Africa in U.S. Schools, K-12: A Survey.

Autor/in	Hall, Susan J.
Institution	African-American Inst., New York, NY.
Titel	Africa in U.S. Schools, K-12: A Survey.
Quelle	(1978), (30 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	African Culture; African History; Area Studies; Cognitive Measurement; Cognitive Objectives; Cross Cultural Studies; Cultural Awareness; Data Analysis; Developing Nations; Educational Assessment; Educational Needs; Educational Practices; Educational Research; Educational Trends; Elementary Secondary Education; Foreign Countries; Global Approach; Surveys; Teacher Qualifications; Textbook Evaluation + Suchen Sie Ihr Suchwort? Africa; Culture; Afrika; Kultur; Landeskunde; Kognitives Lernziel; Cultural comparison; Kulturvergleich; Cultural identity; Kulturelle Identität; Auswertung; Developing country; Developing countries; Entwicklungsland; Education; assessment; Bewertungssystem; Educational need; Bildungsbedarf; Bildungspraxis; Bildungsforschung; Pädagogische Forschung; Bildungsentwicklung; Ausland; Globales Denken; Survey; Umfrage; Befragung; Lehrqualifikation
Abstract	The document presents findings from a study of K-12 educational programs dealing with Africa and Africans. Data were based on a survey of educators, librarians, students, and curriculum materials in California, Michigan, New Jersey, New York, North Carolina, and Wisconsin. Objectives of the study were to assess why interest in African studies was declining and to determine how the African American Institute could help educators improve African studies programs. Survey results showed that African studies is almost always presented in social studies courses, required at the pre-college level in New York and North Carolina, often taught by teachers with no preparation in African studies, viewed by many educators as irrelevant to Americans, and taught with the aid of low quality textbooks. Recommendations to improve teaching about Africa emphasize the need for educators to internationalize the curriculum, learn about international affairs at in-service workshops, and use only materials which adequately treat developing nations. Conclusions are that African studies will find a more meaningful place in the curriculum if better materials are available and if teacher education in international studies is expanded. (DB)
Anmerkungen	African-American Institute, 833 United Nations Plaza, New York, New York 10017 ($4.00, paper cover)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC