Carr, Paul R. (1999). Transforming the Institution, or Institutionalizing the Transformation?: Anti-Racism and Equity in Education in Toronto. McGill Journal of Education, v34 n1 p49-77 Win. Reports on the manner in which the Toronto (Canada) Board of Education responded to racial diversity and anti-racist education from 1970 to 1995. Highlights three findings: (1) the evolutionary nature of attempts to deal with equity issues; (2) the systemic nature of discrimination; and (3) the inability to clearly define anti-racist education and equity. (CMK)…

Dray, Barbara J.; Wisneski, Debora Basler (2011). Mindful Reflection as a Process for Developing Culturally Responsive Practices. TEACHING Exceptional Children, v44 n1 p28-36 Sep-Oct. Becoming a culturally responsive educator has been at the forefront of the movement to reduce inappropriate referrals to special education and disproportionate representation of students of color within special education. However, for many educators, working with a diverse student population can be more difficult when the student comes from a background that is unfamiliar to the teacher. As teacher educators who prepare educators for inclusionary settings in diverse urban areas, the authors have noticed that issues often arise when a teacher or teacher candidate attempts to make meaning of behavior in the classroom, particularly a behavior that concerns student engagement, classroom management, or discipline of students with whom the teacher has a cultural disconnect. Teachers need to self-reflect to unpack attributions that are potentially linked to racism, power, or privilege so that they can work more effectively and fairly with diversity in the classroom. In this article, the… [Direct]

Blythe, Betty; Goforth, Kassie; Lee, Eun-Kyoung Othelia (2009). Can You Call It Racism? An Educational Case Study and Role-Play Approach. Journal of Social Work Education, v45 n1 p123-130 Win. Social work education has long struggled to acknowledge cultural diversity and identify teaching methods to prepare students to work effectively with diverse populations. This article describes an educational technique designed to teach students how to recognize racism and social injustice–in this instance, by examining an educational case study located in a multicultural human services agency in Chiapas, Mexico. One session of a multicultural social work course was devoted to a role-play based on a real incident that had occurred in this agency. Student feedback and the authors' observations address the usefulness of this educational intervention…. [Direct]

Collins, Michael (2010). Catholic Schools and the Immigrant Community: A Look Backward and Forward. Catholic Education: A Journal of Inquiry and Practice, v13 n3 p392-402 Mar. Michael Collins, F.S.C., Ed.D. is a member of the Brothers of the Christian Schools, or Christian Brothers. He currently serves as the president of his alma mater, DeLa Salle High School, in Minneapolis, Minnesota. In 2007 Br. Collins received the National Catholic Educational Association Sr. Catherine McNamee Award for outstanding leadership in diversity. What follows is Br. Collins's address to attendees at the first Catholic Higher Education Collaborative conference (CHEC), held at Loyola Marymount University (LMU) in January 2009. In his address, Br. Collins recounts instances of racism and prejudice in his years as a student and later teacher and administrator in Catholic schools. He expands the notion of immigrant to include those brought to this country by force. He maintains that Catholic educators have an obligation to welcome and assimilate those who find themselves in a new place regardless of circumstance…. [PDF]

Palmer, Deborah (2010). Race, Power, and Equity in a Multiethnic Urban Elementary School with a Dual-Language \Strand\ Program. Anthropology & Education Quarterly, v41 n1 p94-114 Mar. Dual-language education is often lauded for providing high-caliber bilingual instruction in an integrated classroom. This is complicated, however, when a dual-language program does not include all members of a school community. This article examines a \strand\ dual-language program that attracts middle-class white students to a predominantly black and Latino community; yet, only some Latino students and almost no black students are included in the dual-language program. Although rarely directly discussing race, teachers and parents simultaneously commend the program for bringing diversity and enrichment to the campus, and accuse it of exacerbating inequities in the educational experiences of different children at the school. Taking a critical race perspective, and in particular using the principle of \interest convergence\ and the frames of \color-blind racism\ (Eduardo Bonilla-Silva 2006), this article works to uncover the forces underlying these tensions. (Contains 1 table and 1… [Direct]

Chareka, Ottilia (2010). A Matter of Prior Knowledge: Canadian Young Children's Conceptions about the Future in the Global Community. International Electronic Journal of Elementary Education, v2 n2 p287-304 Mar. Young Canadian boys and girls aged nine to eleven were asked to consider their personal futures, the future of their community and the future of the world. Mixed methods were employed for data collection and analysis. Responses were compared with those given by children in eight countries and the discussion focused on the importance prior knowledge, in this case, prior knowledge of global issues, holds for effective teaching and learning about global issues. Canadian children were optimistic about the future for themselves and their community but less so for the globe. More so than other children, Canadian children were concerned with issues of social justice, issues such as discrimination and racism, and with improving the environment, which might be attributed to the emphasis that is placed on these issues in their school curriculum. Assessing prior knowledge should be a priority for those considering development and implementation of global education curricula…. [PDF]

Roxas, Kevin; Roy, Laura (2012). \That's How We Roll\: A Case Study of a Recently Arrived Refugee Student in an Urban High School. Urban Review: Issues and Ideas in Public Education, v44 n4 p468-486 Nov. This critical case study of one, Somali Bantu male high school student illuminates the struggle for recently arrived refugees at the high school level. Few educational research studies describe how recently arrived refugee students and their families make their transition to US schools (Ngo et al. in \Hmong Stud J\ 8:1-35, 2007; Hones and Cha in \Educating new Americans: immigrant lives and learning.\ Erlbaum, Mahwah, 1999; Igoa in \The inner world of the immigrant child.\ Erlbaum, Mahwah, 1995). Studies that examine how race, county of origin, and low socio-economic status affect refugee students also are few in number. Specifically Kamya (\Soc Work\ 42:154-165, 1997) argues that there is a compelling need for research that investigates how racism and stereotypes of Black Americans affect the experiences of African black immigrants and refugees. Rong and Brown (\Educ Urban Soc\ 2:247-273, 2002) add that black newcomers students often face a triple disadvantage of being black, having… [Direct]

Randolph, Adah Ward; Sanders, Stephanie (2011). In Search of Excellence in Education: The Political, Academic, and Curricular Leadership of Ethel T. Overby. Journal of School Leadership, v21 n4 spec iss p521-547 Jul. This article examines the educational leadership of the first African American female principal in Richmond, Virginia: Mrs. Ethel Thompson Overby. It seeks to ascertain, through a historical framework utilizing critical race theory, how this particular educational and instructional leader conceptualized academic achievement given the context of segregation, known for its lack of resources, physical inadequacies of facilities, underfunded schools, underpaid teachers, and limited social, political, and economic power of students and their communities. More important, this research assesses what measures Overby as a school leader developed to foster the academic achievement and excellence of urban African American youth at the Elba School. We argue that this research documents how one African American female principal and her teachers conceptualized achievement beyond test scores to include other measures of achievement, such as educational access, critical and cultural literacy,… [Direct]

van Dijk, Lutz (2010). Examples of Best Practice 3. Holocaust Education and Sexual Diversity: A Positive Link between Teaching about the Persecution of Jews and Sexual Minorities. Intercultural Education, v21 suppl 1 pS81-S84. Holocaust education has been most successful in creating empathy, historical understanding and present responsibility against racism/antisemitism and towards human rights by telling true stories of children, women and men who were victims of these crimes during the Nazi period, while also raising awareness of the consequences for the present. The same holds true for education against the discrimination of sexual minorities and for sexual diversity. Stories of young people who were members of sexual minorities during Nazi times are available, as are a growing number of international experiences and good practices around teaching sexual diversity. For all children and young people, it is not only important to deal respectfully with all minorities, but to understand and to learn from the struggle of different minorities for human rights in the past as well as the present. This article discusses two important lessons on the persecution of homosexuals during World War II based on the… [Direct]

Coffin, Juli; Cross, Donna; Larson, Ann (2010). Bullying in an Aboriginal Context. Australian Journal of Indigenous Education, v39 p77-87. Aboriginal children appear to be more likely to be involved in bullying than non-Aboriginal children. This paper describes part of the "Solid Kids Solid Schools" research process and discusses some of the results from this three year study involving over 260 Aboriginal children, youth, elders, teachers and Aboriginal Indigenous Education Officers (AIEO's), and an Aboriginal led and developed Steering Committee. It is the first study that contextualises Aboriginal bullying, using a socio-ecological model where the individual, family, community and society are all interrelated and influence the characteristics and outcomes of bullying. This paper demonstrates that for Aboriginal children and youth in one region of Western Australia, bullying occurs frequently and is perpetuated by family and community violence, parental responses to bullying and institutional racism. Addressing bullying requires actions to reduce violence, foster positive cultural identity and reduce… [Direct]

Brust Nemet, Maja, Ed.; Bushati, Jozef, Ed.; Mlinarevic, Vesnica, Ed. (2015). Intercultural Education: The Position of Roma in Education=Obrazovanje za interkulturalizam: Polo≈æaj Roma u odgoju i obrazovanju. Online Submission Faculty of Educational Sciences has recognized the importance of education for interculturalism, and it organizes the conference entitled "Education for interculturalism" every five years, so that all participants could gain new insights about interculturalism and strengthen their intercultural competencies. Modern interculturalism, as a modern and current topic in scientific and public educational policy, appears in the 20th century in the United States as an expression of pragmatic interest for international convergence of majority and minority ethnic groups. Education must be directed to the full development of the humans and strengthen respect for human rights and fundamental freedoms. It must promote understanding, tolerance and friendship among all nations, racial or religious groups, and further support the United Nations work on the maintenance of peace. Pedagogy as a scientific discipline has an important role in the development of intercultural society. It cannot… [PDF]

Hylton, Dahlia Gabrielle (2012). In Her Own Voice: A Narrative Study of the Persistence Strategies of Eight African American Women Vice Presidents for Student Affairs at Predominately White Institutions. ProQuest LLC, Ph.D. Dissertation, Auburn University. This narrative study explored the personal and professional experiences of eight African American women vice presidents for student affairs (VPSA) employed at predominately White institutions (PWIs) and the persistence strategies they used while working at a PWI. Through the use of narrative inquiry methods, I utilized a purposeful sample of eight full time African American women VPSA to reflect accurately the true experiences of this marginalized group. All participants varied in their educational background, career progression and gained experience in student affairs by their exposure to different facets of university administration. With this newfound information, higher education institutions will be better able to attract and retain African American women administrators to their institutions, thus increasing the scope of diversity. Further, this information could serve as a framework for developing a more diverse presence of student affairs administrators within higher… [Direct]

Bennett, Jessica C.; Griffin, Kimberly A.; Harris, Jessica (2011). Analyzing Gender Differences in Black Faculty Marginalization through a Sequential Mixed-Methods Design. New Directions for Institutional Research, n151 p45-61 Fall. In this article, the authors demonstrate how researchers can integrate qualitative and quantitative methods to gain a deeper understanding of the prevalence and nature of cultural taxation among black professors. In doing so, they show how the impact of cultural taxation on the experiences of black faculty in the academy is best captured using both quantitative and qualitative methods–allowing researchers to generate a picture of how faculty spend their time, how they characterize interactions within their institutions, and narratives of how these have an impact their experiences throughout their career. The authors also explore how black male and female faculty experience cultural taxation in higher education differently. Despite the increased attention and discussion of the similar ways in which high service expectations, discrimination, and challenging campus environments negatively influence the salary, satisfaction, productivity, and opportunities for professional advancement… [Direct]

McDermott, Morna; Shelton, Nancy Rankie (2010). Using Literature and Drama to Understand Social Justice. Teacher Development, v14 n1 p123-135 Feb. Enlisting pre-service teachers to engage in critical thought about diversity, equity, democracy, and power relationships is a challenging responsibility. The authors' work at a large urban community's metropolitan university in the mid-Atlantic region of the United States is designed to help pre-service teachers understand these concepts at a deeper level, thereby initiating (re)conceptualizations of the complex dimensions of multicultural education. The authors encourage beginning educators to rethink their interpretation of words and images used to construct their thinking about these issues. This essay explores a series of workshops that combined children's literature and drama to help pre-service teachers understand the parts they play in inequality, oppression, and racism and to recognize their role in larger societal constructs. The authors suggest, supporting Freire's notion that "reading the word = reading the world," that reinforcing children's literature with… [Direct]

Slay, Kelly E. (2017). Choosing Colleges in a Post-Affirmative Action Era: Black Students' Perceptions of Institutional Diversity and Campus Climate. ProQuest LLC, Ph.D. Dissertation, University of Michigan. Highly selective public institutions affected by affirmative action bans have struggled to enroll Black students despite myriad attempts at alternative strategies. Bans likely shift university recruitment practices and shape both campus climate and portrayals of institutional commitment to diversity. Increasingly public racial incidents on college campuses suggest the possibility that Black students' underrepresentation in selective post-affirmative action contexts may also be a function of choice–Black students' decision to opt out of institutions they do not perceive to be diverse or inclusive. I conducted an in-depth case study focusing on practices used to encourage Black student enrollment as well as Black students' appraisals of institutional commitment to diversity and racial climate–both underexplored–as a way to understand the enrollment decisions of Black students admitted to the University of Michigan, a battleground for affirmative action. Guided by an… [Direct]

Anderson, David (2010). Closing the Achievement Gap on ACT & SAT. Education Partnerships, Inc. Research has focused on four groups of factors and the achievement gap: (1) student characteristics (high school GPA, attendance patterns, courses taken in high school, participation in extra-curricular activities, etc.); (2) family characteristics (family structure, in home, parents' level of education, mobility, etc.); (3) school-based characteristics (instructional strategies, class size, expectations, curriculum, staff-collegiality, etc.); and (4) socio-cultural factors (cultural attitudes, racism, differential social "privileges," etc.). The factors with the consistently largest impact on SAT and ACT scores are student academic characteristics: their grade point average, their coursework, their academic preparation. While you can't discount the impact of the other factors it is clear that school-level factors account for the greatest portion of the achievement gap. To reduce the SAT/ACT achievement gaps it is important to have students take rigorous high school classes… [PDF]

Macris, Vicki (2012). Towards a Pedagogy of Philoxenia (Hospitality): Negotiating Policy Priorities for Immigrant Students in Greek Public Schools. Journal for Critical Education Policy Studies, v10 n1 p298-314 Apr. This paper reflects and supports the focus of my doctoral research that aims to identify, underscore and examine some of the key challenges and policy barriers that are shaped or hindered by socio-political, ethno-cultural and economic factors that subsequently impede immigrant students' transition and future academic and social success in their new school environments. I begin with an overview of the discourses of hospitality (philoxenia) and xenophobia–how these two notions relate to Greece's responsibility toward the emerging and (in) flux of immigration, and how citizenship education can be instrumental in the fight against xenophobia, racism, aggressive nationalism and related intolerance in Greek public schools. My interest in this research topic has evolved from my own experience as a repatriated immigrant student in the Greek public (state) school system. My personal experience as a child of repatriated immigrants entering a highly homogeneous and exclusionary (to… [PDF]

Baptiste, Maxine; Cherkowski, Sabre; Despres, Blane; Ragoonaden, Karen (2009). "Sntrusntm i7 captik[superscript w]lh": Unravel the Story, the Okanagan Way. Alberta Journal of Educational Research, v55 n3 p382-396 Fall. This study raises the question of how the Canadian educational system can avoid promoting cultural or ideological racism in a student population that is increasingly Indigenous and immigrant. It responds to this question by pointing to the need to expand knowledge systems in teacher education programs, presenting a multi-thematic discussion that explores how contemporary ways of teaching and learning can be transformed into a diverse, sustainable, and global curriculum. The focus of the article is on school culture, specifically the Aboriginal way of knowing about language-learning, creating multicultural teachers, leadership for a culture of inclusion and diversity, and the idea of resistance to change…. [Direct]

Andrews, Rhys; McGlynn, Catherine; Mycock, Andrew (2010). National Pride and Students' Attitudes towards History: An Exploratory Study. Educational Studies, v36 n3 p299-309 Jul. Recent debates about "Britishness" have drawn increasing attention to the inculcation of national values within the school history curriculum. To date, however, few studies have explored young people's attitudes towards history or how these are related to their sources of national pride and shame. This paper draws on a survey of over 400 undergraduates' experiences of secondary education, investigating their attitudes towards the history curriculum and how these relate to their feelings of national pride. Using principal components analysis we found that students' attitudes towards history loaded on to two distinct factors: traditional/conservative and multicultural/liberal. Bivariate correlations then revealed that pride in national sporting and economic achievements and a sense of shame about immigration were positively associated with a traditional attitude towards history. Pride in British civil liberties and social diversity and a sense of shame about racism and UK… [Direct]

Kraehe, Amelia McCauley (2012). Creating Art, Creating Selves: Negotiating Professional and Social Identities in Preservice Teacher Education. ProQuest LLC, Ph.D. Dissertation, The University of Texas at Austin. This critical ethnographic collective case study examined the process of becoming a teacher in the context of visual art education. This longitudinal study was grounded in larger educational concerns regarding the preparation of teachers for socially and culturally diverse U.S. public schools. This framing of teacher learning went beyond traditional dichotomies in educational research that maintain an artificial boundary between learning to teach content and learning to teach all students effectively and equitably. In order to re-integrate the study of teacher learning, this research foregrounds the transactional relationship between a preservice art teacher's social locations (e.g., race, class, sex-gender, language) and how s/he makes sense of what it means to be an "art teacher." Specifically, the study asked (a) how preservice art teachers negotiated their emerging art teacher identities in a university-based teacher education program, (b) how their social positions… [Direct]

Corona-Ordonez, Hercilia B. (2013). Experiences of Latina First Generation College Students: Exploring Resources Supporting the Balancing of Academic Pursuits and Family Life. ProQuest LLC, Ph.D. Dissertation, University of Massachusetts Boston. This study used a qualitative interview approach and thematic analysis (Braune and Clark, 2006) to interview first generation college student Latinas, exploring their experiences with higher education, their navigation/negotiation of resources for academic success and for wellness of self and family, and barriers they face as they attempt to both safeguard self and family wellness and reach their academic goals. It also directly explored the potential resources participants would find useful and ways in which colleges/universities might support them in these pursuits. With this method, this study identified 6 major themes in the lives of first generation college student Latinas: 1) Contextual stressors/systemic disadvantage, involving the tendency for participants to be at a disadvantage within higher education than mainstream society, including participant's being the targets of racism/negative stereotypes, complications related to documentation concerns, their need to navigate… [Direct]

Tunstall, Dwayne A. (2008). Taking Africana Existential Philosophy of Education Seriously. Philosophical Studies in Education, v39 p46-55. This essay addresses the concerns educators and philosophers of education might have about an Africana existential philosophy of education by first defining Africana existential philosophy. Then, it performs a brief phenomenological investigation of the lived experiences of persons of African descent in the United States. This essay concludes by offering a few valuable insights for educators and philosophers of education on how to identify and perhaps transcend the anti-black racism embedded in most of the U.S. educational institutions from kindergarten to graduate school…. [PDF]

Kadi-Hanifi, Karima (2009). Using Critical Pedagogies from Adult Education to Inspire and Challenge Higher Education Students. Learning and Teaching: The International Journal of Higher Education in the Social Sciences, v2 n1 p80-103 Spr. This interdisciplinary paper is about applying Adult Education methods of learning and teaching to higher education. I argue that higher education students need to be stimulated via interactive methods that improve their motivation and lead them to question the value system/s that exist around them. A Freirean approach as used in the teaching of Adult Literacy and English for Speakers of Other Languages (ESOL) was applied to a group of "elite" students at the University of Birmingham who were taking a language foundation course. As a sociolinguist and ESOL practitioner from a black perspective, I argue that the understanding of concepts of language and racism, imperialism and social class can best be facilitated using such an approach. Taking groups of students through this learning journey is challenging for higher education practitioners and the results add a relatively new dimension to the collective reflection on learning and teaching in higher education today…. [Direct]

Payne, Charles (1984). Multicultural Education and Racism in American Schools. Theory into Practice, v23 n2 p124-31 Spr. A historical review of racism provides insight into the development and objectives of multicultural education. Basic steps in the legal process that have helped promote equal education are discussed. A sample unit on multicultural education dealing with the topics of oppression, prejudice, and racism is included. (DF)…

Chang, Jacquelyn B.; Diamond, Ronald J.; Lim, Russell F.; Lu, Francis G.; Primm, Annelle B. (2008). Using Non-Feature Films to Teach Diversity, Cultural Competence, and the DSM-IV-TR Outline for Cultural Formulation. Academic Psychiatry, v32 n4 p291-298 Jul. Objective: Feature films have been used for teaching in psychiatry for many years to demonstrate diagnoses, but the use of documentary and instructional films in resident and staff cultural competence training have not been extensively written about in the medical and psychological literature. This article will describe the films that have been used by the authors and suggest methods for their use in cultural competence and diversity training. Methods: A literature search was done using MEDLINE and PsychINFO and the authors were asked to describe their teaching methods. Results: One article was found detailing the use of videotapes as a stimulus but not for cultural competence education, and two articles were found documenting the use of The Color of Fear as a stimulus for the discussion of racism. However, many educators use these films all across the country for the purpose of opening discussion about racism. Conclusion: Documentary, instructional, and public service announcements… [Direct]

DeLeon, Dennis; Nieto, Bolivar X.; Spieldenner, Andrew R.; Stroman, Carolyn A.; Vega, Miriam Y. (2011). SOMOS: Evaluation of an HIV Prevention Intervention for Latino Gay Men. Health Education Research, v26 n3 p407-418 Jun. Latino gay men face multiple barriers to human immunodeficiency virus (HIV) prevention, in particular a lack of intervention programs that integrate prevention messages with cultural norms and address issues of social marginalization from multiple communities (gay community and Latino community), homophobia and racism. In order to address these specific issues, a multilayered HIV intervention was designed to incorporate and integrate psychosocial and community factors through multiple session groups, social marketing and community presentations. Participants learned strategies for effective community leadership and were encouraged to provide HIV education and address internalized homophobia in their communities. There were a total of 113 Latino gay male participants. Pretests and post-tests at 90-day follow-up were administered to measure knowledge, attitudes and behaviors related to HIV infection, self-efficacy, internalized homophobia and connectedness (i.e. gay community… [Direct]

Heer, Kal (2015). I Thought You Were One of Us! Triumphs and Crisis When Teaching Your Own. Review of Education, Pedagogy & Cultural Studies, v37 n4 p359-372. Authoritative knowledge produced by white acacemics has forged much of the cannon in educational research. Recently, scholars of color, have been asserting their unique positionalities to conduct research and teach among their own communities. As a result they have provided a challenge to normative privilege whiteness in education. Claims of neutrality, colorblindness and scientific objectivity in regards to conducting research in communities of color have been significantly scrutinized by these scholars. Immersed in this critique are concerns about new forms of colonialism, invisibility of white privilege, and the exclusion of researchers of color who work within self-identified communities from a broad research agenda. These debates have extended into the classroom as educators of color have noted the lack of diversity in the teaching profession. Others have noted that teachers of color are not the only ones capable of educating students of color in meaningful ways but instead… [Direct]

Bradley, Deborah (2009). Oh, That Magic Feeling! Multicultural Human Subjectivity, Community, and Fascism's Footprints. Philosophy of Music Education Review, v17 n1 p56-74 Spr. This paper examines how significant musical moments, occurring within singular contexts, may be performative to the development of community. While community is often viewed within music education as an unequivocal good, I argue that this result may not always be beneficent. In this paper, I look at one unique performative moment through the lens of anti-racism education as the potential for community conceived as multicultural human subjectivity. Drawing upon the arguments of Theodore Adorno, Paul Gilroy, and others, I then examine this same moment as one in which the seeds of fascistic community may also be sewn. From this background, I examine the ongoing project of the National Association for Music Education (MENC) known as the National Anthem Project (NAP) as an identity building project, questioning where the lines blur between solidarity, nationalism, and fascistic forms of community within the potentially significant musical moments that NAP may also foster…. [Direct]

Brown, Milton; Burton, Sonya; Renner, Adam; Stiens, Gina (2010). A Reciprocal Global Education? Working towards a More Humanizing Pedagogy through Critical Literacy. Intercultural Education, v21 n1 p41-54 Feb. Dehumanizing tendencies within the present neo-liberal era provide the backdrop against which the authors have developed an 11-year partnership in the Global South. The economic context encourages competition over community and, while portending to bring people closer together through technological advances, it only facilitates the flow of commerce and capital while stemming the movement of consumers and workers. The authors provide a nuanced historical perspective leading up to the neo-liberal moment, which notices the emergence of patriarchy, Christianity, racism, and capitalism as particular forms of social control, oppression and dehumanization. Recognizing the constructed nature of these forms, the authors propose community, consciousness, and courage as liberating ways forward towards the creation of an alternative form–a more reciprocal global education. While documenting some of their 11-year partnership, the authors reveal the contribution of the following theorists who… [Direct]

Baszile, Denise Taliaferro (2008). The Oppressor within: A Counterstory of Race, Repression, and Teacher Reflection. Urban Review: Issues and Ideas in Public Education, v40 n4 p371-385 Nov. In this paper, I offer my own counterstory of matriculating through a teacher education program as an African American student on a predominately White campus as a reference point for thinking through how racism operates through teacher education's dominant discourse and practice of teacher reflection. It is an important story to tell primarily because it touches on a largely unexplored dimension of teacher reflection. While the large majority of the literature has focused on how to prepare White preservice teachers to teach in a culturally and racially complex world, little qualitative attention has been given to the preparation of nonwhite students. While there are a few select and important articles that touch on some of the challenges African American students face in predominately White teacher education programs, including covert and overt racism, none focus on how teacher reflection might reproduce these dynamics. Thus what the literature on teacher reflection often suggests… [Direct]

Leonardo, Zeus (2011). After the Glow: Race Ambivalence and Other Educational Prognoses. Educational Philosophy and Theory, v43 n6 p675-698 Aug. The Right has a long history of questioning the importance of race analysis. Recently, the conceptual and political status of race has come under increased scrutiny from the Left. Bracketing the language of \race\ has meant that the discourse of skin groups remains at the level of abstraction and does not speak to real groups as such. As a descriptor, race essentializes identity as if skin color were a reliable way to perceive one's self and group as well as others, and questions the viability of a social struggle based on race. In other words, race is not real and discourses that insist on its objective status are ensnared in reification. The response–equally from the Left–has been to reassert the centrality and changing dynamics of race in education and society. They argue that we need to develop more, rather than less, complex discourses on race. Orientations that attempt to discredit race analysis are therefore unable to dismantle the racial system because they refuse its… [Direct]

Soudien, C. (2010). Some Issues in Affirmative Action in Higher Education in South Africa. South African Journal of Higher Education, v24 n2 p224-237. The purpose of this article is to attempt a surfacing of the assumptions and discourses surrounding the affirmative action debate in higher education in South Africa. The article draws attention to two dominant discourses–the first being that of the patriotic university, and the second being that of the global university. In terms of the first idea, the argument is made that the university should be a mirror of the society in which it operates and therefore, an instrument for realizing its most important policies and ideals. The second insists that the university as an institution arises out of an international commitment to knowledge production, and that this framework provides it with its legitimacy. The article argues that neither of these discourses is able to fully understand and engage with the complexities of affirmative action and its ancillary challenges of racism and racialisation. The first subsumes the university entirely within the dominant politics of the day, whatever… [Direct]

Schick, Carol (2011). Policy as Performance: Tracing the Rituals of Racism. Review of Education, Pedagogy & Cultural Studies, v33 n5 p465-483. This article examines the relations between two contrasting education phenomena that occur generally and that have come to light in the geographic location where the author teaches and works. This first phenomenon is the proliferation of interest in issues of diversity and equity through education policies, theories, practices, and initiatives. The second is that while the talk about diversity and justice issues gestures toward social change, equity issues have not made significant inroads in areas of public and post-secondary schooling. In light of the considerable gestures toward equity and then the lapse, or what is sometimes called more politely "a lack of political will," the author wishes to offer that one way of understanding the repetition of sameness may be found in the literature describing collective guilt, fear, shame, and transference. To explore this claim, the first part of this article offers Sara Ahmed's (2004) conjecture that by witnessing to what is… [Direct]

Casey, Zachary A. (2013). From White Supremacy to Solidarity: A Pedagogy of Anti-Capitalist Antiracism. ProQuest LLC, Ph.D. Dissertation, University of Minnesota. This dissertation focuses on a pedagogical analysis of the intersections of white racial identity, nationalism, and neoliberalism as they manifest and impact teachers and teacher education. After first detailing how my own family became white, I discuss my method in this work in two ways: first, as a form of Freirean Critical Study (an elaboration of Freire, 2006); and secondly, through an overview of Marxism, Marx's importance for working against neoliberalism, and the anti-capitalist foundations of the work. Next, I provide a conceptual history of white racial identity in the United States focusing on the ways in which whiteness is invented and imagined out of blackness and how this "inventing" functions to secure the material interests of the (white) owners of the means of production. I work to show how whiteness and white supremacy work to normalize and maintain capitalism through a logic of racial hierarchy and exclusion. Using this historical analysis, I shift to… [Direct]

El-Hani, Charbel N.; Munoz, Yupanqui J. (2012). The Student with a Thousand Faces: From the Ethics in Video Games to Becoming a Citizen. Cultural Studies of Science Education, v7 n4 p909-943 Dec. Video games, as technological and cultural artifacts of considerable influence in the contemporary society, play an important role in the construction of identities, just as other artifacts (e.g., books, newspapers, television) played for a long time. In this paper, we discuss this role by considering video games under two concepts, othering and technopoly, and focus on how these concepts demand that we deepen our understanding of the ethics of video games. We address here how the construction of identities within video games involves othering process, that is, processes through which, when signifying and identifying \Ourselves\, we create and marginalize \Others\. Moreover, we discuss how video games can play an important role in the legitimation of the technopoly, understood as a totalitarian regime related to science, technology and their place in our societies. Under these two concepts, understanding the ethics of video games goes beyond the controversy about their violence. The… [Direct]

Lee, Jenny J. (2007). Neo-Racism toward International Students. About Campus, v11 n6 p28-30 Jan-Feb. International students and their dependents contribute more than $12 billion a year to the U.S. economy, yet for institutions of higher education, the greatest gains lie not in dollar amounts but in new insights and perspectives. As international students enter U.S. colleges and universities, they bring with them a wealth of curricular and cocurricular benefits that, if accessed, can substantially contribute to achieving an institution's educational goals. International students who stay in the United States add to the country's intellectual capital, while those who return to their home country tend to take with them a positive regard toward the United States. However, in a case study that the author and Charles Rice recently conducted, they uncovered tremendous discrimination against international students. Their study revealed that students from the Middle East, Africa, East Asia, Latin America, and India endured far greater difficulties in U.S. institutions than students from… [Direct]

Jenkins, Louise; Mansouri, Fethi (2010). Schools as Sites of Race Relations and Intercultural Tension. Australian Journal of Teacher Education, v35 n7 p93-108 Nov. Australia's education system endeavours to provide an environment in which students can learn in a safe and comfortable manner, free of fear of verbal or physical abuse. However, for many schools, the ability to create this safe environment has been undermined by a recent rise in society-wide intercultural tensions that inevitably permeate the school boundary. Empirical data from a national project about racism among Australian youth provides evidence that these intercultural tensions are generating an unsettling level of verbal, and in some cases, physical abuse in Australian secondary schools. These project findings inform the discussion presented in this paper that schools, as sites of intercultural relations, reflect wider societal attitudes. Nevertheless, this paper also contends that schools as microcosms of social realities have the potential to change social attitudes gradually, including those about diversity, culture and race. To do so, schools need to be supported by… [PDF]

DeCuir, Jessica T.; Dixson, Adrienne D. (2004). \So When It Comes Out, They Aren't That Surprised That It Is There\: Using Critical Race Theory as a Tool of Analysis of Race and Racism in Education. Educational Researcher, v33 n5 p26-31 Jun-Jul. Given the insidious and often subtle way in which race and racism operate, it is imperative that educational researchers explore the role of race when examining the educational experiences of African-American students. Critical Race Theory (CRT) is a useful perspective from which to explore such phenomena. In this article, the authors illustrate how CRT can be used to examine the experiences of African-American students. They use the counterstories of African-American students at Wells Academy, an elite, predominately White, independent school. (Contains 6 notes.)… [Direct]

Brown, Keffrelyn D. (2011). Elevating the Role of Race in Ethnographic Research: Navigating Race Relations in the Field. Ethnography and Education, v6 n1 p97-111. Little work in the social sciences or in the field of education has fully explored the methodological issues related to the study of race and racism, yet qualitative researchers acknowledge that race plays (and should play) a role in the research process. Indeed, race frames and informs the context, practices and perspectives of everyday lived experiences in society and schools–even in those instances when race is not expressly recognised. In the case of ethnographic research, race emerges as a pivotal factor that is often undertheorised and sometimes unacknowledged. Though ethnographic research seeks to illuminate \culture\, and often does so in the context of research inquiries that are both racialised and that occur with researchers and participants who come from different racial backgrounds, this work often fails to place race at the centre. Drawing from data collected in a multi-sited ethnographic study on risk and academic achievement and using key insights from narrative… [Direct]

Tucker, Tameka M. (2009). Examining the Impact of Historical/Developmental, Sociodemographic, and Psychological Factors on Passive Suicide among African-American Men. ProQuest LLC, Ph.D. Dissertation, Howard University. Nationally published reports on death rates for substance abuse (drug-alcohol related), violence (homicide), and risky sexual behaviors (HIV/AIDS) among African-American men are deeply concerning. The goal of this study was to examine the relationship between historical/developmental factors (masculine identity, racial identity, racism), sociodemographic factors (income, education, employment status, marital status), psychological functioning (depression, post-traumatic stress, self-esteem, anger), and the impact that they have on passive suicide (substance abuse, risky sexual behaviors, and violence) in a sample of 150 (75 community; 75 incarcerated) African-American males from the Washington D.C. metropolitan area. The purpose of this study was to examine the complex issues that may contribute to passive suicide and begin to understand and conceptualize at-risk behaviors as a form of suicide. All analyses were conducted using the Statistical Program for the Social Sciences [SPSS]…. [Direct]

Miller, Colton D. (2011). Biculturalism among Indigenous College Students. ProQuest LLC, Ph.D. Dissertation, Brigham Young University. "Indigenous" college students in both Canada and the United States have the lowest rates of obtaining postsecondary degrees, and their postsecondary dropout rates are higher than for any other minority (Freeman & Fox, 2005; Mendelson, 2004; Reddy, 1993). There has been very little research done to uncover possible reasons for such low academic achievement and high dropout rates for Indigenous students. Some of the research that has been done indicates that one challenge for Indigenous students is the difficulty in navigating the cultural differences between higher education and their Indigenous cultures. Biculturalism is the ability of an individual to navigate two different cultures (Bell, 1990; Das & Kemp, 1997). Several scholars have suggested that biculturalism is an important construct in understanding academic persistence among Indigenous students (Jackson, Smith & Hill, 2003; Schiller, 1987). This study explored biculturalism among Indigenous college… [Direct]

Jain, Dimpal (2010). Critical Race Theory and Community Colleges: Through the Eyes of Women Student Leaders of Color. Community College Journal of Research and Practice, v34 n1-2 p78-91. While the majority of students at California community colleges are students of color, few complete their schooling and transfer. This study examines how women leaders of color perceive transfer at a diverse, transfer-intensive community college in southern California. Critical race theory is used to analyze how these raced and gendered institutions fulfill their democratic promise of academic transfer. Over the course of a year, I employed semistructured interviews, a focus group interview, and participant observation of 11 women in four racial/ethnic student organizations. Preliminary findings point to a complex relationship between transfer, race, and gender. By utilizing critical race theory (CRT) in community college practice and research, we see the importance of validating students everyday realities as students of color. In addition, the covert and overt issues of racism and sexism must be addressed with a critical lens of race and gender. The experiences of these women… [Direct]

Fong-Batkin, LeAnn Gayle (2011). Traditionally Untraditional: The Career Trajectory Navigation of California Community College Women of Color Administrators. ProQuest LLC, Ed.D. Dissertation, University of California, Davis. This qualitative study examines deeply the career trajectories of 13 women of color administrators at the dean, vice president, and president levels in the California community college (CCC) system. The study focuses particular attention on the specific opportunities and challenges that some of these women have encountered on their leadership career journeys by analyzing the following research question: How have women of color administrators navigated their career trajectories in the California Community College system? In addition, a subquestion asks, what strategies and sources of support have women of color in the California Community College system used to overcome multiple obstacles in their professional lives as administrators? In addition to describing the context of a post-affirmative action/Proposition 209 environment that does not allow race to be a sole or primary factor in CCC hiring decisions, the study reviews the relevant literature on the subjects of career… [Direct]

Gorski, Paul C. (2010). The Scholarship Informing the Practice: Multicultural Teacher Education Philosophy and Practice in the United States. International Journal of Multicultural Education, v12 n2. This study examines the scholarly literature identified by multicultural teacher educators in the United States as most influential to their work. More than 200 multicultural teacher educators were surveyed about the books and the journals that have most influenced the ways they conceive and practice multicultural teacher education (MTE). Responses were tabulated, creating lists of the most-identified books and journals. These lists were analyzed around three primary questions: (1) What do these data suggest about the philosophical frameworks and operationalizations of MTE among multicultural teacher educators?; (2) What do they reveal about the issues multicultural teacher educators consider more or less integral to MTE?; and (3) What might they uncover about the "null curriculum" of MTE? Findings suggest that, in contrast with much of the existing scholarship, MTE practitioners do engage with critical approaches to MTE, even if this might not be reflected consistently in… [PDF]

Schmelkes, Sylvia (2009). Intercultural Universities in Mexico: Progress and Difficulties. Intercultural Education, v20 n1 p5-17 Feb. This paper introduces the problem of the very limited representation of indigenous groups in higher education in Mexico, as well as some of its causes, namely: the poor quality of education received by indigenous populations at earlier educational levels; racism and discrimination which are still prevalent in Mexican society and limit options and opportunities open to indigenous populations; and the excessive centralization in urban regions of higher education institutions, among others. It then deals with the experiments that Mexico and other countries have engaged in to increase the enrollment of indigenous populations in higher education institutions. It emphasizes the Mexican experience of intercultural universities, eight of which were created between 2003 and 2007 in different indigenous regions of the country. Their objectives, progress and difficulties encountered to date are discussed. Finally, it reflects on what this means for the advancement of the indigenous movement and… [Direct]

Kerridge, Joanna; Kyle, Gaye; Marks-Maran, Diane (2009). Evaluation of the Use of Team Teaching for Delivering Sensitive Content: A Pilot Study. Journal of Further and Higher Education, v33 n2 p93-103 May. Many programmes in further and higher education contain sensitive areas of content, such as diversity, racism, power and privilege, breaking bad news, counselling, sex education and ethical decision making. Team teaching may be a useful method for delivering sensitive areas of course content. This article presents a pilot study that was undertaken on the use of team teaching to deliver the ethical decision-making component of a continuing professional development (CPD) module for trained nurses. The findings of the pilot study are presented and mapped against different models of team teaching from the literature, and they indicate that students found three key benefits of team teaching for this sensitive content area: the value of having differing perspectives; the way in which team teaching enhanced small group work during the teaching session; and the value of team teaching in the development of students' cognitive skills. (Contains 2 tables.)… [Direct]

Hartlep, Nicholas D. (2008). Eugenics in Education: Apologetics for Oppression. Online Submission For many people an esoteric educational topic is eugenics. This brief text analysis will provide a textual as well as contextual analysis of Dr. Ann Gibson Winfield's book (2007) Eugenics and Education in America: Institutionalized Racism and the Implications of History, Ideology, and Memory. Winfield objectively critiques eugenic apologetics. This text analysis will assess how well Winfield's book accomplishes the following: (1) discussion of the scientism-or pseudo-nature of eugenics, (2) description of the compositional and structural eugenic-laden inequities that pervade education, (3) discussion of eugenic labels used in the past within education, and (4) discussion of eugenic labels presently used within education…. [PDF]

Canfield-Davis, Kathy; Gardiner, Mary E.; Joki, Russell A. (2009). Social Justice Leadership in Action: The Case of Tony Stewart. Journal of Ethnographic & Qualitative Research, v3 n4 p205-217. Reflecting on the 140th anniversary of the Fourteenth Amendment (ratified July, 1868), this qualitative case study described a response by educator-activist Tony Stewart to the Aryan Nations, a neo-Nazi hate group that attempted to intimidate Stewart's community, Coeur d' Alene, Idaho, between 1972-2000. Stewart galvanized community response using a social justice agenda. We interviewed Stewart and essential community members, and examined legal documents, articles, and documentaries. Findings indicated Stewart's leadership of public education and response via an anti-racism task force reduced and then defeated the group's viability. Educational practices included strategic planning and community outreach. The study revealed a social justice response to hate groups that educators and community leaders potentially can replicate in similar situations. (Contains 1 table.)… [Direct]

Oloyede, Olajide (2009). Critical Reflection on the Report of the Ministerial Committee on Transformation, Social Cohesion and the Elimination of Discrimination in Public Higher Education. Perspectives in Education, v27 n4 p426-434 Dec. Transformation, social cohesion and discrimination in public higher education institutions in South Africa still continue to preoccupy politicians and academics. Evidence suggests a lack of progress on transformation and a pervasive racial discrimination on university campuses. The latter, especially in its overt form by some students in one of the public higher education institutions, prompted the Minister of Education to set up a committee to investigate the issues. The findings were distressingly compelling. I discuss the issues at a conceptual level with the objective of contributing to the process of refining and developing "transformative mechanisms". This derives in part from the findings that higher education institutions fail to comprehend what is meant by transformation and social cohesion. In relation to the substantive issues in the Report of the Committee, it is suggested that, whilst racial prejudice in its overt form may have declined, there exists… [Direct]

Ferri, Beth A. (2008). Changing the Script: Race and Disability in Lynn Manning's \Weights\. International Journal of Inclusive Education, v12 n5-6 p497-509 Sep. In its unwavering adherence to a pathology-based model of disability, special education has foreclosed other ways of constructing meaning about disability. To challenge special education's reductionist understandings of disability, scholars in disability studies in education are drawing on a range of disciplinary and interdisciplinary approaches, including humanities-based analyses of disability. In this paper, I explore the ways that counter-narratives, grounded in lived experience, can challenge oppressive ideologies of racism and ableism. In particular, I will examine Lynn Manning's autobiographical solo performance, \Weights\ (2005), to illustrate how dis/ability and race are socially constructed and maintained through relations of power. (Contains 5 notes.)… [Direct]

Epps, Edgar G.; Hixson, Judson (1975). The Failure of Selection and the Problem of Prediction: Racism vs. Measurement in Higher Education. Journal of Afro-American Issues, 3, 1, 117-128, W 75. With respect to the selection of black students for college admission, traditional criteria, such as SAT scores and high school grade point average, have been shown not to be valid predictors of future college performance. Therefore, their continued use raises the question of whether this is a measurement problem or an instance of racism. (EH)…

McMahon, Brenda (2007). Educational Administrators' Conceptions of Whiteness, Anti-Racism and Social Justice. Journal of Educational Administration, v45 n6 p684-696. Purpose: The purpose of this study is to examine the intersections of whiteness, anti-racism and social justice in educational administration. It is an attempt to understand how white administrators who work in racially minoritized school communities reconcile the moral challenges of articulations of racial equity with the hierarchical institutions of schooling. Design/methodology/approach: This qualitative study asks ten white administrators how they understand themselves as raced, the ways they see race operating at individual and institutional levels in schools and districts, and factors that facilitate and/or hinder social justice work as it pertains to race. Findings: The data indicates that whiteness is a difficult subject for white administrators, even those who agreed to be interviewed about whiteness, racism, equity and social justice. As agents of the school districts where they are employed, the administrators generally view these issues from an organizational perspective… [Direct]

Hill, K. Dara (2009). A Historical Analysis of Desegregation and Racism in a Racially Polarized Region: Implications for the Historical Construct, a Diversity Problem, and Transforming Teacher Education toward Culturally Relevant Pedagogy. Urban Education, v44 n1 p106-139. This study chronicles the historical divisions of race and class between Detroit and its suburban neighbor as an explanation for current tensions in the communities and schools. This analysis poses implications for educational apartheid and stark disparities between urban and suburban boundaries and consequent discomfort among practitioners when urban children enroll in suburban schools. Ultimately, changing demography in historically affluent suburbs presents an argument for culturally responsive teacher preparation. (Contains 1 table and 1 note.)… [Direct]

Spero, Andrea McEvoy (2012). "This Is a Public Record": Teaching Human Rights through the Performing Arts. ProQuest LLC, Ed.D. Dissertation, University of San Francisco. Urban youth in the United States often experience daily human rights violations such as racism and violence. Therefore, Human Rights Education (HRE) can strengthen their understanding of these issues and unleash their power to act toward positive change. This qualitative study attempted to gain a deeper understanding of the use of performance arts to teach human rights in an urban high school setting. The following meta-question guided this research: "Is it possible for HRE which integrates the performing arts as a pedagogical tool to provide a transformative educational experience for students?" To address this question, the study explored: 1) how the teachers integrated the performing arts with human rights content in their pedagogy, 2) what students, teachers, and artists reported about their experiences of and engagement in this pedagogy, and 3) what ways the students' creative work and reflections represented the transformative goals of human rights education. Focusing… [Direct]

