Mel Brooks' Oscar-nominated horror spoof, the follow-up to 'Blazing Saddles' and the highest grossing black-and-white film of all time. Gene Wilder plays Frederick Frankenstein, a teacher who inherits his grandfather's Transylvanian estate; Marty Feldman plays Igor, his hunchback assistant; and Peter Boyle, the tap-dancing monster he brings to life in his laboratory.

The need for new approaches, methods, and techniques in cross-cultural training and intercultural education are virtually insatiable, especially for experiential activities. The emphasis in this book is on activities that foster the development of intercultural awareness and cross-cultural sensitivity, helping learners understand some of the principal dimensions of intercultural communication, cross-cultural human relations, and cultural diversity. The selections include simulations, case studies, role plays, critical incidents, and individual and group exercises. A number address relatively complex workplace issues; others focus on intercultural dynamics in educational contexts. Some are printed here for the first time; others are culled from less accessible sources. They range from basic introductory activities to those that facilitate the exploration of intercultural issues in significant depth. In an introductory essay, Sheila Ramsey, an experienced scholar and trainer, examines the nature of intercultural training and lays out a conceptual framework for assessing its effectiveness. The rest of the book is made up of activities organized around six facets of intercultural contact: cultural differences for beginners, understanding oneself as a cultural person, the intercultural perspective, working across cultures, cross-cultural “foul-ups,” and returning home. Each section opens with an introduction, followed by activities. Each activity includes, at a minimum, objectives, audience, materials required, setting, time required, and procedure for facilitation. Many of the activities include handouts or illustrations. This book will be especially valuable for trainers and educators who want to further ground their work in a solid theoretical base and at he same time augment their resources to expand heir repertoire.

The Council of Europe youth sector aims at enabling young people across Europe to actively uphold, defend, promote and benefit from the Council of Europe’s core values of human rights, democracy and the rule of law, notably by strengthening young people’s access to rights, deepening youth knowledge and broadening youth participation. The activities of the European Youth Centres of Budapest and Strasbourg play a central role in the education and training of young ‘multipliers’ of Council of Europe values. The core of these activities is the programme of study sessions, week-long intercultural non-formal learning activities that are held in cooperation with European youth organisations and networks. These activities bring to the Youth for Democracy programme of the Council of Europe the unique experiences, expectations and concerns of young people regarding contemporary issues and challenges that affect their access to rights and of participating in all spheres of society. The study sessions of the European Youth Centres have been trendsetters in European youth work and remain a benchmark for intercultural youth activities. This manual is published to support the quality of study sessions and other educational activities in the Youth for Democracy programme. Preparing facilitators and developing their competences is one of the essential prerequisites for enabling exchanges of views and dialogical learning, preparing the participants to act as multipliers in their day-to-day lives, and ultimately contributing to the values and priorities of the Council of Europe and its youth sector. This Manual for Facilitators provides essential information, insights and practical tips in the planning and delivering of non-formal education intercultural activities while taking into account essential approaches of intercultural learning, human rights education and youth participation. This manual is a contribution to the quality of intercultural non-formal education activities of youth organisations and at making those activities a truly learning experience for young people in the Council of Europe.

T-Kits ( = Training kits) are a product of the Partnership Agreement on European Youth Worker Training run by the CoE and the European Communities Commission

By addressing intercultural and multicultural education in a global context, this volume brings together the dynamic discussions and lively debate of intercultural and multicultural education taking place across the world. Not content with discussion of theory or practice at the expense of the other, this collection of essays embodies dialogical praxis by weaving together a variety of epistemologies, ideologies, historical circumstances, pedagogies, policy approaches, curricula, and personal narratives. Contributors take readers to the countries, schools, and nongovernmental agencies where intercultural education and multicultural education, either collectively or singularly, are active (often central) concepts or practices in the daily educational undertaking and discourse of society. Readers are also informed about how intercultural education and/or multicultural education within a country came to be and will learn about the debates over intercultural education and/or multicultural education at both the government and local level.

