(2006). Teaching with Joy: Educational Practices for the Twenty-First Century. Altamira Press This edited collection addresses the growing need for ideas and methods conducive to holistic educational practices and aims to encourage more personal growth in students too often distracted by the background noise of war, violence, racism, and environmental deterioration. The contributors are working teachers and professors who have integrated a degree of spirituality into a wide range of classes in both urban and rural settings across the US. This ground-breaking collection will provide practical advice about how to implement an ethical and spiritual curriculum while avoiding religious dogmatism. Following an introduction, this books is divided into the following chapters: (1) \I Feel Good Here\: How to Create Harmonious Learning Environments (Mimi Duvall); (2) Bodies in the Classroom (Carolina Mancuso); (3) Meditation in the Dance Studio (Laura Donnelly); (4) Using Hatha Yoga Breathing Assignments: An Essay (Beth Counihan); (5) Awakening the Dragon: Qigong Practice in Literature… [Direct]
(2006). Teaching with Joy: Educational Practices for the Twenty-First Century. Rowman & Littlefield Publishers, Inc. This edited collection addresses the growing need for ideas and methods conducive to holistic educational practices and aims to encourage more personal growth in students too often distracted by the background noise of war, violence, racism, and environmental deterioration. The contributors are working teachers and professors who have integrated a degree of spirituality into a wide range of classes in both urban and rural settings across the US. This ground-breaking collection will provide practical advice about how to implement an ethical and spiritual curriculum while avoiding religious dogmatism. After an introduction, this book is divided into the following 25 chapters: (1) \I Feel Good Here\: How to Create Harmonious Learning Environments (Mimi Duvall); (2) Bodies in the Classroom (Carolina Mancuso); (3) Meditation in the Dance Studio (Laura Donnelly); (4) Using Hatha Yoga Breathing Assignments: An Essay (Beth Counihan) (5) Awakening the Dragon: Qigong Practice in Literature… [Direct]
(1999). The State of Black America, 1999: The Impact of Color-Consciousness in the United States. The economic state of black America has never been healthier, yet persistent racial gaps leave African American unemployment at levels more typical of recession for whites in the United States. By challenging the predominant use of race, this compilation refocuses attention on the effects of discrimination and on the lost term "institutional racism." In so doing, it helps maintain the defense of affirmative action. These essays reinforce the position that race is not a biological category but a social category, one that becomes a marker for creating or denying access to wealth. The essays are: (1) "The Cancer Gap: Research Needs of African Americans" (Brian D. Smedley); (2) "Family Environment and Intergenerational Well-Being: Some Preliminary Results" (Patrick L. Mason); (3)"The State of Black Europe" (Clarence Lusane); (4) "Color-Blind Redistricting and the Efficacy of Black Representation" (Ronald Walters); (5) "Unfinished… [PDF]
(2004). How Good Is Our School? Inclusion and Equality Part 3: Promoting Race Equality. Self-Evaluation Series. Her Majesty's Inspectorate of Education The revised edition of "How good is our school?" (HM Inspectorate of Education, 2002) has been widely welcomed in schools and authorities. This document is one of a series of guides which builds on, but does not repeat, the advice on self-evaluation given in "How good is our school?" The introductory publication to the series, "Planning for Improvement," outlines how one can use the outcomes of self-evaluation to plan effectively for improvement. This guide can be used when one is ready to evaluate the quality of the school's approaches to tackling racism and promoting race equality, and is one of a series which deals with issues relating to "Inclusion and Equality." It builds on and updates some of the advice given within the earlier publication "A Route to Equality and Fairness" (HM Inspectors of Schools, 1999). The guide shows how one can use a cluster of quality indicators from "How good is our school?" that focus on key… [PDF]
(1999). Proceedings of the Midwest Philosophy of Education Society, 1997-1998. These proceedings are composed of the papers presented at the 1997 and 1998 Annual Meetings of the Midwest Philosophy of Education Society. The 1997 papers include: "The Role of Cognitive Science in Philosophy of Education" (Jerome A. Popp); "On Accountability and Accreditation in Teacher Education: A Plea for Alternatives" (Gary D. Fenstermacher); "Searching for Teacher Education Programs that are Consistent with Democratic Ideals–A Response to Professor Fenstermacher" (Ronald Swartz); "On Anti-Intellectualism in Popular Culture: Bud Abbott, Lou Costello, and Lon Chaney, Jr. Go To College" (Michael A. Oliker); "Character Education in John Dewey" (Holly Salls); "H. G. Wells and the Origins of Progressive Education" (Don G. Smith); "John Dewey's 'Experience and Education' and Museum Education" (Ted Ansbacher); "Breaking the Silence" (Louis Silverstein); "Multiculturalism and the Teaching of… [PDF]
(2004). The Culturally Proficient School: An Implementation Guide for School Leaders. Corwin Press Leaders need to be responsive to different ethnic, linguistic, and religious subcultures or they will place many students at risk of being excluded from the benefits of a high-quality education. By valuing diversity and preserving the cultural dignity of students, cultural proficiency enables educators to create an inclusive and instructionally powerful learning environment. \The Culturally Proficient School\ provides the practical strategies, tools, and resources needed to successfully implement cultural proficiency throughout an organization. Providing many opportunities for discussion and contemplation, this book features: (1) Reflective activities for individuals or groups; (2) Sample conversations around issues of diversity, multiculturalism, equity entitlement, and racism; (3) Typical behaviors associated with culturally proficient leadership organized around the responsibilities of school leaders; and (4) Professional development activities. By using diversity as an… [Direct]
