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Books, Slides; Film, and Games. Lists of Museums and Newspapers Are -Also, Included

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Books, Slides; Film, and Games. Lists of Museums and Newspapers Are -Also, Included DOCUMENT RESUME ED 237 407 SO 015 158 AUTHOR Myers, Donald W., Ed. TITLE Catalog of Resources on -International Understanding. INSTITUTION Southwest Educational Development. Lab., Austin, Te.x. SPONS AGENCY Department of Education, Washington, DC. PUB DATE Aug 81 , NOTE 418p. PUB TYPE Maierials Bibliographies (131) EDRS-PRICE MF01/PC17 TiUs Postage. DESCRIPTORS *Area Studies; Asian Studies; Books, *Cultural' .AwareieSs; Educational Media;Educational. Resources, Elementary Secondary,Education; Foreign Countries, *Global Approach; indexes; Instructional Materials: International Education; Middle Eastern Studies; Periodicals . IDENTIFIERS Africaf Australial Canida: Eastern Europeam:Studies:. Latin America; Soviet-Studies AtSTRACT Arranged in eight sections 'this catalog provides eleMentary and secondary educatorS:with resources en education. General resources in section 1 are arranged-under -organization8 and projects, language and area studies centers, youth exchange orgadizations, miscellaneous, and bibliographies of books, journals, and classroom' activities.- Section 2,-Africa, contains separdtp listings of books, journals, films, and educatprs'-and students' bibliographies, each-subdivided by Subject- arar.Section'3,- divided into segments on East and 'Southeast Asia,-includes.liStS of books, slides; film, and games. Lists of museums and newspapers are -also, included. Section 4'contains information on Australia organized under'teacfiersbooks, studeatst:books, films, videos,- resource kits, and aboriginal contacts. Resources on Canada, section S, include . listings of books, periodicals, newspape4s,. miscellaneous, 'games, and tourist bureaus. Section 6 cites books, ,texts, supplementary teathers' guides,_opportunities for continued study,. and bibliographies on Latin America. Section 7, the Middle East, enumerates-books, general information, literature, magazines, and media materials, each subdivided by 'Country. Section 8 covers books, folktales, and films on the Soviet Union and Eastern Europe. Many sections list English and foreign language sources, and additional' resources, embaSsies, and national-organizations. The catalog concludes-with a nine-page alphabetical listing of publishers and distributors and their addresses. (LP) **************** *** * ***** Reproductions,supplied by EDRS are the best that can be made from the original document. *.**************** ************* us.DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OFEDUCATION EOUCATIONAL RESOURCESINFORNIATMN CENTER(um This document has beenreproduced. as received horn the person nil- on iginatinp t° Minor changes have been Madeto it0Bror repredoctionnealiw. tbi? dome 4 points of view or opinions stared In ottiaisI N1E mont do not necessarily represent neSPionorpnric0 p "PERMISSION TO REPRODUCETHIS MATERIAL HAS BEENGRANTED'BY a/7Sko- TO THE EDUCATIONALRESOURCES INFORMATION CENTER (ERICr CATALOG OF RESOURCES Ofd INTERNATIONAL UNDERSTANDING Edited by Donald W. Myers A Project of the Southwest-Consortium oninternational Understanding Southwest Educational Development Laboratory Preston C._Kronkosky, Executive Director 211 East 7th'c$treet,-Austin, Texas Produced by Southwest Educational DevelopmentLaboratory under a grant,from the Department of Education. The. content of this program is the. ,responsibility of the grantee, and no officialendorsement by_U.S.E.D. should be inferred. For furtherinformation contact: Preston E. Kronkosky, Executive Direttor Martha' L. Smith,- Director,'ivision EducationalAnforMation Services ..in today's highly interdependent 'world aliberal edkzwion should develop.in each individual the realization that his or her own country, region, and ethnic, religious, social, or linguistic group are but one among many, each with differing Character- - and that countries, regions, or social groups.. are not necessarily inferior or:superior, cid that one cannot see one's-own country and culture in perspective until he or she has studied other lands and countries. from Committee Report of the Association of American Geographers,:: CONTENTS. PREFALI dE SOU,R,.CES ' liq. Myer =7 AFRICA by FunshoAkingbala 26 ASIA a by Louise cFlippin 116 AUSTRALIA by Michael W Bradley 214 CANADA by Richard. Beach 244 LATIN AMERICA by Julia K. Mellenbruch ... - 271. MIDDLE. EAST by Ann GrabhOrn. 