McNeil, Celethia Keith (2015). A Critical Examination of Diverse Students' Funds of Knowledge Inclusion in High School Mathematics: A Mixed Methods Study. ProQuest LLC, Ph.D. Dissertation, North Carolina State University. This study characterizes teaching practices that involve students' funds of knowledge ([FoK], Gonzalez, 1995; Moll, 1992; Moll, Amanti, Neff, & Gonzalez, 1992). FoK may be defined as bodies of knowledge, skills, language, and experiences found in students' homes and communities for potential use in formal learning. I investigated how high school students' FoK are being incorporated into mathematics instruction. Instruction includes interactions and communication between teachers and students for students' understanding. Further, I determined if teachers' race and experience have any significance in FoK incorporation. In this embedded mixed methods study, I identified teacher behaviors and classroom materials that focused instructional attention on language, culture, and social justice issues using a culturally responsive mathematics teaching (CRMT) framework and tool developed to evaluate mathematics instruction (Aguirre & Zavala, 2013). The study participants were four high… [Direct]

Blackwell, Deanna M. (2010). Sidelines and Separate Spaces: Making Education Anti-Racist for Students of Color. Race, Ethnicity and Education, v13 n4 p473-494 Dec. The way in which anti-racist education is currently conceptualized and practiced holds very few benefits for students of color. By using whiteness theory and the politics of identity and difference, many educators have developed pedagogical interventions that are concerned with bringing white students into a consciousness about racism and white privilege, and examining the effect of racial-identity politics on classroom interactions. Their aim to cultivate an anti-oppressive educational environment for all students is undermined by their preoccupation with identity politics, whiteness and white students. Thus, in both theory and practice, students of color are often rendered invisible on the sidelines or their personal stories are used to benefit white students and white educators. Scholar-practitioners in this field have not adequately considered what counts as anti-racist education for students of color. In this paper, I tell stories about my own experiences as a black woman… [Direct]

Li, Guofang (2010). Race, Class, and Schooling: Multicultural Families Doing the Hard Work of Home Literacy in America's Inner City. Reading & Writing Quarterly, v26 n2 p140-165. Drawing on a larger ethnographic study, this article documents (a) how and for what purposes literacy is used in 3 culturally diverse families of low socioeconomic status and (b) what various cultural, socioeconomic, and environmental factors shape the families' literacy practices in their home milieus in an urban context. Data analysis revealed that the families use literacy in both 1st and 2nd languages for a variety of purposes–helping with schoolwork, self-improvement, leisure and everyday living, and advocating for improved school practices. These literacy practices, however, are seriously constrained by various out-of-school factors, such as school-home literacy fracturing, declining neighborhood and school culture, different forms of racism, and family and neighborhood social class statuses. Findings suggest that there is a need to broaden existing efforts to improve minority literacy education within classrooms and schools to address the \limit situations\ outside of school… [Direct]

Munin, Art (2007). Empathy. About Campus, v12 n2 p30-32 May-Jun. The unfortunate reality is that racism permeates life. The time that students spend in higher education offers a window of opportunity for educators to confront students' assumptions about the world and challenge them to critically analyze their experience. After students complete their education, they carry their knowledge to offices, law firms, police departments, social work agencies, and countless other places. Whether they perpetuate the spread of racism is directly related to educators' ability to demonstrate that they understand how difficult it is to face racism, to provide opportunities for students to discover their ignorance, and to foster skills that students may eventually teach to others. It is a difficult work, regularly underlined with frustration when institutional politics, hidden biases, and a shortage of local allies impede progress. This work will never finish in the end zone with a touchdown dance, and the victories are usually small. The outnumbered minority… [Direct]

Massey, Ian (1995). Education Against Racism and Xenophobia in Europe. Multicultural Teaching, v14 n1 p42-47 Aut. Describes a combined initiative between Britain and Germany on educating secondary school students against racism and xenophobia. The development and planning of the initiative is outlined, including teacher responses. Concluding comments review some basic principles that emerged for future plans and some examples of how the initiative's aims translated into practice. (GR)…

(1996). Visions and Revisions. Annual Alliance/ACE Conference (16th, St. Pete Beach, Florida, October 3-5, 1996). These proceedings consist of 20 presentations made during 5 sessions at a conference dealing with alternative degree programs for adults. The following papers are included: "Narrative Reasoning as Assessment" (Richard M. Ashbrook); "Political and Administrative Issues in Developing a Distance Learning Based Program" (Margaret Foss, Conni R. Huber); "Diversity and Access: Focus Groups as Sources of Information for Addressing Recruitment and Retention of Adult Diverse Students" (Judith Gerardi, Beverly Smirni); "Seizing Learning Opportunities: Embracing a Collaborative Process" (Randee Lipson Lawrence, Craig A. Mealman); "Modeling Inquiry: How Do We Understand Theory?" (Carla R. Payne); "Peering into Cyberspace: An Examination of the Issues Facing Faculty and Adult Learners Entering the Realm of Distance Learning" (Elene Kent, Mary Ellen Shaughnessy); "A Panel Discussion on Intergenerational Learning: The PEL-ASPEC… [PDF]

Boyle-Baise, Marilynne; Bridgwaters, Betty; Brinson, Leslie; Hiestand, Nancy; Johnson, Beverly; Wilson, Pat (2007). Improving the Human Condition: Leadership for Justice-Oriented Service-Learning. Equity & Excellence in Education, v40 n2 p113-122 Apr. The Banneker History Project (BHP) reconstructed the history of the Benjamin Banneker School, which operated as a segregated school for African Americans from 1915 to 1951. It was a project in social justice education with community service as its base. Here, the authors provide an insider perspective of group dynamics among core leaders for the BHP. Building relationships, working for social justice, and confronting racism are key themes for the group. Leaders recall moments of discomfort, particularly related to issues of race and racism, and describe ways they worked through them. Based on their wisdom of practice, authors offer suggestions for those who might do similar work…. [Direct]

Cobham, B. Afeni; Parker, Tara L. (2007). Resituating Race into the Movement toward Multiculturalism and Social Justice. New Directions for Student Services, n120 p85-93 Win. A historical perspective is offered to explain how race has declined in significance as higher education and student affairs have moved toward multicultural social justice. Educators and administrators are urged to reconsider race and racism in dialogues, programs, policies, and institutional change efforts…. [Direct]

Haviland, Victoria S. (2008). \Things Get Glossed Over\: Rearticulating the Silencing Power of Whiteness in Education. Journal of Teacher Education, v59 n1 p40-54. This article investigates the ways that White teachers approach issues of race, racism, and White supremacy in White-dominated educational settings. Drawing from data from a yearlong qualitative research study, the article uses discourse analysis, critical studies of Whiteness, and feminist theory to detail 15 rhetorical, behavioral, analytical, and interactional strategies that participants used to insulate themselves from implication in social inequality. The article demonstrates how participation in these strategies stymied attempts at transformative multicultural education and thus functioned to reproduce, rather than challenge, the status quo of educational and social inequality…. [Direct]

Bhopal, Kalwant, Ed.; Preston, John, Ed. (2011). Intersectionality and Race in Education. Routledge Research in Education. Routledge, Taylor & Francis Group Education is a controversial subject in which difficult and contested discourses are the norm. Individuals in education experience multiple inequalities and have diverse identifications that cannot necessarily be captured by one theoretical perspective alone. This edited collection draws on empirical and theoretical research to examine the intersections of "race," gender and class, alongside other aspects of personhood, within education. Contributors from the fields of education and sociology seek to locate the dimensions of difference and identity within recent theoretical discourses such as Critical Race Theory, Judith Butler and "queer" theory, post-structural approaches and multicultural models, as they analyze whiteness and the education experience of minority ethnic groups. By combining a mix of intellectually rigorous, accessible, and controversial chapters, this book presents a distinctive and engaging voice, one that seeks to broaden the understanding of… [Direct]

Reaves, Rosalind (2013). Learning and Living While Black: Black Students, White Universities, and the Age of Post-Affirmative Action and Post-Racialism. ProQuest LLC, Ph.D. Dissertation, Wayne State University. With Critical Race Theory (CRT) and social justice serving as complementary conceptual frames, this ethnographic study investigates the learning and living experiences of ten African American students of a predominantly White university in the Midwest. While several studies have investigated Black students' experiences at PWIs, most notably Feagin, Vera and Imani (1996), much of this research was conducted pre-2000, prior to two important and notable social developments: the systematic dismantling of post-secondary affirmative action policies and the increasingly popular, but highly contentious, ideology of post-racialism. Thus, the purpose of this study was to understand how Black students are faring present-day, in the wake of efforts to dismantle affirmative action in higher education, and to characterize the United States as post-racial, as having moved beyond considerations of race. The following questions guided this study and served to deepen understanding of the learning and… [Direct]

Martin, Danny Bernard (2009). Researching Race in Mathematics Education. Teachers College Record, v111 n2 p295-338. Background: Within mathematics education research, policy, and practice, race remains undertheorized in relation to mathematics learning and participation. Although race is characterized in the sociological and critical theory literatures as socially and politically constructed with structural expressions, most studies of differential outcomes in mathematics education begin and end their analyses of race with static racial categories and group labels used for the sole purpose of disaggregating data. This inadequate framing is, itself, reflective of a racialization process that continues to legitimize the social devaluing and stigmatization of many students of color. I draw from my own research with African American adults and adolescents, as well as recent research on the mathematical experiences of African American students conducted by other scholars. I also draw from the sociological and critical theory literatures to examine the ways that race and racism are conceptualized in the… [Direct]

Vue, Rican (2013). Contours of Race and Ethnicity: Institutional Context and Hmong American Students' Negotiations of Racial Formation in Higher Education. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. Hmong American students and their struggles are largely invisible yet grossly misunderstood when seen. This study reveals how Hmong Americans negotiate the contours of race and ethnicity to construct an affirming identity on their respective university campuses. A framework of campus racial climate is employed to investigate how institutional context shapes students' experiences of race and ethnicity, which are processes of racial formation. Case study methodology and semistructured interviews with 40 Hmong American students are used to compare the experiences at two selective public universities with varying institutional dimensions. At one institution, Hmong Americans exhibit a critical mass inside and outside of the predominantly White campus. In the other institution, there exists a plurality of Asian American and Pacific Islander Americans (AAPIAs); however, Hmong Americans are underrepresented on campus and absent in the larger institutional context. The findings… [Direct]

Gould, Elizabeth (2010). But All of Us Are Straight: \Marsha\ Undone. Action, Criticism, and Theory for Music Education, v9 n3 p82-98 Oct. The radical outside claimed by Gloria T. Hull, Patricia Bell Scott, and Barbara Smith nearly 30 years ago was comprised of black feminism and feminist race theory in the context of black lesbian studies, which had no academic precedent. What today makes their actions, words, and meaning-making brave is material realization of their subjectivities. The author shares an interiority in common with at least some of them, what black playwright and activist Lorraine Hansberry signalled in 1957 with her letter to \The Ladder,\ the first lesbian periodical published in North America. Nearly 30 years later, black women such as Audre Lorde and bell hooks articulated relationships between homophobia and misogyny in the context of persistent racism, and forever changed the very face of academic feminism. It is from these writings that the author's \Marsha\ emerged. The author offers these comments with the hope of inciting just one or two outrageous revolutions in music education, where the… [PDF]

Curry, Tommy (2008). Saved by the Bell: Derrick Bell's Racial Realism as Pedagogy. Philosophical Studies in Education, v39 p35-46. The recent pop culture iconography of the Critical Race Theory (CRT) label has attracted more devoted (white) fans than a 90s boy band. In philosophy, this trend is evidenced by the growing number of white feminists extending their work in gender analogically to questions of race and identity, as well as the unchecked use of the CRT label to describe any work dealing with postcolonial authors like W.E.B. DuBois, and Frantz Fanon, or the role postcolonial themes like power, discourse, and the unconscious play in the social constructionist era. In the field of education, however, CRT has had quite a different impact. For over a decade, largely due to Gloria Ladson-Billings and William Tate's 1995 article, "Toward a Critical Race Theory of Education," education theorists have been dealing with the work of Derrick Bell, Richard Delgado and Cheryl Harris, and other Critical Race Theorists' arguments concerning the impact of white normativity on institutions of learning, the use… [PDF]

Perez Huber, Lindsay (2010). Using Latina/o Critical Race Theory (LatCrit) and Racist Nativism to Explore Intersectionality in the Educational Experiences of Undocumented Chicana College Students. Educational Foundations, v24 n1-2 p77-96 Win-Spr. One of the most powerful elements of Critical Race Theory (CRT) in Education is that it provides critical researchers with a lens not offered by many other theoretical frameworks–that is, the ability to examine how multiple forms of oppression can intersect within the lives of People of Color and how those intersections manifest in researchers' daily experiences to mediate their education. A theoretical branch extending from CRT is Latina/o Critical Race Theory (LatCrit), which examines experiences unique to the Latina/o community such as immigration status, language, ethnicity, and culture. A LatCrit analysis has allowed researchers to develop the conceptual framework of racist nativism, a lens that highlights the intersection of racism and nativism. This article examines how a racist nativism framework can help understand the experiences of undocumented Chicana college students attending a public research university in California. First, this article provides a brief description… [PDF] [Direct]

Conway, Allison P.; Oesterreich, Heather A. (2009). Against the Backdrop of "Brown: Testimonios of Coalitions" to Teach Social Change. History Teacher, v42 n2 p143-158 Feb. This article utilizes "Brown v. Board of Education," which is traditionally taught in college and K-12 history courses as the case that both started the discussion about and ended the practice of segregation in schools, to highlight "testimonios of coalition" as a framework for historical analysis. First, the authors demonstrate how the fight for equality through desegregation of schools emerged from oppressions of race, class, and language and has continued for over a century through the tremendous work of individuals, families, and communities. Next, they highlight how critical elements of the lived realities of violence in school desegregation have been silenced over time to hide the complexity of racism, classism, and linguicism. Finally, the authors demonstrate how school desegregation and segregation is not a thing of the past by looking at the historical legacy of segregation that continues in K-12 schools today. (Contains 56 notes.)… [Direct]

Zembylas, Michalinos (2010). Teachers' Emotional Experiences of Growing Diversity and Multiculturalism in Schools and the Prospects of an "Ethic of Discomfort". Teachers and Teaching: Theory and Practice, v16 n6 p703-716 Dec. This article analyzes the ways in which emotions are constituted and mobilized by teachers to respond to growing diversity and multiculturalism in schools. The analysis is based on a two-year ethnographic study conducted in three Greek-Cypriot primary schools that are "multicultural". The following focus questions are addressed: (1) How do teachers' emotional experiences of growing diversity and multiculturalism in schools form particular economies of effect?; and (2) What is the nature of these economies of affect and in what ways is it possible to form an ethic of discomfort as a space for constructive transformations in multicultural schools? An ethic of discomfort is theorised as an economy of affect that uses discomfort as a point of departure for individual and social transformation. The outcomes of this study show that teachers experience intense emotional ambivalence in their efforts to cope with growing diversity and multiculturalism in schools. It is argued,… [Direct]