Democratic political systems and the democratic way of life is aspired by most people around the world. Democracy is considered to be morally superior to other forms of political systems as it aspires to secure civil liberties, human rights, social justice and equality before the law for everyone regardless of their gender, culture, religion and national origin. Enshrined in democracy is separation of religion and state, fair and competitive elections of leaders according to a country’s constitution which in turn is based on democratic ideals. Democracy aspires for people of different backgrounds to live together with their differences intact, but all contributing towards a better life for all. In today’s increasingly pluralistic societies many people of different cultural and national backgrounds are brought together. Many have migrated from countries with autocratic political systems. Some with religions that require them to behave in different way, others with cultures teaching them values of harmony, collectivism and conformity as opposed to the culture of their host country emphasizing individualism and cherishing differences. Hence, in multicultural societies development of pluralistic democracy, a democracy which includes respect for diversity is essential. A truly multicultural education which is based on the assumption that different cultures will be equally represented in education goes a long way towards education for democratic citizenship. Such an education would make students aware of issues of human rights and justice and encourage them to define their own values and ways in which they could contribute to a better world. The aim of this volume is to provide a forum for discussion of how multiple social perspectives and personal values can be brought together on common grounds around matters related to democracy. Contributions from research, and scholarly theoretical work as well as presentation of existing creative models of democracy education will be included. Authors from the major democracies will comment on the models and practice of multicultural education in their respective countries, to facilitate discussion and learning from each others’ experiences.

An interdisciplinary, peer reviewed publication, Journal of International Students (Print ISSN 2162-3104 & Online ISSN 2166-3750) is a professional journal that publishes narrative, theoretical and empirically-based research articles, student reflections, and book reviews relevant to international students and their cross cultural experiences and understanding. Published quarterly, the Journal encourages the submission of manuscripts from around the world, and from a wide range of academic fields, including comparative education, international education, student affairs, linguistics, psychology, religion, sociology, business, social work, philosophy, and culture studies. For further information http: / /jistudents.org/

The Journal of International Students (JIS), an academic, interdisciplinary, and peer-reviewed publication (Print ISSN 2162-3104 & Online ISSN 2166-3750), publishes narrative, theoretical, and empirically-based research articles, student and faculty reflections, study abroad experiences, and book reviews relevant to international students and their cross-cultural experiences and understanding in international education.

This volume is the first authoritative reference work to provide a truly comprehensive international description and analysis of multicultural education around the world. It is organized around key concepts and uses case studies from various nations in different parts of the world to exemplify and illustrate the concepts. Case studies are from many nations, including the United States, the United Kingdom, Canada, Australia, France, Germany, Spain, Norway, Bulgaria, Russia, South Africa, Japan, China, India, New Zealand, Malaysia, Singapore, Indonesia, Brazil, and Mexico. Two chapters focus on regions – Latin America and the French-speaking nations in Africa. The book is divided into ten sections, covering theory and research pertaining to curriculum reform, immigration and citizenship, language, religion, and the education of ethnic and cultural minority groups among other topics. With fortynewly commissioned pieces written by a prestigious group of internationally renowned scholars, The Routledge International Companion to Multicultural Education provides the definitive statement on the state of multicultural education and on its possibilities for the future.

First published in 1993, this book attempts to provide a basic but challenging and rigorous introduction to the issues of inequality in teacher education affecting many of today’s societies. Education systems around the world, in common with much else, are undergoing radical change. In such times there are the almost inevitable casualties, in this case the fate of multicultural, multiracial, antiracist education. The authors argue that there is a need for teacher education to be responsive to the needs of a culturally and socially diverse society. It has become obvious that in spite of the vast amount of effort given to it over the last few decades, very little real progress has been made. By highlighting examples of good practices, this book demonstrates how they can be maintained and enhanced.