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Multicultural Education and Democratic Enhancement
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10
Endnotes
1
See for example, J.L. Kincheloe and S.R. Steinberg (1997) Changing Multiculturalism, New
York: Open University Press. See also Geneva Gay, “A Synthesis of Scholarship in Multicultural Education,” http://www.ncrel.org/sdrs/areas/issues/educatrs/leadrshp.
.
2
For example see the work of J. Banks, C. Bennett, R. Garcia, G. Gay, M. Gibson, C. Grant,
and C. Sleeter.
3
See Jamie S. Wurzel, Multiculturalism and Multicultural Education,
http://www.housing.colostate.edu/halls/resources/manual/Multicultural.
4
See Ann Intili Morey, “Changing Higher Education Curricula for a Global and Multicultural
World,” (2000) Higher Education in Europe, 25:1, pp. 25-40.
5
Paul Gorski, (2002) “Multicultural Supersite,”
http://www.mhhe.com/socscience/education/multi/define.html
6
The author teaches at a small American liberal arts college located in Thessaloniki, Greece,
where approximately half of the students majoring in History and International Relations since 1997 are non-Greek. The cultural composition of the non-Greek student cohort is from the countries of the southern Balkans (primarily from the Former Yugoslav Republic of Macedonia, Albania, Bulgaria and Serbia), and the college hosts a student abroad program with the USA where 30 to 40 students come for a semester or more to study at the college. The other non-Greek students are from all over the world. All the courses are taught in English.
7
In a class discussion concerning the idea of political participation in a democratic society, I
called upon students to first volunteer what their experiences of political participation in their home country had been. An Albanian student referred to the stress that was given in elementary school of spying on fellow students to make sure that all were supporting the communist party. A female student from Skopje recalled being one of Tito’s “Pioneers,” while a Bulgarian student told the class how she and her elementary-aged friends picked potatoes in the fields in the morning before class for the “motherland.” A student from the USA spoke of how she was a girl scout, and explained to the students in the class what that entailed. In the end, the students were able to share their past experiences with their classmates, and I as the instructor used that as a gateway for an explanation as to what political participation entails in a democratic political system. This led the way to explain what citizenship in such a democratic society implies as well.
8
I once unknowingly paired up a Kosovar with a Serbian, and then selected other students for
each, who were not historical enemies.
9
Panayote Elias Dimitras, “Southern Discomfort: Minorities Despise Minorities, and the
Hatred is Often Mutual,” War Report, Greek Helsinki Monitor, January/February 1997.
10
The Moslem inhabitants of Western Thrace were excluded from the compulsory population
exchanges that the Lausanne Peace Conference (1923) outlined, and were thereafter referred to as the Muslim minority. The Treaty of Lausanne makes no mention of ethnic or national minorities, nor does it list Greece’s obligations to its minorities. See Ronald Meinardus, “Muslims: Turks, Pomaks and Gypsies,” in Richard Clogg, ed. (2002) Minorities in Greece: Aspects of a Plural Society, London: Hurst & Co.
11
Christina Koulouri, “Introduction,” Clio in the Balkans, Center for Democracy and
Reconciliation in Southeast Europe, printed by Petros Th. Ballidis & Co., Thessaloniki, 2000, p. 35.
12
See Andrei Marga, “Guidelines for the Reform of Education,” Higher Education in Europe,
24:1, 1999.
13
Andrei Marga, “Reforming the Postcommunist University,” Journal of Democracy, 8:2,
1997 p.160.
14
The Bologna Declaration on the European Space for Higher Education, Bologna 1999,
http://europedu.org.
15
See Geneva Gay, “The Relationship Between Multicultural and Democratic Education,”
Social Studies,Jan/Feb 1997, 88:1, pp. 5-11.
16
See Valerie Bunce, “Comparing East and West,” in (2002) Democracy After Communism,
Larry Diamond and Marc Plattner eds. Baltimore, Maryland: John Hopkins University Press, pp. 18-32.
17
Ghia Nodia, “How Different are Postcommunist Transitions?” in (2002) Democracy After
Communism, Larry Diamond and Marc Plattner eds., Baltimore, Maryland: John Hopkins University Press, p. 12.
18
Ghia Nodia op. cit., p. 14.
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| | Authors: Mavrikos-Adamou, Tina. |
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10
Endnotes
1
See for example, J.L. Kincheloe and S.R. Steinberg (1997) Changing Multiculturalism, New
York: Open University Press. See also Geneva Gay, “A Synthesis of Scholarship in Multicultural
Education,” http://www.ncrel.org/sdrs/areas/issues/educatrs/leadrshp.
.
2
For example see the work of J. Banks, C. Bennett, R. Garcia, G. Gay, M. Gibson, C. Grant,
and C. Sleeter.
3
See Jamie S. Wurzel, Multiculturalism and Multicultural Education,
http://www.housing.colostate.edu/halls/resources/manual/Multicultural.
4
See Ann Intili Morey, “Changing Higher Education Curricula for a Global and Multicultural
World,” (2000) Higher Education in Europe, 25:1, pp. 25-40.
5
Paul Gorski, (2002) “Multicultural Supersite,”
http://www.mhhe.com/socscience/education/multi/define.html
6
The author teaches at a small American liberal arts college located in Thessaloniki, Greece,
where approximately half of the students majoring in History and International Relations since 1997
are non-Greek. The cultural composition of the non-Greek student cohort is from the countries of the
southern Balkans (primarily from the Former Yugoslav Republic of Macedonia, Albania, Bulgaria and
Serbia), and the college hosts a student abroad program with the USA where 30 to 40 students come for
a semester or more to study at the college. The other non-Greek students are from all over the world.
All the courses are taught in English.
7
In a class discussion concerning the idea of political participation in a democratic society, I
called upon students to first volunteer what their experiences of political participation in their home
country had been. An Albanian student referred to the stress that was given in elementary school of
spying on fellow students to make sure that all were supporting the communist party. A female student
from Skopje recalled being one of Tito’s “Pioneers,” while a Bulgarian student told the class how she
and her elementary-aged friends picked potatoes in the fields in the morning before class for the
“motherland.” A student from the USA spoke of how she was a girl scout, and explained to the
students in the class what that entailed. In the end, the students were able to share their past
experiences with their classmates, and I as the instructor used that as a gateway for an explanation as to
what political participation entails in a democratic political system. This led the way to explain what
citizenship in such a democratic society implies as well.
8
I once unknowingly paired up a Kosovar with a Serbian, and then selected other students for
each, who were not historical enemies.
9
Panayote Elias Dimitras, “Southern Discomfort: Minorities Despise Minorities, and the
Hatred is Often Mutual,” War Report, Greek Helsinki Monitor, January/February 1997.
10
The Moslem inhabitants of Western Thrace were excluded from the compulsory population
exchanges that the Lausanne Peace Conference (1923) outlined, and were thereafter referred to as the
Muslim minority. The Treaty of Lausanne makes no mention of ethnic or national minorities, nor does
it list Greece’s obligations to its minorities. See Ronald Meinardus, “Muslims: Turks, Pomaks and
Gypsies,” in Richard Clogg, ed. (2002) Minorities in Greece: Aspects of a Plural Society, London:
Hurst & Co.
11
Christina Koulouri, “Introduction,” Clio in the Balkans, Center for Democracy and
Reconciliation in Southeast Europe, printed by Petros Th. Ballidis & Co., Thessaloniki, 2000, p. 35.
12
See Andrei Marga, “Guidelines for the Reform of Education,” Higher Education in Europe,
24:1, 1999.
13
Andrei Marga, “Reforming the Postcommunist University,” Journal of Democracy, 8:2,
1997 p.160.
14
The Bologna Declaration on the European Space for Higher Education, Bologna 1999,
http://europedu.org.
15
See Geneva Gay, “The Relationship Between Multicultural and Democratic Education,”
Social Studies,Jan/Feb 1997, 88:1, pp. 5-11.
16
See Valerie Bunce, “Comparing East and West,” in (2002) Democracy After Communism,
Larry Diamond and Marc Plattner eds. Baltimore, Maryland: John Hopkins University Press, pp. 18-
32.
17
Ghia Nodia, “How Different are Postcommunist Transitions?” in (2002) Democracy After
Communism, Larry Diamond and Marc Plattner eds., Baltimore, Maryland: John Hopkins University
Press, p. 12.
18
Ghia Nodia op. cit., p. 14.
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