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The interest in developing effective multicultural education practices derives from the increasing heterogeneity of most societies... The growing worldwide relevance of cultural awareness in general and multicultural competence in particular (did not) imply a comitant growth in the appreciation for the disciplinary contributions of cultural anthropology... In fact, anthropology has benefited only mariginally from the "cultural turn" taken by the humanities and social sciences since the mid-1970s. The article characterizes the American case underlining that the contributions of scientists have been disregarded or downright misused. Than it reviews the results of the COER survey (Commission of Ethnic Relation) which was organized in preparation for the 14th ICAES (International Union of Anthropological and Ethnological Sciences) world congress which was held in 1998 in Virginia (USA). Finally there are given some basic recommendations in developing multicultural education. (DIPF/Orig./St.)

An examination of the contrast between citizenship & "customership" in the context of community focuses on education policy in the UK during the 1979-1997 Conservative government period to show the damage done by the marketization of citizenship. The three key problems stemming from marketization processes -- distortion, degradation, & residualization -- are related to the introduction of market criteria into UK education policy. While residualization has not occurred in the British education system, examples of distortion include grant-maintained schools, local management of schools, parental school choice, the use of test scores to measure achievement, & the maintenance of selection. Nursery & training vouchers are detailed as evidence of degradation. A discussion of the dual individual & collective nature of education notes the immediate benefits of education to the individual, & the long-term state advantages of an educated citizenry, contending that education policy can never be totally statist or individualist. It is maintained that the dialectic of education policy conflict generates new attempted syntheses, as well as interesting compromises between citizens, markets, & communities. 15 References. J. Lindroth

The dramatic growth in parochial schools has intensified the need for liberals to rethink arguments about civic education & diversity. Although parochial schools should not be publicly funded, it is contended that diversity should be extended by including students from parochial schools/home schools in the curriculum of public schools, & providing religious students alternative assignments/texts when requested. It is argued that allowing for separate schools while also encouraging parents to send their children to public schools on either a full- or part-time basis is the best way to enhance liberal citizenship. The lack of diversity in many separate schools is discussed, along with some benefits of moderate parochial schools; the threat to liberal values posed by religious schools that do not emphasize critical thinking or mutual respect for all; & reasons public financing should not be extended to parochial schools. Other issues addressed include strategies for cooperation between public & parochial schools; the treatment of religion in multicultural public schools; & difficulties related to the accommodation of religious beliefs in public institutions. J. Lindroth

British (Rampton Report 1981 & Swann Report 1985) & US studies on the interaction of schooling, race, & education are reviewed; more discussion of race & higher education has taken place in the US than in GB. The practice of teaching topics concerning race in the British social science courses is complex, due to the contested nature of race. Teaching race cannot really be addressed in full with either pluralist multiculturalist or essentialist forms of antiracist education. Using interview data from lecturers & students, possibilities for a synthesis of the two forms in GB are discussed, including issues of curriculum, the teacher's subject position, student backgrounds, & conflicts among students in the seminar room. M. Pflum

British (Rampton Report 1981 & Swann Report 1985) & US studies on the interaction of schooling, race, & education are reviewed; more discussion of race & higher education has taken place in the US than in GB. The practice of teaching topics concerning race in the British social science courses is complex, due to the contested nature of race. Teaching race cannot really be addressed in full with either pluralist multiculturalist or essentialist forms of antiracist education. Using interview data from lecturers & students, possibilities for a synthesis of the two forms in GB are discussed, including issues of curriculum, the teacher's subject position, student backgrounds, & conflicts among students in the seminar room. M. Pflum

The author goes beyond the transformation debate as far as it is related to the socio-political system turn in post-communist and post-apartheid countries and the accompanying thorough modernisation of subsystems like education. With reference to Alvin Toffler and Peter F. Drucker, he puts this (limited) transformation into the broader framework of major historical transformations since the Renaissance as well as of the contemporary comprehensive transformation process, labelled as a globalising, post-capitalist, post-materialistic or late-modern process. Basic features of the current neo-liberalist transformation are, as the author sees it, indirect (market-) control, liberalisation, deregulation and participation. In this contribution, he studies the general Agreement on Trade and services (GATS [1994], extending the general Agreement on Tariffs and Trade [GATT]) in the context of the existing nationally controlled education systems. GATS bans any discrimination against foreign suppliers of services including education. The article differentiates between the positive and negative effects of liberalisation, the breaking of monopolies, overprotection and over-regulation on the one hand and unrestricted marketising and economising by which political and economic power structures use their hegemonic position on the other hand. (DIPF/Orig.).

