Resources

The challenge is to reconcile the recommendations of the experts for involved learning with the reality of passivity that plagues large classes.

Techniques for initiating good discussion in class include: examining goals and values, noting concrete images in text, generating questions among students, finding illustrative quotations, small group discussion, generating truth statements, forced debates, role playing, non-structured scene-setting, and eliciting opinoins of the text.

Discusses how college teachers can deal with multiculturalism in the classroom. Faculty arguments over diversity requirements in the curriculum; Intercultural education among students of diverse cultures and ethnicities; Strategies for multicultural discussions.

Emotions in the Classroom Connections in the Classroom The Medicine Wheel in the Classroom References Appendix A

In this article, Dwight Boyd focuses on a dilemma that is at the heart of sincere commitments to cultural pluralism. When the moral aspects of cultural diversity are fully appreciated, the "dilemma of diversity" is revealed as the tension point resulting from the acceptance of the fact of "reasonable moral pluralism" conjoined with the perceived need to morally ground prescriptive intentions to promote cultural diversity within a democratic society. After discussing this dilemma, Boyd analyzes three perspectives commonly found in response. He argues that each of these perspectives is inadequate by revealing how it fails to come to grips with one or the other side of the dilemma, despite its surface appeal. He then shows how, in each of these perspectives, this failure functions to conceal and protect dominant points of view within the diversity. He concludes by sketching out a positive direction for successfully addressing the dilemma of diversity hinted at in the successes and failures of each of the three perspectives.