ERIC Number: ED212403
Record Type: RIE
Publication Date: 1980
Reference Count: 0
Within We Are All Alike--But Do We Realize It? Development Education Paper No. 10.
For nearly a generation, teachers have taught Norwegian school children through songs, explanation, films, and reading about children from other cultures with international understanding as an ideal. Now, however, with nearly 80,000 foreign workers in Norway, incidents of racism and discrimination (such as insults and mobbing in schoolyards) are occurring, causing teachers to question what else can be done to overcome prejudices. Expansion of the Children's International Summer Villages program to include all school children would be an ideal, if infeasible, solution. Because it is so easily accessible, the best aid besides the teacher's own personality, is the book. The challenge is to find the right books and to use them properly. Literature is important because it creates identification. Reading out loud relieves the pupils of the work connected with the technique of reading so that imagination, feeling, and thoughts may work on the material. Discussion, dramatization, and illustration of materials read can foster understanding. Lists published by the Norwegian Committee for UNICEF (obtainable through the Norwegian Central Library) can support teachers in their work of assisting pupils learn to regard themselves and their society as part of the world and to understand the extent of their own responsibility. (NEC)
Descriptors: Attitude Change, Bias, Change Strategies, Childrens Literature, Cultural Awareness, Elementary Secondary Education, Ethnocentrism, Global Approach, Intergroup Relations, International Education, Multicultural Education, Reading Aloud to Others, Reading Materials, Social Attitudes, Social Bias, Social Discrimination
UNICEF, 866 UN Plaza, New York, NY 10706.
Publication Type: Opinion Papers
Education Level: N/A
Authoring Institution: United Nations Children's Fund, New York, NY.
Identifiers: Development Education; Norway
Note: For related documents, see RC 013 136-144.