr. Chris Bittenbender for his meticulous copy-editing and Jubi Williams for her dedicated work as Assistant Editor for this issue. Enjoy this theme issue of multicultural social studies curriculum and send your comments to the editorial staff at firstname.lastname@example.org.
Heewon Chang, Ph. D.
DIVERSITY IN SELF, OTHERS, AND SOCIETY THROUGH CULTURAL
ARTIFACT "ME BOXES' IN SOCIAL STUDIES METHODS COURSES