World Studies in Secondary Schools and the Undermining of Ethnocentrism

Zevin, Jack

doi:10.1080/00377996.1993.9956256

Cited by 5 publications

(2 citation statements)

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“…Simulations are effective in intercultural training if they focus on commonalities. However, Zevin (1993) objects to the compression of factual information about other cultures as presented in "global studies" classes or intercultural communication classes because the result often is a creation of distance between the students and the cultures being studied, leading to a view of the foreign culture as other, strange, exotic, and incomprehensible. Rash (1988) argues that Dialogue becomes possible when each side begins to experience the minimizing of differences-not the forgetting of differences, but the sense that there exists another if not a broader perspective, a realm of shared values.…”

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confidence: 99%

ESL Teacher Education and Intercultural Communication: Discomfort as a Learning Tool

Johnson¹

1995

TESL

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This article reports on a simulation used in a course in intercultural communication in an ESL/EFL teacher education program at Southern Illinois University at Carbondale. The simulation was designed to create an unfamiliar and uncomfortable atmosphere, culturally, for the students, similar to what one would experience were he or she in a foreign environment. For three weeks of the semester the students were required to greet one another at the opening and closing of class in a particular manner, modeled after the greetings used in the Yoruba (West Africa) culture. The focus of the simulation was at the affective level, to help students recognize themselves as cultural beings whose cultural beliefs would influence the learning process of their own students. Also reported are excerpts from students' journals and students' evaluations of the simulation.

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confidence: 99%

ESL Teacher Education and Intercultural Communication: Discomfort as a Learning Tool

Johnson¹

1995

TESL

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“…And while these topics are important and teachers use them to know what to teach, the physical textbooks, curriculum, books and material they use with students are ultimately what gets taught and learned. and Because textbooks are the most often-used instructional resource (Down, 1988;Zevin, 1992), they must be rewritten.…”

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confidence: 99%

Examining Our United States History Textbooks

Theodore

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Current 11th grade U.S. History textbooks are Eurocentric and tell a biased portrayal of the country's history. This study analyzed the four most frequently used history textbooks in the most 25 populated school districts across the State of California using a mixed-method design, to show the degree to which they are Eurocentric. The four textbooks were quantitively analyzed for the percentage of pages dedicated to the Asian, Black, Latinx, Indigenous, and White experience. Qualitatively, excerpts from the book's chapter titles, captions, and descriptive paragraphs and imagery were also analyzed for their Eurocentric narrative. The goal of this study was to show the extent to which the textbooks are Eurocentric and create a case for teachers, administrators, and local and state education agencies to adopt new and more just textbooks.

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Thai Exchange Students' Encounters with Ethnocentrism: Developing a Response for the Secondary Global Education Curriculum

Scott

1998

The Social Studies

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World Studies in Secondary Schools and the Undermining of Ethnocentrism

Cited by 5 publications

References 2 publications

ESL Teacher Education and Intercultural Communication: Discomfort as a Learning Tool

ESL Teacher Education and Intercultural Communication: Discomfort as a Learning Tool

Examining Our United States History Textbooks

Thai Exchange Students' Encounters with Ethnocentrism: Developing a Response for the Secondary Global Education Curriculum

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