Akom, A. A. (2009). Critical Hip Hop Pedagogy as a Form of Liberatory Praxis. Equity & Excellence in Education, v42 n1 p52-66 Jan. This article uses Paulo Freire's problem-posing method, youth participatory action research, and case study methodology to introduce an alternative instructional strategy called Critical Hip Hop Pedagogy (CHHP). This approach attempts to address deep-rooted ideologies to social inequities by creating a space in teacher education courses for prospective teachers to re-examine their knowledge of hip hop as it intersects with race, class, gender, and sexual orientation; while analyzing and theorizing to what extent hip hop can be used as a tool for social justice in teacher education and beyond. Borrowing and extending the work of critical race theorists, particularly, Solorzano & Delgado Bernal, CHHP utilizes the following five elements to form its basic core: \1) The centrality of race and racism and their intersectionality with other forms of oppression; 2) Challenging traditional paradigms, texts, and theories used to explain the experiences of students of color; 3) The centrality… [Direct]

Besley, Tina, Ed.; Peters, Michael A., Ed. (2012). Interculturalism, Education and Dialogue. Global Studies in Education. Volume 13. Peter Lang New York Intercultural dialogue is a concept and discourse that dates back to the 1980s. It is the major means for managing diversity and strengthening democracy within Europe and beyond. It has been adopted by the United Nations, UNESCO and the Council of Europe as the basis for interreligious and interfaith initiatives and has become increasingly associated with a liberal theory of modernity and internationalism that presupposes freedom, democracy, human rights and tolerance. It is now the dominant paradigm for "cultural policy" and the educational basis for the development of intercultural understanding. Governments have placed their hope in intercultural education as the way to avoid the worst excesses of globalization, especially exclusion and marginalization, and the problems of xenophobia and racism that afflict European societies. "Interculturalism, Education and Dialogue" is an international collection by renowned scholars who examine the ideological underpinnings… [Direct]

George, Hughes B. (2011). The Role of Race, Racism and Power in the Experiences and Perspectives of African American Males in the Context of Their Ascendence to the Superintendency. ProQuest LLC, Ph.D. Dissertation, The University of Wisconsin – Milwaukee. Using the lens of Critical Race Theory, I present the experiences and perspectives of African American male superintendents in the context of their ascension to the superintendency. Participants in the study are chief executive officers of a school district. The primary question of this study is what are the contributing factors, particularly the intersectionality of race, racism and power that have lead to the significant under-representation of African American males in the superintendency? The relevant question guiding the research is: What were some of the barriers, supports and strategies employed by African American males in their rise to the superintendency? This research study contributes to the academic literature concerning the representation of minority voices. It mitigates the paucity of scholarly literature on African American male superintendents. It also attempts to add to the body of literature in education using Critical Race Theory (CRT). CRT will also be used to… [Direct]

Forbes, Jack D. (1977). Racism, Scholarship and Cultural Pluralism in Higher Education. Education cannot be discussed apart from the social conditions surrounding it, since the school is not immune from cultural, economic, political, or class considerations. Therefore, it is extremely important to keep in mind the historical and contemporary circumstances which, in large measure, determine the function, purpose, and style of any given university or college. Thus, the struggle for racial justice in higher education aims to alter the mission, curricula, and values of the university so as to make it a culturally plural, non-racist institution. Exploratory and tentative in nature, this monograph examines the abyss which separates the perceptions and feelings of most non-whites, especially of Native Americans, from those of the dominant white elite in higher education. Topics include: the development of a mono-cultural university (e.g., the University of California); segregation and bias in institutions of higher education; ethnicity and academic life; research, scholarship…

Warren, Simon (2007). Migration, Race and Education: Evidence-Based Policy or Institutional Racism?. Race, Ethnicity and Education, v10 n4 p367-385 Dec. The promise of evidence-based policy is that social scientific research can lead to rational planning that will lead to improved outcomes and life chances for people across the whole spectrum of social provision. This article argues that evidence is politically mobilised to legitimise the reproduction of racial and social advantage and construct racialised groups as targets for policy intervention. It is suggested that migration and education policy is refracted through a politically generated concern about the destabilising impact of new global flows of people; that this involves the construction of a new racial settlement; and that this racial settlement is articulated through a strategy of managing internal and external populations. Despite the weight of evidence in relation to the educational experience of minoritised communities, which demonstrates that racism is endemic and systemic, government-sponsored policy interventions continue to reproduce White middle-class racial and… [Direct]

Endo, Russell, Ed.; Rong, Xue Lan, Ed. (2011). Asian American Education: Identities, Racial Issues, and Languages. Research on the Education of Asian Pacific Americans. IAP – Information Age Publishing, Inc. Asian American Education–Asian American Identities, Racial Issues, and Languages presents groundbreaking research that critically challenges the invisibility, stereotyping, and common misunderstandings of Asian Americans by disrupting "customary" discourse and disputing "familiar" knowledge. The chapters in this anthology provide rich, detailed evidence and interpretations of the status and experiences of Asian American students, teachers, and programs in K-12 and higher education, including struggles with racism and other race-related issues. This material is authored by nationally-prominent scholars as well as highly-regarded emerging researchers. As a whole, this volume contributes to the deconstruction of the image of Asian Americans as a model minority and at the same time reconstructs theories to explain their diverse educational experiences. It also draws attention to the cultural and especially structural challenges Asian Americans face when trying to… [Direct]

Chandler, Prentice; McKnight, Douglas (2009). The Failure of Social Education in the United States: A Critique of Teaching the National Story from \White\ Colourblind Eyes. Journal for Critical Education Policy Studies, v7 n2 p217-248 Nov. The curriculum discipline of Social Studies in the United States has historically been the field charged with preparing democratic citizens to participate in a complex political landscape that will serve to perpetuate the US national story of democracy, freedom and equality. However, it is our contention that the field of social education has failed to engage in a direct confrontation with one of the most significant and complicated themes in the US historical narrative–race. Race, simply, has been a defining problematic in the story of what it means to be an US citizen. The social studies must become the subject position to critically analyze and address this historical condition, especially when teaching and exploring with students the national narrative of what it means to be a democratic citizen. In an effort to address these issues, this article will explore the failure of social education research and practice to confront the issue of race, instead relying on a colourblind… [Direct]

Aguilar-Valdez, Jean Rockford (2013). Dreaming of Science: Undocumented Latin@s' Testimonios across the Borderlands of High School Science. ProQuest LLC, Ph.D. Dissertation, The University of North Carolina at Greensboro. This qualitative study uncovers the voices of five Latin@ students who are high-"achieving" and undocumented and have strong aspirations in science, in a Southern, Title I high school. Through critical race methodology and these students' "testimonios"/counter-stories, these students' struggles and successes reveal their crossing of cultural and political borderlands and negotiating structures of schooling and science. The students dream of someday pursuing a trajectory in the field of science despite racial, ethnic, and political barriers due to their undocumented status. I use three key theoretical approaches–Borderlands/Anzalduan theory (Anzaldua, 2007), Loving Playfulness/World Traveling (Lugones, 2003), and Latino Critical Race Theory (in which many Latin@/Chican@ studies contribute)–to put a human face on the complex political and educational situations which the students in this study traverse. Data were collected during a full school year with follow-up… [Direct]

Fitzgerald, Terence D. (2009). Controlling the Black School-Age Male: Psychotropic Medications and the Circumvention of Public Law 94-142 and Section 504. Urban Education, v44 n2 p225-247. Public schools have historically embedded mechanisms for control within their policies and procedures through a variety of means. This article investigates a moderately sized integrated public school system in an upscale to low socioeconomic Big Ten university community in Illinois. Through descriptive measures, the author examines the racial ramifications of using psychotropic medications (e.g., Ritalin) to control the undesired academic and social behavior of Black school-age boys. The study examines how federal policies (i.e., the Individuals with Disabilities Education Act of 1990 and Section 504) have allowed for the introduction of disproportionate behavioral-stimulant use with Black males as a mode for social control. This article situates findings within a larger argument regarding the ways in which racism and reproduction of the racialized social structure, from the inception of the United States through the 21st century, have included a cycle of control targeting Blacks,… [Direct]

Porfilio, Brad J., Ed.; Viola, Michael J., Ed. (2012). Hip-Hop(e): The Cultural Practice and Critical Pedagogy of International Hip-Hop. Adolescent Cultures, School, and Society. Volume 56. Peter Lang New York Illuminating hip-hop as an important cultural practice and a global social movement, this collaborative project highlights the emancipatory messages and cultural work generated by the organic intellectuals of global hip-hop. Contributors describe the social realities–globalization, migration, poverty, criminalization, and racism–youth are resisting through what individuals recognize as a decolonial cultural politic. The book contributes to current scholarship in multicultural education, seeking to understand the vilification of youth (of color) for the social problems created by a global system that benefits a small minority. In an age of corporate globalization, "Hip-Hop(e)" highlights the importance of research projects that link the production of educational scholarship with the cultural activities, everyday practice, and social concerns of global youth in order to ameliorate social, economic, and political problems that transcend national boundaries. Contents include:… [Direct]

Robelen, Erik W. (2011). Primary Sources Enliven Civil War. Education Week, v30 n28 p1, 18-19, 21 Apr. Today, a growing number of teachers are moving beyond the textbook in teaching about the war, and U.S. history more broadly. Teachers are digging directly into primary sources and harnessing technology, all in an attempt to help students better understand the past and bring it to life. Doing so may be especially important with the Civil War, educators and historians say, since public debates about its meaning are alive and well, and young people may be exposed to a lot of misinformation that original sources can dispel in compelling ways. One factor helping fuel this kind of learning is the roughly $1 billion supplied over the past decade through the U.S. Department of Education's Teaching American History program, which focuses on professional development to improve instruction in the subject. Participants say a strong component of many workshops and other activities supported by the program is helping teachers use primary sources effectively. Another development has been the rapid… [Direct]

Eloff, Irma; Engelbrecht, Petra; Hess, Robyn; Jain, Swati; Kozleski, Elizabeth B.; Molina, Amy; Oswald, Marietjie; Swart, Estelle (2008). Where Differences Matter: A Cross-Cultural Analysis of Family Voice in Special Education. Journal of Special Education, v42 n1 p26-35. U.S. education policy acknowledges the troubling differential rates of special education identification and placement for students who are culturally and linguistically diverse by requiring states to review annually student identification data from all local education agencies to identify and address disproportionate representation. Yet, little is known about the interaction between families that are culturally and linguistically diverse and the service providers they encounter at their local schools. The authors examine those relationships in South Africa and the United States, two countries where the legacy of racism lingers in the ways in which school personnel and families negotiate differences in how children are viewed, assessed, and offered support for learning needs. In both countries, sustained efforts from families and school personnel were needed to develop supports and services that worked well for students with disabilities and their families. (Contains 1 table.)… [Direct]

Lloyd, Gwynedd; McCluskey, Gillean (2008). Education and Gypsies/Travellers: "Contradictions and Significant Silences". International Journal of Inclusive Education, v12 n4 p331-345 Jul. For centuries there have been strong tensions between Gypsy/Traveller communities and their nation states. Today, discrimination against Gypsies/Travellers in the UK is still so widespread that it has been described as the last "respectable" form of racism. The paper argues that the experiences of Gypsies/Travellers, as they come into contact with the structures of education, reveal a continuing discrimination against one of the most disadvantaged minority ethnic groups in the UK; a discrimination that, at the same time, points to continuing "contradictions and significant silences" within the UK government, and Scottish Executive, policy drive to reduce social exclusion. (Contains 2 notes.)… [Direct]

Brewer, Dominic, Ed.; Gallagher, Karen Symms, Ed.; Goodyear, Rodney, Ed.; Rueda, Robert, Ed. (2011). Urban Education: A Model for Leadership and Policy. Routledge, Taylor & Francis Group Many factors complicate the education of urban students. Among them have been issues related to population density; racial, ethnic, cultural, and linguistic diversity; poverty; racism (individual and institutional); and funding levels. Although urban educators have been addressing these issues for decades, placing them under the umbrella of \urban education\ and treating them as a specific area of practice and inquiry is relatively recent. Despite the wide adoption of the term a consensus about its meaning exists at only the broadest of levels. In short, urban education remains an ill-defined concept. This comprehensive volume addresses this definitional challenge and provides a 3-part conceptual model in which the achievement of equity for all–regardless of race, gender, or ethnicity–is an ideal that is central to urban education. The model also posits that effective urban education requires attention to the three central issues that confronts all education systems (a)… [Direct]

Choi, Jung-ah (2008). Unlearning Colorblind Ideologies in Education Class. Educational Foundations, v22 n3-4 p53-71 Sum-Fall. Critical educators, particularly Critical Race pedagogues, critique colorblind ideology as tantamount to racism because it serves to maintain racial inequality. King (1991), for example, refers to colorblindness as \dysconscious racism\ since colorblind ideology sustains and justifies the culture of power. As an attempt to unpack the colorblind model that so many pre-service teachers endorse, the author made the most of her own teaching experience as a teacher educator, reflecting analytically on classroom discussions and student reactions. What she found most vexing was that colorblind ideology seemed so well-intentioned that it was hard to fight against. Apparently, she was not alone: in scholarly journals, she located the stories of a number of teacher educators who struggled to problematize liberal discourse in their classrooms. Also, she collected first-hand interview data by talking with teacher educators (her colleagues) who have taught multicultural issues. These interviews… [PDF] [Direct]

Thompson, Phyllis I. (2008). The Anatomy of a Teachable Moment: Implications for Teacher Educators. Journal of Inquiry and Action in Education, v1 n2 p19-34. A university professor observes the use of a Native American stereotype by a cooperating teacher in an elementary art classroom while supervising a preservice teacher. She identifies ways that the teacher's words potentially harmed her students and reflects on her own role. This "teachable moment" is described, and characteristics of institutionalized racism and white dominance are examined as a foundation for racist insensitivities in the classroom. The professor calls for preservice teachers to be prepared in their teacher education programs to be culturally responsive. She draws on a study of preservice teachers mentoring minority children to demonstrate how change can begin with restructuring teacher education pedagogy to embrace multiculturalism (Adams, Bondy, & Kuhel, (2005). Implications include practices that help educators identify assumptions about race and socio-cultural difference and overcome learned stereotypes…. [PDF]

O'Neill, Linda (2008). Tempered Dreams: Alaine Locke as Pluralist and Pragmatist. Philosophical Studies in Education, v39 p106-117. This essay discusses Alain LeRoy Locke (1885-1954), Professor of Philosophy (Howard University) and examines his experiences, reasoning, and rhetoric as they challenge the accepted notions of race, education, and democracy. As an African American practicing philosophy in a racist nation, Locke also examined value communities and value differences within what he called the "fictional" categories of race and ethnicity. Personal experiences with barriers to pluralism led him to acknowledge and address the enduring power of racism woven tightly into the national fabric as part of his own evolving philosophy. The author connects Locke's insights to the Supreme Court decision on voluntary school integration policies. Finally, she argues that Locke's pluralism and pragmatism provide justification for continuing explorations at the intersection of art, race, education, and democracy as integral to philosophy of education…. [PDF]

