ERIC Number: ED364497
Record Type: Non-Journal
Publication Date: 1993
Reference Count: N/A
Multicultural Education Module.
Campbell-Whatley, Gloria D.
The purpose of this multicultural education module is to provide faculty, teachers, and administrators with a resource that will aid them in creating an environment that is amenable to diverse social and cultural groups within U.S. school systems. The guide identifies current resources for addressing issues with respect to cultural diversity and multicultural education, discusses the ideology and theory of multicultural education, and presents demographic data on culturally diverse groups (African-Americans, Asian-Americans, Hispanic-Americans, Native Americans, and Anglo-Americans). Further, it identifies speakers who are qualified to cover the subject, presents experiential activities that address the topic, and offers guidelines for users in their preparation, delivery, and evaluation on multicultural teaching and advising. Specifically, the materials include: a listing of videos and selected films that address race, culture, gender, and ethnicity; a range of tested activities and experiential exercises proven useful in a university setting for exploring and developing sensitivity to diversity; and activities and materials that would assist in needed curriculum and instructional changes that would be applicable to the public school setting. (Contains approximately 25 references.) (LL)
Descriptors: American Indians, Anglo Americans, Asian Americans, Blacks, Class Activities, Cultural Awareness, Curriculum Development, Educational Strategies, Elementary Secondary Education, Ethnic Groups, Ethnicity, Higher Education, Hispanic Americans, Learning Activities, Learning Modules, Minority Groups, Multicultural Education, Resource Materials
Dr. Gloria D. Campbell-Whatley, 1234 D Haley Center, Department of Rehabilitation and Special Education, Auburn University, Auburn, AL 36849 ($10).
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Teachers; Administrators; Practitioners
Authoring Institution: N/A