Discusses the ways that one teacher undertook a "cultural safari" in an attempt to learn extensively about African culture and society. Narrates this teacher's experiences in Senegal, her research about Africa, and its impact on her teaching. Argues that such activities "connect" students and teachers to the world community. (HB)

Examines the concepts of multicultural and multiethnic literatures and considers how educators can develop guidelines for selecting these materials for classroom use. Suggests how the discord surrounding these concepts can be alleviated. (HB)

Describes the activities in a high school English class aimed at instructing students concerning the concept of "historical fiction." Outlines class activities in which students are asked to write fictional narratives based on the history of their local high school. (HB)

Describes the activities in a high school English class aimed at instructing students concerning the concept of "historical fiction." Outlines class activities in which students are asked to write fictional narratives based on the historical facts concerning the sinking of the "Titanic." (HB)

Describes the way one English teacher used a variety of stories to introduce students to the conventions of narrative fiction. Shows how students can be taught how great narrative artists manipulate the emotions of their audiences. (HB)

Describes the way one English teacher used a variety of stories to introduce students to the conventions of narrative fiction, with specific attention paid to the problem of the unreliable narrator. Claims that teaching the truth of fiction depends upon a clear appraisal of the story's narrator. (HB)

Describes how one English teacher developed an approach to teaching personal writing which juxtaposed the refined power of literary stories against the raw power of students' personal and sometimes tragic stories. Encourages English teachers to relate literary works to real, everyday life. (HB)

Describes how one English teacher celebrated the power of students' personal writing to clarify and validate their own personal life experiences. Argues for the use of personal narrative in teaching students to develop as writers and thinkers. (HB)

Describes recent critical and theoretical works dealing with the topic of narrative and storytelling. Provides citations and brief annotations of 13 works. (HB)

Describes how one English teacher developed an approach to Homer's "Odyssey" that focused on the mythical hero lurking within each individual and the power of myth to shape everyday human experience. Provides excerpts from student writing about the personal odysseys in their own lives. (HB)

Describes how one English teacher uses Leslie Marmon Silko's novel "Ceremony" as in introduction to Native American culture and as a complex example of narrative and storytelling. Shows how the book's difficulties are enhanced by the large differences between mainstream American and Native American cultures. (HB)

Describes how one teacher follows up a unit on Thornton Wilder's "Our Town" with a study of the contemporary film, "Steel Magnolias." Argues that both pieces celebrate the joys of life and that the film helps balance what is missing in the play. (HB)

Provides the responses of 10 practicing English teachers to the questions, "What is your most successful writing assignment? Or, what is your favorite stimulus for writing?" (HB)

Presents a list of 11 new works of young-adult literature from well-known and/or critically successful writers. Provides bibliographic information and extensive summary and analysis of each book. (HB)

Gives responses of 11 practicing teachers to the question, "What film or videotape released since 1987 do you recommend for study in secondary English classes?" Provides citations, summaries, and overviews of the works. (HB)