Gildersleeve, Ryan Evely; Ranero, Jessica J. (2010). Precollege Contexts of Undocumented Students: Implications for Student Affairs Professionals. New Directions for Student Services, n131 p19-33 Fall. Undocumented students come to college from some of society's most vulnerable circumstances. Often their precollege experiences are marked by racism and poverty. These dehumanizing forces most often are contributors to and re-created by substandard schooling conditions. Furthermore, the labor contexts in which many undocumented families find themselves can be qualitatively different from those of other college-bound families. As such, participating in college life can take on new meanings for undocumented students, as their precollege experiences may frame what college is for and about in vastly different ways from the experiences of dominant students. This chapter reviews salient issues in the precollege lives of undocumented students that have relevance for student affairs professionals as they seek to serve these students better. Sociocultural theory and Gildersleeve's college-going literacies framework explain how these precollege experiences have been shaped by and simultaneously… [Direct]

Gillborn, David (2008). Tony Blair and the Politics of Race in Education: Whiteness, "Doublethink" and New Labour. Oxford Review of Education, v34 n6 p713-725 Dec. It is tempting to view the Blairite legacy as a simple story of political hypocrisy: a government, swept to power after almost two decades of Conservative rule, promising much but reneging on those commitments and falling back on Thatcherite authoritarian popularism when the going got tough. But that would be too simple a story. The Blairite policy trajectory in relation to race and education reveals problems that are much more deep-rooted, and more significant, than mere political opportunism. The failure to address racism as a structural factor that shapes the assumptions of the education system (embodied in notions of selection, ability and discipline) made possible, maybe even inevitable, a situation where race equality would be sacrificed to the perceived interests and sensitivities of White people. (Contains 9 notes.)… [Direct]

Dunn, Myra (2001). Lessons from the Past: Education and Racism in Australia. Education in Rural Australia, v11 n1 p62-73. The history of racism in Australia is inextricably linked with prevailing ideologies of rural Australia, supported strongly by educational discourses of deficit and disadvantage. A challenge for the Reconciliation Movement will be to make an effective contribution to the development of anti-racist and non-racist practices in rural schooling. (Contains 54 references.) (Author)…

Golod, Flo (2008). Civil Rights and Social Justice: A Path to Engagement and Transformation. Horace, v24 n3 Fall. When one listens to Southside Family Charter School kids articulate the lessons they've learned from the school's civil rights curriculum, it's clear that demographic descriptors often lead to low expectations. These kids are articulate, knowledgeable, and deeply engaged in their study of the civil rights movement. They bring the same competence and ability to their study of Native American history, treaty rights, and current challenges. Ditto their knowledge about environmental racism and their activism on behalf of a better urban and global environment. And they are eager to talk about the political implications of redistricting, their community garden and the importance of composting, and legal challenges facing youth. But at Family School, social justice means more than youth engagement and a basic commitment to equity issues. It means that children themselves learn by doing social justice work, and do so well in their academics because they have learned that education is about… [PDF] [Direct]

Aveling, Nado (2006). \Hacking at Our Very Roots\: Rearticulating White Racial Identity within the Context of Teacher Education. Race, Ethnicity & Education, v9 n3 p261-274 Sep. When teaching about race and racism and how we as \Whites\ are implicated in the discursive practices that sustain racism, we are indeed \hacking at the very roots\ of the ways in which students have conceptualized their identity in terms of being non-racialized and at the same time non-racist. In this paper I focus on the challenges and possibilities of working with teacher education students–most of whom are White–to critically deconstruct Whiteness as part of the larger project of anti-racism. While I draw on students' comments, in quite fundamental ways this paper is about my own–rather than students'–learning experiences. After a decade of re-evaluating my pedagogy, the anecdotal evidence as well as results from more formal evaluations would suggest that my strategies have become increasingly effective in assisting students to work through their resistances. It is the paper's conclusion that \teaching against the grain\ is likely to continue to be unpopular with some… [Direct]

McDermott, Ray; Raley, Jason D.; Seyer-Ochi, Ingrid (2009). Race and Class in a Culture of Risk. Review of Research in Education, v33 n1 p101-116. Studies of race, class, and educational risk often proceed in an established but misleading order: First, race is defined as a trait given at birth and turned into trouble by prejudice and unequal conditions; then, class is defined as traits socialized into children with diminished socioeconomic opportunities; finally, risk is treated as the result of children being damaged by racism and class disadvantage. The order shapes an easy but misleading argument: Because race and class inequities suppress normal growth and development, minority and poor children are most at risk of disabilities and school failure. This chapter looks at the issues of race and class as they are embedded in discourses of risk. The authors offer three studies disrupting easy conceptual tie among race, class, and education in a culture of risk: one on the risks of talking about race in school settings, a second on risky race and class borders between neighborhoods, and a third on building school environments in… [Direct]

Morgan, Michael, Ed.; Rutstein, Nathan, Ed. (1996). Healing Racism: Education's Role. The 16 essays in this collection address how to lessen the effects of racism through classroom education by emphasizing the oneness of humanity and the relatedness of all human beings. These selections offer advice about healing racism from the early grades through secondary education. The essays are: (1) \Racism as a Disease\ (John Woodall); (2) \Children as Sacred Beings\ (Robert Atkinson and Patricia Locke); (3) \Racism and Anxiety: Talk to Kids about Unity\ (Anita Remignanti); (4) \Creating Racial Harmony in the Learning Center\ (Bernie Streets); (5) \Why and How the History of Racism Should Be Taught in Schools\ (Tod Rutstein); (6) \School and the Child of Color\ (LeNise Jackson-Gaertner); (7) \Taking a Close Look at Self-Esteem, and How To Strengthen It in Children of Color\ (Bernie Streets); (8) \Why Many Students of Color Have Trouble Learning in Schools\ (Nathan Rutstein); (9) \Advice for Teachers on Racism and Oneness\ (Barbara Hacker); (10) \Prejudice-Free Schools: A…

Botsis, H. (2010). White Teenage Girls and Affirmative Action in Higher Education in South Africa. South African Journal of Higher Education, v24 n2 p238-243. This is an initial and exploratory comment on the pilot phase of a study into adolescent female white identity and socio-sexual desire in post-apartheid South Africa. In the course of this pilot it became apparent that historical issues of race and racism are openly discussed in these girls' classrooms. Yet, despite these everyday interactions the sensitive current day politics of race, specifically related to Affirmative Action in Higher Education, are not spoken about in a personal way in public spaces such as the classroom. Findings from this phase in the study revealed an inability, and lack of opportunity, to openly discuss race politics that are pertinent to these learners' presents and futures. In this brief commentary I argue that the nonracial ideology, espoused by the post-apartheid government cannot become naturalized if these learners are unable to work through some of the contradictions of their present. One of these contradictions is the continued salience of race in… [Direct]

Matthews, Anne Bratach (2007). Autoethnographies and Ethics: Stories from the "Other" Side. CEA Forum, v36 n1 Win-Spr. In the spring of 2007, more than 40 years after the advances made by the civil rights movement, and more than 50 years after the U.S. Supreme Court "Brown vs. Topeka Board of Education" decision, white radio talk-show host Don Imus taught us a lesson about racism–but it was not the lesson he thought he was teaching. His "lesson"–that black women better mind their place–backfired. While most of white students would argue passionately that racism is a thing of the past, that it's time to move on, Imus was a reminder that just the opposite is true. As a white teacher invested in African American students' academic success, the author works toward racial justice in his first-year writing classes by assigning an autoethnography, which invites students to position themselves as subjects rather than as objects. In this article, the author Autoethnographies and Ethics related to his classroom teaching…. [PDF]

Gonzalez, Juan Carlos (2007). The Ordinary-ness of Institutional Racism: The Effect of History and Law in the Segregation and Integration of Latinas/os in Schools. American Educational History Journal, v34 n2 p331-345. This article examines the effect of history and law in the segregation and integration of Latinas/os in schools. Initially, a Critical Race Theory (CRT) analysis of the question of the effects of Latina/o school desegregation history and law on their present-day educational conditions highlighted the reasons for the omni-present struggle for advancement, but it is also important to note that a lot of educational progress has been made. While Latina/o school segregation is increasing, not all Latinas/os receive a segregated education. The history and legal struggles that were presented are merely the beginning of a struggle that is likely to intensify in reaction to not only the expected Latina/o growth, but their increased sophistication and demand for justice and equity in the schooling process. But, presentation of these legal cases is merely a synopsis that articulated a relationship between Anglo American philosophy, racism and institutional racism, and Latina/o historical and… [Direct]

Cockburn, Tom (2007). "Performing" Racism: Engaging Young Supporters of the Far Right in England. British Journal of Sociology of Education, v28 n5 p547-560 Sep. This article explores issues of the racial identities of young male supporters of the political far right in the North of England. Sociological identity theories are utilised in combination with ethnographic and retrospective interview data to inform the failures of anti-racist education programmes. These failures include a naive assumption that knowledge of and contact between racial groups will automatically reduce racism. They have also failed because of the ostracism of those very individuals the programmes are designed to engage with. The article argues that programmes must take as their starting point an acceptance of the fluid nature of racism and the necessity to maintain dialogue in a respectful manner with all concerned, even with those who espouse racist views. It is necessary for educators to offer trust and empathy to all young people before mutual recognition and understanding of all racial identities can be achieved. (Contains 1 table and 1 note.)… [Direct]

Tochluk, Shelly (2007). Witnessing Whiteness: First Steps toward an Antiracist Practice and Culture. Rowman & Littlefield Education The book describes and critiques strategies used to avoid race issues, and identifies the detrimental effect of avoiding race on cross-race collaborations. The author illustrates how racial discomfort leads white educators toward ineffective teaching pedagogy and poor relationships with students and colleagues of color. Questioning the implications history has for educational institutions, school reform efforts, and diversity initiatives, the book considers political, economic, socio-cultural, and legal histories that shaped the meanings associated with whiteness. Drawing on dialogue with well-known figures within education, race, and multicultural work, the book offers personal stories of cross-race friendships that address both how a deep understanding of whiteness supports cross-race collaboration and the long-term nature of the work of excising racism from the deep psyche. Concluding chapters offer practical information on building knowledge, skills, capacities, and communities… [Direct]

Griffin, Rachel; Hanna, Michele; Martinez, Lisa M.; Salazar, Maria del Carmen; Tuitt, Frank (2009). Teaching in the Line of Fire: Faculty of Color in the Academy. Thought & Action, p65-74 Fall. Historically, faculty of color have been woefully underrepresented in higher education. Since the 1980s, though, numbers for these academics have begun to increase. To bring attention to the some of the struggles that faculty of color face, the authors created a counternarrative by drawing on their collective experience to deconstruct and challenge the ways that race and racism play a role in their pedagogical interactions. Personal narratives and stories are important to understand lived experiences and how those experiences may confirm or contradict dominant belief systems, notes Gloria Ladson-Billings, Kellner Family Chair in urban education and professor of curriculum and instruction and educational policy studies at the University of Wisconsin-Madison. To that end, the authors' hope was that an analysis of their lived experiences would contribute to the development of a critical literacy and that they could examine the impact of their racial identities on their pedagogical… [PDF]

Beyerbach, Barbara, Ed.; Davis, R. Deborah, Ed. (2011). Activist Art in Social Justice Pedagogy: Engaging Students in Glocal Issues through the Arts. Counterpoints: Studies in the Postmodern Theory of Education. Volume 403. Peter Lang New York Artists have always had a role in imagining a more socially just, inclusive world–many have devoted their lives to realizing this possibility. In a culture ever more embedded in performance and the visual, an examination of the role of the arts in multicultural teaching for social justice is timely. This book examines and critiques approaches to using activist art to teach a multicultural curriculum. Examples of activist artists and their strategies illustrate how study of and engagement in this process connect local and global issues that can deepen critical literacy and a commitment to social justice. This book is relevant to those interested in teaching more about artist/activist social movements around the globe; preparing pre-service teachers to teach for social justice; concerned about learning how to engage diverse learners through the arts; and teaching courses related to arts-based multicultural education, critical literacy, and culturally relevant teaching. This book… [Direct]

Howard-Hamilton, Mary F.; McEwen, Marylu; Patton, Lori D.; Rendon, Laura (2007). Critical Race Perspectives on Theory in Student Affairs. New Directions for Student Services, n120 p39-53 Win. Student development theory has been used to make sense of attitudes, behaviors, norms, and outcomes among college students since the late 1970s. In addition, educators, administrators, and researchers rely on theories of retention and student success, organizational development, learning, and campus environments in their efforts to understand diverse groups of students (McEwen, 2003, Torres, Howard-Hamilton, and Cooper, 2003). Although these theories contribute substantially to higher education and student affairs work, they are limited in their use of language about race and considerations of the roles of racism in students' development and learning. The purpose of this article is threefold. First, the authors highlight the value, role, and uses of theory in higher education and student affairs, as well as the omission of race, racism, and racial realities in the theories commonly used in the profession. Second, they introduce critical race theory as a framework for not only… [Direct]

Picower, Bree (2009). The Unexamined Whiteness of Teaching: How White Teachers Maintain and Enact Dominant Racial Ideologies. Race, Ethnicity and Education, v12 n2 p197-215 Jul. While much research that explores the role of race in education focuses on children of color, this article explores an aspect of the predominately White teaching force that educates them. This article explores findings from a qualitative study that posed questions about the ways in which White pre-service teachers' life-experiences influenced understandings of race and difference, and how these pre-service teachers negotiated the challenges a critical multicultural education course offered those beliefs. In keeping with the tenet of critical race theory that racism is an inherent and normalized aspect of American society, the author found that through previous life-experiences, the participants gained hegemonic understandings about race and difference. Participants responded to challenges to these understandings by relying on a set of \tools of Whiteness\ designed to protect and maintain dominant and stereotypical understandings of race–tools that were emotional, ideological, and… [Direct]

Bucceri, Jennifer M.; Capodilupo, Christina M.; Esquilin, Marta; Holder, Aisha M. B.; Nadal, Kevin L.; Sue, Derald Wing; Torino, Gina C. (2007). Racial Microaggressions in Everyday Life: Implications for Clinical Practice. American Psychologist, v62 n4 p271-286 May-Jun. Racial microaggressions are brief and commonplace daily verbal, behavioral, or environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative racial slights and insults toward people of color. Perpetrators of microaggressions are often unaware that they engage in such communications when they interact with racial/ethnic minorities. A taxonomy of racial microaggressions in everyday life was created through a review of the social psychological literature on aversive racism, from formulations regarding the manifestation and impact of everyday racism, and from reading numerous personal narratives of counselors (both White and those of color) on their racial/cultural awakening. Microaggressions seem to appear in three forms: microassault, microinsult, and microinvalidation. Almost all interracial encounters are prone to microaggressions; this article uses the White counselor-client of color counseling dyad to illustrate how they impair… [Direct]

Pettijohn, Terry F., II; Walzer, Amy S. (2008). Reducing Racism, Sexism, and Homophobia in College Students by Completing a Psychology of Prejudice Course. College Student Journal, v42 n2 p459-468 Jun. Students enrolled in Psychology of Prejudice and Introductory Psychology courses completed measures of racism, sexism, and attitudes toward homosexuals at the beginning and end of the term. We predicted that those who took part in the Psychology of Prejudice class would have significantly reduced prejudice as a result of the course experience. We also predicted that the Introductory Psychology students would show a minimal decrease in prejudice. As predicted, students in the prejudice class showed significant decreases in prejudice, while the introductory psychology students did not. Course involvement was related to greater prejudice reduction in two prejudice areas, but course grade was not related to prejudice reduction. We discuss the implications for prejudice reduction through class activities and education. (Contains 1 figure, 1 table, and 2 notes.)… [Direct]

