Discusses how transnational corporations might contribute to various forms of education in developing countries and describes measures states should take to encourage their receiving benefits. (Author/RH)

Discusses (1) the relationship between education and development, (2) problems for teachers facing the expectation that they promote developmental and social change, (3) the relationship between education and development, and (4) implications for teacher education. (Author/RH)

Examines questions, answers, levels, stages, roles, climate, and support as aspects of school-level decision making involved in introducing development education in the school. (RH)

Explores ways universities can help restructure the world to achieve more just and equitable relations between nations. (RH)

Makes reference to efforts to improve Third World agriculture; briefly explores problems of United States land grant institutions in responding to global needs. (RH)

Briefly describes a series of symposia focused on the following question: If it were possible to develop an internationalized liberal arts curriculum for undergraduates, of what would it consist? (RH)

Specifies successful local development education projects, briefly describing development education in Canada. (RH)

Characterizes development education in Canadian schools, briefly indicating agencies supporting such work and describing emerging trends in activities being conducted in Canadian provinces and territories. (RH)

Briefly describes the implementation of a special "development week" program by a network of churches and related bodies, such as youth organizations and missionary societies. (RH)

Describes the growth of groups and organizations in the Netherlands that focus on needs of Third World countries. Points out agencies and groups active in development education. (RH)

Describes "World Studies 8-13," a curriculum project of the United Kingdom concerned with four themes relating to the global village, spaceship earth, or world society. Themes include getting on with others, learning about other peoples, understanding the news, and the world tomorrow. (RH)

Local, regional, and statewide initiatives; the history of federal support; and the leadership role of national organizations in the area of international education in the United States are discussed. (RH)

Describes the "Trading Game," a learning activity for high school students intended to help players understand how trade can affect the prosperity of a country. The game involves raw materials, technology, trading, bargaining power, and the creation and distribution of wealth. (RH)

Reviews Berstein's and Atkinson's position that there is a radical discontinuity between the modes of communication which predominate in schools and those to which many students are accustomed. Questions Berstein's assumption that school language "codes" can be openly challenged by pupils who wish to alter a body of received knowledge. (BSR)