Every school counselor must be fully prepared to build homeplace and Black Joy in K-12 education. For white school counselors, this requires an ongoing personal and professional commitment to cultural humility and racial identity development. Affinity groups can be an opportunity for white school counselors to develop cultural humility, racial…

University education partners have great potential to facilitate schools' moving from a school led traditional approach for family involvement to an asset based, empowerment approach to partnerships. On this journey, educators grapple with the cognitive dissonance of change as they engage their emerging multilingual families in the lives of their…

In content and language integrated learning (CLIL) contexts, online communication technologies have great potential for supporting the development of students' foreign language skills and intercultural competence, and for increasing understanding of subject matter. One effective way of engaging CLIL students in motivating and innovative online…

Three tensions inherent to how we govern, operate, and study schools are discussed: teacher autonomy versus educational equity; the measurement of school effectiveness, and the issue of who participates in the educational process. Suggestions for how policymakers, researchers, and practicioners might resolve their differences are made. (JL)

Five dimensions of a global perspective are identified: (1) perspective consciousness; (2) "state of the planet" awareness; (3) cross-cultural awareness; (4) knowledge of global dynamics; and (5) awareness of choices. The development of a global perspective will illuminate linkages among events. (PP)

Global educators must teach about other societies as integral parts of a worldwide system. Students must learn to project themselves into alternative cultural perspectives and to recognize cultural influences on their own outlook. Learning activities and materials for developing a global perspective in elementary and secondary classrooms are…

In West Africa, international studies were overstressed under colonial rule, while native African traditions and languages were neglected. Educational reforms are underway to remedy that situation. In the United States, national studies have been overemphasized and global education underemphasized. (PP)

This article cites some of the objectives for global education advocated by national organizations, professional associations, state departments of education, and other groups which have become involved in the field. A widely circulated list concerning student competencies that schools should seek to instill for good citizenship in a global age is…

Advances a concept of race reflection in cultural contexts, addressing: the necessity of race reflection in cultural contexts for both white and racial minority teachers; racial and cultural mismatches between teachers and students which could stifle learning; and the need for pedagogical tools to enhance discussions and activities around this…

Asserts that developing personal and professional critical consciousness about racial, cultural, and ethnic diversity should be a major component of preservice teacher education; discusses how teacher education students avoid engaging with racial issues in education (silence, diversion, guilt, and benevolent liberalism); and suggests strategies to…

Maps the intersection of cultural diversity, reflective teaching, and moral value, synthesizing them into a consistent model and exploring implications for teaching and teacher education. This model of reflection is phronesis, the virtue of thought that permits correct reasoning in decisions involving virtues of character. Illustrated by stories…

Offers critical reflection as a prelude to creating culturally relevant teaching strategies, outlining theoretical and practical considerations for critical reflection and culturally relevant teaching for teacher education and asserting that the development of culturally relevant teaching strategies is contingent upon critical reflection about…

Presents findings from a study about what a group of teacher education graduates learned about race as they prepared to teach in multicultural classrooms. Findings suggest that field experiences potentially teach passivity toward culture, learning about race needs to go beyond being a personal benefit to white teachers to competence in teaching in…

Explores the potential for using technological tools to foster teacher understanding of cultural diversity and promote teacher reflection, reviewing studies in which different technologies were used in ways that allowed implicit teacher and student beliefs to become more explicit and easier to reflect on. The paper focuses on technological…

Identifies the limits of the traditional view of reflection, asserting that reflection is an artifact and a practice embedded in a larger process (teacher learning) and outlining basic notions of a cultural-historical vision of learning as praxis in which reflection is embedded. The paper also asserts that a new vision of critical, situated…