Halcon, John J.; Reyes, Maria de la Luz (1988). Racism in Academia: The Old Wolf Revisited. Harvard Educational Review, v58 n3 p299-314 Aug. Points out that racism is as active in academia as it is in elementary and secondary education. Identifies disguises used by higher education administrators and faculty to hide racism. (JOW)…

Cross, Beverly E. (2005). New Racism, Reformed Teacher Education, and the Same Ole' Oppression. Educational Studies: Journal of the American Educational Studies Association, v38 n3 p263-274. This article builds on a case study about how teacher education students may actually learn racism through their program. It employs an analysis of how new racism is operationalized in today's sociopolitical contexts. Field placements and knowledge taught about various groups are critiqued as major teacher education reform efforts that particularly facilitate teaching racism. It seeks to examine and theorize about this occurrence through an analysis of new invisible forms of racism, power, and whiteness. It finally explores how this racism can be unlearned through reanalyzing teacher reform efforts and choosing to purposefully center programs on a systematic analysis of how these invisible operations shape programs and unintended program outcomes…. [Direct]

Gassman, Marybeth (2010). Reaching Black Men. Commentary. Association for the Study of Higher Education Journalist Elizabeth Redden brings to the surface several salient issues in her article entitled, "Reaching Black Men." First, she illuminates that fact that access is not enough when it comes to educating African American men. Second, she points to the importance of having campus-wide initiatives to support the success of Black men. And lastly, she illuminates criticisms of race and gender-based initiatives to increase engagement. The last major point in Redden's article is the existence of criticism of initiatives such as the one at Philander Smith College and those elsewhere in the country. Some activists find gender and race-based initiatives objectionable. These individuals typically believe that if all students are treated the same, fairness will be achieved and perhaps equity as well. However, this assumption neglects to consider the history of oppression and discrimination against African Americans in the United States. Likewise, these opponents fail to understand… [PDF]

Blanchett, Wanda J. (2006). Disproportionate Representation of African American Students in Special Education: Acknowledging the Role of White Privilege and Racism. Educational Researcher, v35 n6 p24-28 Aug-Sep. This article places the problem of disproportionate representation of African American students in special education in the context of the White privilege and racism that exist in American society as a whole. The author discusses how educational resource allocation, inappropriate curriculum and pedagogy, and inadequate teacher preparation have contributed to the problem of disproportionate representation. More important, she argues that remedies designed to address the disproportionality challenge must place the aforementioned structural forces at the center of education research, policy, and practice…. [Direct]

Zembylas, Michalinos (2008). Engaging with Issues of Cultural Diversity and Discrimination through Critical Emotional Reflexivity in Online Learning. Adult Education Quarterly: A Journal of Research and Theory, v59 n1 p61-82. The purposes of this article are to describe the adult learners' emotional experiences as a result of engaging with issues of cultural diversity and discrimination, and to interrogate the ways in which critical emotional reflexivity emerges in the online format. The analysis is done in the context of an online course on diversity, inequality, and multicultural education; this course is part of a distance education master's level program in Educational Studies and the participants are primary and secondary school teachers. The findings provide evidence of (a) how adult learners respond and constantly negotiate their learning practices and the ways they feel about cultural diversity and discrimination, and highlight the different ways in which they reflect critically on their understanding of cultural/ethnic/social differences; (b) how online learning, contrary to popular belief, can be a useful medium to express difficult emotions related to racism, prejudice, and discrimination…. [Direct]

Burrell, Tracey (1997). Experiences and Perceptions of Interpersonal, Environmental, and Institutional Racism among African-American Students in Psychology Graduate Training. Racist incidents that graduate students in psychology may experience can be reflective of Eurocentric values and forces which permeate present institutions. To better understand these forces, the experiences and perceptions of racism as experienced by minority graduate students are explored. Seventeen doctoral students in psychology, who identified themselves as African American, Black, or biracial (African/American/Caucasian), were asked open-ended questions, covering such areas as general experiences of racism within education, and were administered a demographics questionnaire. Their responses were organized into three different categories: (1) general life experiences of racism; (2) experiences of racism within education; and (3) experiences of racism particular to graduate training in psychology. The results indicated various dimensions of racism and included specific/overt incidents, chronic conditions (racism embedded in a context), daily micro-experiences (events), and… [PDF]

Kohli, Rita (2008). Breaking the Cycle of Racism in the Classroom: Critical Race Reflections from Future Teachers of Color. Teacher Education Quarterly, v35 n4 p177-188 Fall. As a resource specialist in a middle school in Oakland, California, the author worked with many students who were labeled "learning disabled." Contrary to the label, these students were critical of the world and challenged it in brilliant ways that have forever changed the author's life perspective. To highlight the impact that cultural bias in schools can have on Students of Color, this article articulates themes that emerge from the personal narratives of nine Women of Color enrolled in an undergraduate education program in Southern California. Through qualitative interviews, these future Teachers of Color reveal discriminatory experiences in their own education; as well as convey advice on how to prevent and break cycles of racism in classrooms of today's youth. The voices of Teachers of Color are often invisible from education discourse; however, this study adds a much needed perspective to teacher education, and can provide a model of pedagogical reflection that, the… [PDF] [Direct]

Short, Geoffrey (2000). Holocaust Education in Ontario High Schools: An Antidote to Racism?. Cambridge Journal of Education, v30 n2 p291-305 Jun. Examines the teaching of the Holocaust in Ontario (Canada) high schools reporting the findings of a survey conducted among history staff in May 1998. Explains that suggestions are made to enable teachers to alter their teaching approach on the Holocaust to strengthen the contribution to anti-racist education. Includes references. (CMK)…

Norman, Lashaunda Renea (2013). What Is Taking Place in Science Classrooms?: A Case Study Analysis of Teaching and Learning in Seventh-Grade Science of One Alabama School and Its Impact on African American Student Learning. ProQuest LLC, Ph.D. Dissertation, Kansas State University. This qualitative case study investigated the teaching strategies that improve science learning of African American students. This research study further sought the extent the identified teaching strategies that are used to improve African American science learning reflect culturally responsive teaching. Best teaching strategies and culturally responsive teaching have been researched, but there has been minimal research on the impact that both have on science learning, with an emphasis on the African American population. Consequently, the Black-White achievement gap in science persists. The findings revealed the following teaching strategies have a positive impact on African American science learning: (a) lecture-discussion, (b) notetaking, (c) reading strategies, (d) graphic organizers, (e) hands-on activities, (f) laboratory experiences, and (g) cooperative learning. Culturally responsive teaching strategies were evident in the seventh-grade science classrooms observed. Seven themes… [Direct]

Archer, Louise; Francis, Becky (2005). Constructions of Racism by British Chinese Pupils and Parents. Race, Ethnicity & Education, v8 n4 p387-407 Dec. British Chinese pupils stand out as a high achieving group within the British education system and yet very little theoretical or policy attention has been given to these pupils' identities and experiences of education. In this paper we consider British Chinese pupils' (and parents') reports of their experiences of racism/s and their views on the potential causes of–and their responses to–racism. Analysis teases out several key components within respondents' constructions of racism/s, including popular assumptions (e.g. that Chinese pupils are clever, quiet/passive, and hardworking). It is argued that pupils experienced the seemingly "positive" stereotypes of British Chinese pupils as clever and hardworking as highly negative for a range of reasons and attention is drawn to respondents' negotiations between conflicting identity positions (for example "geek" and "tag"). Particular attention is also drawn to interplays of "race"/ethnicity and… [Direct]

Layfield, Eleanor Newman; Newman, Gerald (1995). Racism: Divided by Color. Multicultural Issues. Racism can be defined as any attitude, belief, behavior, or institutional arrangement that favors one race or ethnic group over another. This discussion of racism for young people defines attitudinal racism, ideological racism, individual or group discrimination, and institutional racism as four aspects of racism in the United States. While some scientists have abandoned the idea of classifying human beings into races, the average person continues to identify himself or herself and others as members of a particular race. This type of classification has been in effect throughout history, and continues, in spite of advances in civil rights, today. More subtle than overt racism is the institutional racism that society's structures have established and often maintain. Efforts to desegregate the school system have reduced some manifestations of institutional racism, and research indicates that schools in the past 20 years have been very successful in teaching children that it is wrong to…

Willis, Tasha Yvette (2012). Rare but There: an Intersectional Exploration of the Experiences and Outcomes of Black Women Who Studied Abroad through Community College Programs. ProQuest LLC, Ed.D. Dissertation, California State University, Long Beach. As institutions of higher education strive to prepare global ready graduates, study abroad is on the rise at both 2-and 4-year campuses. Study abroad is also identified as a high impact program that can lead to increased engagement and student success. However, research has centered on the experiences of White, 4-year students. Literature is rare on the experiences of community college students and students of color. This study explores an underrepresented and understudied student population: Black female community college students who study abroad. Using an intersectional lens, this study provides critical insight into participant experiences and outcomes. Research questions inquired about ethnic and racial identity development outcomes, but also broadened the scope of research by including intercultural growth, global identity, and other identity development outcomes. This qualitative inquiry utilized 19 open-ended interviews to explore the experiences of African American female… [Direct]

Smith, Elizabeth Martinez (1988). Racism: It Is Always There. Library Journal, v113 n18 p35-39 Nov 1. Defines the concept of racism and provides background on racism in the United States. Statistics showing the status of minority groups in the areas of the economy, government, housing, education, media, and health are presented. Attitudes toward Black managers in the corporate world are discussed, and several experiences with racism and prejudice are recounted. (MES)…

Niyozov, Sarfaroz; Pluim, Gary (2009). Teachers' Perspectives on the Education of Muslim Students: A Missing Voice in Muslim Education Research. Curriculum Inquiry, v39 n5 p637-677 Dec. This article builds on an extensive review of the comparative and international literature on teachers' perspectives on the education of Muslim students in public, Catholic, and Islamic schools. Bringing the teachers' voices and practices to the attention of researchers, policy makers, and general readers, the authors emphasize the centrality of teachers' roles in the education of Muslim students, highlight the constructive and positive work that teachers do, and point out the challenges they face and the support they need in fulfilling their moral and intellectual duties. We situate teachers' perspectives in the context of the upsurge of global interest in Islam and Islamic education and the increase in Muslims' challenges to multiculturalism and the existing education system dominated largely by Eurocentric, Hellenic-Judeo-Christian heritage and modernist values. The article examines and challenges the research, media and publicly produced contradictory and overlapping statements… [Direct]

Ferguson, Dionne J. (2013). The Underrepresentation of African American Women Faculty: A Phenomenological Study Exploring the Experiences of McKnight Doctoral Fellow Alumna Serving in the Professoriate. ProQuest LLC, Ph.D. Dissertation, University of South Florida. While African American women have been participating in higher education for more than a century, they remain significantly underrepresented among college and university professors in America. This study was pursued in an attempt to address the underrepresentation of African American women faculty at public and private universities within the State of Florida. More importantly, the study aimed to examine the role of the McKnight Doctoral Fellowship program (MDFP) in assisting McKnight Doctoral Fellow alumna in doctoral degree attainment, preparing them for the professoriate and contributing toward their professional success. A phenomenological methodological approach was used for this study, which was informed by doctoral student persistence theory, socialization theory, critical race theory and critical race feminism. These enlightening lenses allowed for the amplification of the lived experiences of McKnight Doctoral Fellow alumna. The findings from this study seem to suggest that… [Direct]

Brieschke, Patricia A. (1998). One Beige Crayon: Rethinking the Social Construction of Racism. Urban Education, v33 n1 p50-70 Mar. Describes a graduate seminar on qualitative research methods in which 19 European-American men and women educators interview African-American educators and students on issues of race and racism. The data reveal six ways that race conflated with racism. Racism is also constructed as an all-black/white experience and a social agenda in public education. (MMU)…

Richardson, Theresa (2000). Moral Imperatives for the Millennium: The Historical Construction of Race and Its Implications for Childhood and Schooling in the Twentieth Century. Studies in Philosophy and Education, v19 n4 p301-327 Jul. Focuses on public school education and chronicles the history of racism and race construct by drawing from a vast pool of racism literature. Develops this detailed historical analysis in the context of what must be done in our schools as we enter the new millennium. Suggests how and why racism discussions must be brought into public school curriculums. (VWC)…

Lack, Brian (2009). No Excuses: A Critique of the Knowledge Is Power Program (KIPP) within Charter Schools in the USA. Journal for Critical Education Policy Studies, v7 n2 p126-153 Nov. The purpose of this paper is to proffer a critical perspective about a specific brand of American schools within the larger charter school movement: the Knowledge Is Power Program (KIPP). KIPP is currently receiving wholesale acclaim as a radical alternative to public schooling \that works.\ While KIPP schools ostensibly claim that college acceptance for all students is their primary goal, the principles and practices that undergird their mission are founded upon capitalistic and militaristic ideals that run counter to the ideals of democratic education. I argue that KIPP schools merely preserve the status quo by asking students to overcome overwhelming disparities through \hard work\ and \motivation,\ instead of addressing the structural sources of poverty and poor academic achievement–i.e., the unequal distribution of resources in schools and society. By subscribing to a dictum of no excuses, KIPP essentially puts the onus on the victims of poverty and institutional racism. This… [Direct]

Kindaichi, Mai Margaret (2010). School Counselors' Perceptions of Biracial Students' Functioning. ProQuest LLC, Ph.D. Dissertation, Columbia University. The number of biracial school-aged youth has continued to increase dramatically (Jones & Smith, 2001), and has drawn timely attention to the extent to which practicing school counselors address biracial youths' concerns in a culturally competent manner. This study examined the perceptions of a nationally-based random sample of 203 White school counselors who provided their assessment of a students functioning (i.e., GAF) and case conceptualizations (i.e., multicultural case conceptualization ability [MCCA]; Ladany et al., 1997) in response to a summary of a fictitious student. In the summary, the student was identified as White, Black, Asian, Biracial Black-White, Biracial Black- Asian, or Biracial Asian-White; the student summaries were identical less the racial background of the identified student. Potential differences in assessments of students' functioning and inclusion of racial-cultural information in case conceptualizations were examined across the six student conditions,… [Direct]

Miller, Edna Jones (2012). Understanding Social Integration and Student Involvement as Factors of Self-Reported Gains for African American Undergraduate Women. ProQuest LLC, Ph.D. Dissertation, University of South Florida. Diversity of student populations within higher education has considerably increased, particularly for women and minority populations, which is indicative of greater access to education toward a college degree. However, increased diversity of student populations has introduced a new set of challenges for higher education administrators in that it is becoming increasingly difficult for administrators to maintain current educational methods when considering the changing needs of matriculating students. As a result, higher education institutions are compelled to strategize beyond the "one-size-fits all" approach in the way teaching and support services are delivered in order to provide a more holistic approach to learning. Researchers have sought to establish a universal definition of student success and they continue to work toward understanding the factors of that inhibit or promote success for college students. Numerous studies have indicated that student success factors are… [Direct]

