This book is primarily designed for graduate courses in curriculum development and theory, and aims to assist practitioners in facilitating the shift in public school curriculum to accommodate large-scale trends toward a more culturally diverse society. In Part 1, the ideologies and values that form the basis of school practices are examined from several different perspectives. After an introductory chapter by Etta Hollins, chapters include "Fundamental Considerations: The Deep Meaning of Native American Schooling, 1880-1900" (David Wallace Adams), "Multiculturalism and an Overarching Framework of Values: Some Educational Responses for Ethnically Plural Societies" (Jerzy Smolicz), and "Multicultural Education: For Freedom's Sake" (James A. Banks). Part 2 focuses on specific issues surrounding curriculum planning, and includes "The Practical 4: Something for Curriculum Professors to Do" (Joseph J. Schwab), "Dialogue: Schwab's 'Practical 4' and Its Corroboration in Recent History" (Henrietta Schwartz), and "Curriculum In and Out of Context" (Catherine Cornbleth). In Part 3, the authors introduce curriculum differentiation based on culture and social class. Chapters include: "Lessons (in Identity) Learned From the Competing Curriculum: Some Thoughts" (Curtis Branch); "Social Class and the Hidden Curriculum of Work" (Jean Anyon); "Toward a Culturally Based Pedagogy: A Case Study of One Yup'ik Eskimo Teacher" (Jerry Lipska); and "Welcome to My House: African American and European American Students' Responses to Virginia Hamilton's 'House of Dies Drear'" (Linda A. Spears-Bunton). A final section reviews the practices and functions of assessment and evaluation in "Performance-Based Assessment and Educational Equity" (Linda Darling-Hammond) and "Social Evaluation of Curriculum" (Michael W. Apple and Landon E. Beyer). (Individual chapters contain references.) (PB)