301 SOVIET AND EAST EUROPE -.. by Elizabeth Talbot and Janet Vaillant - 1.373 PUBLISHERS AND DISTRIBUTORS 400 LISTING` OF ASSOCIATE EDITORS. - - 409 This catalog, is one of the activities of the Southwe'st Consortium on International Understanding. The Consortium is comprised of the six state departments of education in Arkansas, Louisiana, Mi&sissippi, New Mexico, Oklahoma, and Texas, and the Southwest Educational Development Laboratory. A project of the Division of Educational Information Services at the Southwest Educational Development Laboratory, it is funded by the United States Depart- ment of Education, Office of rnternktional Education. The Consortium is based on,the philosophy that citizens of all ages need to be aware of the economic, politicaL, and cultural . -interconhections_between their region and other countries;-and that such international understanding is-essential: fqreffectiye citizenship education.- It. creates a Sustained forum on intbr- nationaf'isspe8 and prOvides educators in the Six states with information and-materials-on the topic. b The catalog has been compiled for the purpgse.of.croVidingeduca- , tors With- a listing of.resources which are available either through libraries or-directly frbm.the'sources noted. `It is intended for lase at the elementary orld secondary levels; however, many of- the. sources noted may. be useful,at any level of the educational process. 4 The editors deaicate the catalog to those teachers,_ administrators, and school boardmembers who are committed to providing the young peOple of-their charge a sense. of membership in the whole human -. race and of their global responsibilities. In order to create programs to oroduce °'-internationalism" and -"interculturalism, we suggest, that the several premises listed below from which many people, operate -- often without awareness -- should be questioned and replaced,* QUESTIONABLE PREMISE. EXPLORATOITY (OR NEW) PREMISE' of information 1.--Possession-of information-- changes behavior;-"know- must be accompanied by ledge" results in better corresponding affective learn- understanding of-the ing experiences in order. for human condition. -behavior to tefledt understands ing of-.-the*humancondition. Organized-learning can The world is the "Campus". of take place only in class- schools and colleges. The rooms. curriculum of this campus can be oggaAized effectively. QUESTIONABLE PRE ISE EXPLORATORHOR NEW) PREMISE 3. International education i6 an 3. Ihternational education'is area of study. an attitudinal dimension of all areas of study. In order to do anything new Most ieeded, changes in Or different in eduCation- eduoation-wouldresult from "new" money is required. ceasing to do muCjLof what we now do and replacing it with whatis:more needed,. All people need to be prepared 5. Most people are not needed. to work at productive jobs. in the economic structure' to make money at jobs; -they should be prepared to make. life more Worthwhile. 6.7 Global conflict is still an 6. Loss of liberty and destruc alternative if differences tion of civilization is the cannot be solved otherwise. net result for all mankind in a nUclear cOnfrontation. When defeat is imminent, extremes become alternatives Dramatic change can- occur 6nly 7, American institutions are thrbugh revolution; the estab unique in that they have the lishment is so entrenched that capacity to incorporate .change can never be- rapid, but __avenues for change. Negat- only evolve. ing this capacity breakS faith with the historic function of American iristi- tions; facilitating this capacity is imiDerative in times of 'social'crisis: A' man is prepared for the "The educated person,can.no: future if he is vocationally longer function ,aS a contri- competent (can make a living), buting meMber of society can vote with a modicum of without knowledge and experi- intelligence; is functionally ence concerning other. peoples literate and not a "trouble- and other cultures. The maker." forces an factors of the scene under- score:the importance of a citizenry informed about and sensitive to other peoplee.% Every man must recognize,thathis behavior J,vitally interrelated to the welfare of all men. iii QUESTIONABLE PREMISE, EXPLORATORY IOR NEW) PREMISE .9. Leadership-and instructional 9. Professional people identify personnel in education will more with their profession improvemprove and change (discipline) than with an if a strong leader tells them institution or a system. to and manipulates the system The key leadership function. so that congruous behavior is ie in creating a climate rewarded by the system. supportive of change and providing the opportunities and avenues through which improvement ca'n occur, international/intercultural experience. v Orr, Paul Glenn. The American-S onsored OVersead School: A Research Matrix, The center for InternationalEducation ofsthe' Massachusetts State College System,BUzzards Bay, Massachusette, 1974, pp 5-6. Dr. Orr's prologue' to his Studyprovides-an excellent introduction to the concepts ofinternationalism and interculturalism and the'cause for.cohcern.He cites the great inconsistency in providing_ alot of informa- tiOn.and'very little, if any, appropriateeducational'- experAences.in trying to-develop
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