Ng, Roxana, Ed.; And Others (1995). Anti-Racism, Feminism, and Critical Approaches to Education. Critical Studies in Education and Culture Series. This book argues that there has not been sufficient dialog and exchange between various forms of critical approaches to education, such as multicultural and antiracist education, feminist pedagogy, and critical pedagogy. Contributors from the United States and Canada address issues relevant to ethnic and minority groups in light of feminist and critical pedagogical theory in the following discussions: (1) "Multicultural Education, Anti-Racist Education, and Critical Pedagogy: Reflections on Everyday Practice" (Goli Rezai-Rashti); (2) "Multicultural Policy Discourses on Racial Inequality in American Education" (Cameron McCarthy); (3) "Multicultural and Anti-Racist Teacher Education: A Comparison of Canadian and British Experiences in the 1970s and 1980s" (Jon Young); (4) "Warrior as Pedagogue, Pedagogue as Warrior: Reflections on Aboriginal Anti-Racist Pedagogy" (Robert Regnier); (5) "Connecting Racism and Sexism: The Dilemma of Working…

Christodoulou, Costas (1991). Racism–A Challenge to Social Work Education and Practice: The British Experience. Journal of Multicultural Social Work, v1 n2 p99-106. Traces the history of race relations in Great Britain. Discusses the recent rise of racism in Europe and the efforts of antiracist groups. Outlines three models of antiracist and multicultural social work education, and recommends continuing education and training for social workers in racism awareness. (SV)…

Senegal, Pamela Gibson (2011). A Case Study of a Southeastern African American Male Mentoring Community College Program. ProQuest LLC, Ed.D. Dissertation, North Carolina State University. This research is a qualitative case study exploring the experiences of African American male mentoring community college students. Such programs have proliferated throughout higher education, over the past 20 years, in an effort to improve the retention, performance and goal attainment of African American males. The theoretical framework shaping the study was Critical Race Theory, which acknowledges the centrality of race in every aspect of culture in the United States, including higher education. Three research questions guided this study: (1) How do African American Male Mentoring students describe their educational journeys at a Southeastern Community College? (2) What do African American males perceive as their cultural identity through participation in a Southeastern Community College mentoring program? (3) What particular aspects of this Southeastern Community College's mentoring program contributed to student academic progress? In the case study tradition, I delved into the… [Direct]

Raby, Rebecca (2004). \There's No Racism at My School, It's Just Joking Around\: Ramifications for Anti-Racist Education. Race, Ethnicity and Education, v7 n4 p367-383 Dec. Racialization is a social process inscribed with power relations that tend to centre whiteness. This article draws on comments made about race and racism collected through interviews with 12 teenage girls, living in or near the Toronto area, on the broader topic of adolescence. Within these interviews, the young women were asked how adolescence might be experienced differently on the basis of cultural background and race. They were also asked if they believed there to be any racism in their schools. Three patterns emerged in their responses: they denied and downplayed racism in their schools; narrowly defined racism, privileging definitions of racism as individualized and violent over institutional and systematic; and conceptualized racism in a way that centred whiteness. This article presents the observations of these young women, reflects on the motivations behind them and discusses ramifications for anti-racist education…. [Direct]

Grace, Donna J. (2008). Interpreting Children's Constructions of Their Ethnicity. Contemporary Issues in Early Childhood, v9 n2 p131?147. Drawing upon post-structural and post-colonial theories, this study is an investigation into the ways in which five classes of first-grade children (six and seven year olds) in Florida and Hawaii talked about their ethnicities in a video pen pal project. The qualitative methods utilized in this research were participant observation, interviews, and videotaping. The resulting analysis notes that the children in the five different schools talked about their ethnicities differently (ethnicity only, hyphenated ethnic-national identity, or national identity only). Four themes emerge from the analysis related to multicultural education, real-life racism, national identity, and shifting subjectivities. Emphasized in the analysis and interpretation is the importance of situating children's talk about ethnicity within local contexts, acknowledging the multiple and fluid nature of individual subjectivities, and recognizing their location within ideological discourses. (Contains 2 tables and 7… [Direct]

Colin, Scipio A. J., III (1994). Adult and Continuing Education Graduate Programs: Prescription for the Future. New Directions for Adult and Continuing Education, n61 p53-62 Spr. Racism affects recruitment and retention of African American faculty and students and excludes Africentric content from graduate curricula. These issues must be addressed in adult education before societal racism can be confronted. (SK)…

Grossman, Leona; Mirelowitz, Seymour (1975). Ethnicity: An Intervening Variable in Social Work Education. Journal of Education for Social Work, 11, 3, 76-83, F 75. Examines curriculum issues in social work education in relationship to the concepts of ethnicity, minority groups, racism, and institutional racism and discusses social policy and the implementation of change in social work practice and education in relation to the current reality of the profession and the society. (Editor/JT)…

Jacobs, Susie (2006). Interactional Issues in the Teaching of "Race" and Ethnicity in UK Higher Education. Race, Ethnicity & Education, v9 n4 p341-360 Dec. This paper draws on research into the teaching of "race" and ethnicity in higher education, including interviews with lecturers and students of specialist sociology of "race" options. It focuses particularly on interactional issues: the conversations conducted about "race" and ethnicity within seminar rooms were often conflictual and emotional in tone. The topics around which conflicts emerged are discussed: the most common areas of conflict were around Islamophobia, anti-Jewish racism and gender/sexuality; anti-black racism, British/English nationalism and anti-Irish racism were also expressed, but less frequently. Women lecturers were more likely to experience conflicts than were men. The paper analyses some factors underlying these processes: these include the perhaps inherent difficulty of teaching subjects in which discrimination and violence feature large; wider political conflicts and "identity politics" as played out within the… [Direct]

Allen, Josephine A.; Burwell, N. Yolanda (1980). Ageism and Racism: Two Issues in Social Work Education and Practice. Journal of Education for Social Work, v16 n2 p71-77 Spr. Specific strategies for incorporating information relevant to the effects of racism and ageism in our society into the curricula of social work programs are described. Participant observer roles, development of a resource book, information networks, health, mental health, and housing service areas are discussed. (MLW)…

Patton, Jamie S. (2012). A Descriptive Study of African American Male Students at Peaks University. ProQuest LLC, Ed.D. Dissertation, Northern Arizona University. As the governing board is calling for increased persistence and graduation rates, Peaks University (a pseudonym) in the southwestern United States will need to incorporate strategies to improve the perseverance to graduation of specific student groups including African American males. In a state where "Hispanics constitute 25 percent and Whites 63 percent of the population and the remaining 12 percent is made up of African American, Asian/Asian Pacific American, Native American, or other racial or ethnic groups" (Jones & Hotep, 2006, p. 311), there is already a small number of African American males in the state that are prepared to enter institutions of higher education. This descriptive research ascertains and provides insight into what factors are critical to the success of this population of students, their subsequent connections, and ultimately their retention at Peaks. While first year student enrollment at Peaks University in the southwestern United States is… [Direct]

Zanda, Antoinette (1993). A Guide to Workshops on Challenging Racism. This handbook, which is designed for people experienced in facilitating workshops, contains materials for/about planning and conducting popular education workshops on challenging racism. Presented first are guidelines for using the handbook, a rationale for the proposed approach to unlearning racism, and guidelines for guarding against abuse during workshops on challenging racism and for planning workshops. Discussed in the next four sections are the following topics: setting up a workshop (introducing participants; deciding what participants can expect and contribute; setting objectives, identifying assumptions, and setting the workshop's tone; logistics; ground rules; process observing; and coping with emotions and fears about racism); components of racism (contextualizing racism historically, heritage, one theory on how racism works, attitudes, personal power, discrimination, ideology of superiority, dominant group power, and results of racism and oppression); strategies for… [PDF]

Osler, Audrey (2008). Citizenship Education and the Ajegbo Report: Re-Imagining a Cosmopolitan Nation. London Review of Education, v6 n1 p11-25 Mar. Following the 2005 London bombings, there is widespread public debate about diversity, integration, and multiculturalism in Britain, including the role of education in promoting national identity and citizenship. In response to official concerns about terrorism, a review panel was invited to consider how ethnic, religious and cultural diversity might be addressed in the school curriculum for England, specifically through the teaching of modern British social and cultural history and citizenship. The resultant Ajegbo report proposes a new strand on "identity and diversity: living together in the UK", be added to the citizenship education framework. While the report gives impetus to teaching about diversity, it does not strengthen the curriculum framework proposed in the Crick report. It fails to adopt a critical perspective on race or multiculturalism or adequately engage with young people's lived experiences of citizenship within a globalised world. I analyse how the review… [Direct]

Osler, Audrey (1999). Citizenship, Democracy and Political Literacy. MCT, v18 n1 p12-15,29 Aut. Draws on the Crick Report, Education for Citizenship and the Teaching of Democracy in Schools, to examine citizenship, democracy, and political literacy, considering the report's potential as a framework for promoting racial equality in European schools. Discusses the following issues: racism and the education system; racism, democracy, and citizenship education; and human rights and political literacy. (SM)…

Brayboy, Bryan McKinley Jones; Castagno, Angelina E. (2008). Culturally Responsive Schooling for Indigenous Youth: A Review of the Literature. Review of Educational Research, v78 n4 p941-993 Dec. This article reviews the literature on culturally responsive schooling (CRS) for Indigenous youth with an eye toward how we might provide more equitable and culturally responsive education within the current context of standardization and accountability. Although CRS for Indigenous youth has been advocated for over the past 40 years, schools and classrooms are failing to meet the needs of Indigenous students. The authors suggest that although the plethora of writing on CRS reviewed here is insightful, it has had little impact on what teachers do because it is too easily reduced to essentializations, meaningless generalizations, or trivial anecdotes–none of which result in systemic, institutional, or lasting changes to schools serving Indigenous youth. The authors argue for a more central and explicit focus on sovereignty and self-determination, racism, and Indigenous epistemologies in future work on CRS for Indigenous youth. (Contains 6 notes.)… [Direct]

Giroux, Henry A. (2003). Spectacles of Race and Pedagogies of Denial: Anti-Black Racist Pedagogy under the Reign of Neoliberalism. Communication Education, v52 n3-4 p191-211 Jan. Quality education in the United States has been compromised via public discourses that reinstitute racism on a daily basis. In its current manifestation, racism survives through the guise of neoliberalism, a kind of repartee that imagines human agency as simply a matter of individualized choices, the only obstacle to effective citizenship and agency being the lack of principled self-help and moral responsibility. In this article, I examine briefly the changing nature of the new racism by analyzing how some of its central assumptions evade notions of race, racial justice, equity, and democracy altogether. My analysis focuses especially on the discourse of color blindness and neoliberal racism. I then address how the racism of denial and neoliberal racism were recently on prominent display in the controversies surrounding former Senate Majority Leader Trent Lott's praise for segregationist Strom Thurmond. The essay concludes by offering some suggestions about how the new racism,… [Direct]

Vance, Mike (2000). Key Issues for Education – One Year On. MCT, v18 n2 p21-24 Spr. Outlines three recommendations on education made in the Macpherson Inquiry Report into the murder of Stephen Lawrence (a black man) which addressed institutional racism. Outlines key obstacles to implementing the report's recommendations, looking at existing racist practices in education and examining efforts by various groups to combat institutional racism in the schools. (SM)…

Cole, Johnnetta B. (1980). Race toward Equality: The Impact of the Cuban Revolution on Racism. Black Scholar, v11 n8 p2-24 Nov-Dec. Summarizes the history of racism in Cuba from the nineteenth century through the Revolution of 1959. Analyzes the ways in which the condition of socialism in Cuba has eliminated institutional racism through laws and public positions, education, and internationalist involvements. (EF)…

Contreras, Gloria, Ed.; Simms, Richard L., Ed. (1980). Racism and Sexism: Responding to the Challenge. Five essays examine the responses of the social studies to racism and sexism in the 1960s and 1970s. The first essay discusses the general concept of pluralism and its relationship to racism and sexism. Textbook and curricular response and legislation relevant to racism and sexism are also considered. The second essay deals with racism in terms of the focus, objectives, and strategies of cultural programs, critical unmet needs for blacks and other minority students, the Ethnic Heritage Studies Program, professional organizations, and instructional materials. The author concludes that responses of the social studies to racism are still tentative. The third essay lists the source, extent, and major shortcomings of responses to sexism in the areas of instructional materials, classroom interaction, hidden curriculum, and professional organizations. The conclusion is that although social studies education has responded to sexism with many laudable efforts, some of the initial positive…

Davis, R. Deborah (2007). Black Students' Perceptions: The Complexity of Persistence to Graduation at an American University. Peter Lang New York This book looks at the socialization process and persistence to graduation from the perspectives of black students at American universities today. The students' perceptions discussed include what it meant to them to have a pre-college experience, the importance of expectations, the pain caused by racism, and how they were able to find \safe spaces\ in what many considered a \hostile environment.\ This book documents and addresses what it means to be a black person getting an education in a predominantly white university. (Contains 9 figures and 2 tables.)… [Direct]

Closson, Rosemary B.; Henry, Wilma J. (2008). Racial and Ethnic Diversity at HBCUs: What Can Be Learned when Whites Are in the Minority?. Multicultural Education, v15 n4 p15-19 Sum. In this article the authors wonder–why has the academic community not stepped through the looking glass to see what diversity looks like and what might be learned when Whites are in the minority? They believe there is much to be learned from exploring the experience of White college students and their perceptions of race and racism when they become \temporary minorities\ on historically Black campuses (HBCUs). They explore the possible meaning embedded in the absence of such research. Furthermore, they present their thoughts about why HBCUs are not currently represented in the higher education literature and research on diversity. Thus, they state that it is clear that such research will not be easy work, but it is their belief that a full picture of the effectiveness of campus diversity–structural, classroom, and interactional–will not be fully understood until the experiences at the HBCU are included. (Contains 1 note.)… [PDF] [Direct]

Carrington, Bruce; Short, Geoffrey (1997). Holocaust Education, Anti-racism and Citizenship. Educational Review, v49 n3 p271-82 Nov. Interviews with 43 British students aged 14-16 identified the impact of Holocaust education on their views of stereotyping and scapegoating, racism, and active citizenship in a pluralist society. Despite their heightened awareness, there was some evidence of complacency about racism. (SK)…

Kiselica, Mark S.; Locke, Don C. (1999). Pedagogy of Possibilities: Teaching about Racism in Multicultural Counseling Courses. Journal of Counseling & Development, v77 n1 p80-86 Win. Teaching about diversity or multiculturalism in counselor education programs is a challenge. Racism as a topic is an emotionally charged subject. Knowledge about racism provides a foundation for personal exploration. A course in multicultural counseling is outlined with strategies for teaching it. (Author/EMK)…

LePeau, Lucy Anne (2012). Academic Affairs and Student Affairs Partnerships Promoting Diversity Initiatives on Campus: A Grounded Theory. ProQuest LLC, Ph.D. Dissertation, University of Maryland, College Park. Higher education research suggests student affairs and academic affairs partner to address challenges on campus, such as building inclusive environments for diverse students and staff, but evidence about "how" partnerships form is lacking in the literature. The purpose of this constructivist grounded theory was to understand "how" the process of forming academic affairs and student affairs partnerships about diversity initiatives developed with educators involved in a national Project launched by the Association of American Colleges and Universities in the 1990s. The American Commitments Project was designed to encourage educators to center tenets related to diversity in the curriculum and co-curriculum. Research questions included: (a) what can be learned from educators, from both student affairs and academic affairs, about how to formulate partnerships; (b) how do educators involved in these partnerships own perceptions of their multiple identities influence… [Direct]