Global & regional trade agreements have huge potential impacts on higher education around the world by promoting the commodification of higher education & its incorporation as an industry in the world trading system. Provisions for higher education in the General Agreement on Tariffs & Trade & the General Agreement on Trade in Services within the World Trade Organization are reviewed. The higher education industry has become increasingly important to the economy of the US & other countries & public higher education is increasingly subject to the rules of international trade. Trade liberalization helps other advanced countries to challenge US predominance in higher education. Among the barriers to trade in higher education are lack of student mobility, national licensing constraints, & visa & material restrictions. The emergence of new institutions (for-profit & corporate universities) & new delivery methods, eg, Internet-based learning, are discussed. Opposition to globalization may offset trade liberalization in higher education as well as in other industries. 1 Table, 61 References. M. Pflum

Global & regional trade agreements have huge potential impacts on higher education around the world by promoting the commodification of higher education & its incorporation as an industry in the world trading system. Provisions for higher education in the General Agreement on Tariffs & Trade & the General Agreement on Trade in Services within the World Trade Organization are reviewed. The higher education industry has become increasingly important to the economy of the US & other countries & public higher education is increasingly subject to the rules of international trade. Trade liberalization helps other advanced countries to challenge US predominance in higher education. Among the barriers to trade in higher education are lack of student mobility, national licensing constraints, & visa & material restrictions. The emergence of new institutions (for-profit & corporate universities) & new delivery methods, eg, Internet-based learning, are discussed. Opposition to globalization may offset trade liberalization in higher education as well as in other industries. 1 Table, 61 References. M. Pflum

Following an overview of the dimensions of the state-society perspective, it is argued that it represents a robust tradition in the study of comparative political development. Three themes are discerned: (1) Future research will benefit from genuinely comparative approaches, particularly across developing regions; further, positioning the examination of authority formation processes in ideological & economic global context is necessary. (2) The study of authority structures will have to transcend the continuing categorization of democratic & authoritarian regime types, with variations within democracies taking center stage. (3) Analysis of the state role in economic analysis will profit from a focus on political & bureaucratic needs while looking to address from where varying state capacities in pursuit of development derive. Research targeting the emergence of authority structures in the context of development, particularly revolutionary & bureaucratic authority regimes & democracies is considered. Attention turns to analyses of the effect of state structures & actions on the developing countries' societies & economies. Criticisms of the state-society perspective are addressed, highlighting the culturalist & rational choice approaches. Some prospective research avenues are offered. J. Zendejas

Globalization & subnational disintegration are both indicative of the changing role for the nation-state in societal organization. Globalization undermines the nation-state's ability to make & enforce laws & policy, & complicates its culture. Global institutions now expand their authority at the expense of the nation-state, eg, the North American Free Trade Agreement. Global cities such as Hong Kong & New York display the exaggerated effects of globalization & are often in conflict with the nation-state & its citizens due to the coverage/non-coverage of citizenship law. Within this situation, regional & ethnic autonomy movements can draw power from global cultural & economic ties. Proposals for city-states to influence global activity are advanced, including allowing localities to lobby international organizations, foreign nationals to obtain local citizenship, & nondomiciliary voting in the localities. 26 References. M. Pflum

Der Beitrag untersucht den Zusammenhang zwischen Bildungsniveau und Berufschancen vor allem mit Blick auf die institutionellen Bedingungen, die den Übergang von der Ausbildung zum Arbeitsmarkt bestimmen. Dabei steht insbesondere die Frage im Vordergrund, welche speziellen Qualifikationen den Zugang zum Arbeitsmarkt und zu speziellen Berufen eröffnen. Auf der europäischen Ebene interessiert, inwiefern es Unterschiede dieser Zugangsmöglichkeiten in den verschiedenen EU-Ländern gibt, bzw. inwieweit die Entwicklungen bezüglich Ausbildung und Arbeitsmarktchancen sich annähern oder auseinanderlaufen. Am Beispiel ausgewählter Themen wie Standardisierung, Allgemein- versus Berufsbildung und tertiäre Bildung werden Entwicklungslinien in Richtung einer Konvergenz nachgezeichnet und abschließend Implikationen für zukünftige Forschungsprioritäten unter dem Gesichtspunkt eines integrierten Europa im Sinne des Maastrichter Vertrages aufgezeigt. (ICH).

Notes that the European Union, while not a federal state, bears considerable resemblance to the United States in terms of its political system -- more so than to its own member states. The major difference is that the EU states hold much more power than do the US states, not only over their own affairs but also over the central governing bodies of the EU. Nonetheless, this paper's examination of examines the institutional structures & policy-making processes of the EU & concludes that they have had a significant impact on the member states. K. Coddon