(2018). Modify and Adjust: Senior Inquiry as a Transformative Whole-School Program for Race and Social Justice. Journal of General Education, v67 n1-2 p122-135. Senior Inquiry is a dual-credit bridge program partnership between University Studies and regional school districts. The partnerships with Portland Public Schools have prioritized serving first-generation students and other underserved populations. As the program has grown, equity concerns among the collaborative teaching teams prompted experimenting with a whole-school model at Jefferson High School Middle College for Advanced Studies while working within the frame of the course theme of Race and Social Justice. This article documents how the Jefferson Senior Inquiry team attempts to authentically address the accumulated systemic inequities encountered by students in our classrooms. Student-centered pedagogy must be modified and adjusted to meet students where they are. Using the example of a summer assignment and engagement with visionary fiction, we show how we implement the inquiry model with our collaborative and iterative planning…. [Direct]
(2022). Reimagining Education: Restore, Rebuild, Curate, Uplift, and Celebrate. Current Issues in Comparative Education, v24 n2 spec iss p71-87. In this paper, a principal and two lead teachers describe the ways their school community has reimagined the learning environment at their NYC urban, public, K-5 elementary school throughout the COVID-19 pandemic. In March 2020 they were forced to immediately switch to fully remote learning, a platform they had never previously experienced. Since then, they have engaged in hybrid and now fully in person learning through a worldwide pandemic. The school community, whose focus before the pandemic was on social emotional learning and culturally responsive pedagogy, utilized those practices and the strong relationships between staff, students, and families to persevere. The pandemic disproportionately impacted communities of color, like the one this school community is located in. Other inequalities such as food insecurity, job loss, sickness, financial strain, and death impacted the community. Racial trauma and political unrest that was exacerbated during the pandemic also placed a toll… [PDF]
(2005). Future Search in School District Change: Connection, Community, and Results. Rowman & Littlefield Education This book contains sixteen compelling case studies that illustrate the power of future search to create lasting, whole system change. Future Search in School District Change: Connection, Community, and Results chronicles ways in which educational institutions have used broad-based stakeholder involvement to improve education. These experiences, by individual authors–many who are school superintendents, directors, and education professionals–will help those tasked with improving education by offering ideas that have proven successful. These cases document innovative initiatives in rural, suburban, and urban schools on such key issues including: (1) District mergers; (2) Healing racial divisions; (3) Curriculum reform; (4) Developing community partnerships; and (5) Creating district-wide strategic plans. This book also contains important educational themes such as: (1) Early childhood education; (2) Improving the performance of school boards; (3) improving student health; and (4)… [Direct]
(1989). Hispanic Agenda Opinion Poll. This document comprises a report on the concerns of Hispanic Americans in Colorado. A sample of 606 people with Spanish surnames were interviewed by telephone in January 1989. The following sample characteristics are reported: (1) 48.7 percent were male; (2) the average was 43.3 years; (3) 67.3 percent were married; (4) average household size was 3.1 persons; (5) 26.6 percent identified themselves as Spanish American, 24.8 percent as Mexican American, and 22 percent as Hispanic; (6) 90.3 percent were born in the United States; (7) the largest group (7.1 percent) born outside the United States was born in Mexico; (8) 29.4 percent had not completed high school, 52 percent had completed high school only, and 12.5 percent had completed 4 years of more of college; (9) less than 7 percent read and spoke Spanish only or Spanish better than English, and 30-40 percent read and spoke English only or English better than Spanish; (10) 68.5 percent were employed and one-fourth of the unemployed…
(1997). Not for School, but for Life: Lessons from the Historical Archaeology of the Phoenix Indian School. Office of Cultural Resource Management Report #95. The Phoenix Indian School, which served as a coeducational federal boarding school for American Indian students between 1891 and 1990, was partially excavated in 1995. Drawing upon written records, books, student recollections, and the school newspaper, this report summarizes what was learned from the excavation about life at the school. The first two chapters describe the founding and workings of the school, the process of historical archaeology, what is known about the city of Phoenix from archaeology, and what is known about the excavation site. The experiences of pupils and employees of the school between 1891 and 1925 were reconstructed in light of the school's goal of replacing students' Indian culture and values with those of the American mainstream. The third chapter,"The Lesson of Conformity," describes the military style discipline used to maintain control in the very large school community. Artifacts of this conformity include a steam whistle (to dictate…
(2004). Politics and Historical Imagination. History of Education Quarterly, v44 n1 p101-104 Spr. This article traces back to the time when virtually no educational research or policymaking takes integration seriously, when the courts regularly declare segregated districts unitary, when the rhetoric of race-blind social justice has been abandoned by the left and appropriated by the opponents of equality. This leads students' and other American's skepticism about school integration. Such doubts both limit students' ability to understand the history of American education and circumscribe their political and social imagination. In this article, the author examines how the "Brown" decision is portrayed in two American history textbooks, one used in middle schools today and the other used thirty years ago. "A More Perfect Union," whose authors include prominent historian Gary Nash, is popular today. In a remarkably inaccurate statement, the book claims that the "Brown" decision "ordered school integration to proceed immediately." The book tells… [Direct]
(2003). Educacion intercultural (Intercultural Education). Estudios sobre Educacion, n4. This journal, which provides abstracts of its articles primarily in Spanish and a couple in English, contains studies (estudios) and notes (notas), as well as relevant book reviews (recensiones). Studies in this issue (No. 4, 2003) are: "Estrategias de Ensenanza para la Educacion Civica y Ciudadana en el Siglo XXI" (Teaching Strategies for Civic and Citizenship Education in the 21st Century) (Murray Print), which contends that a challenge for European civic educators will be to employ active, engaging teaching strategies which involve their students; "Del Relativismo Cultural al Etnocentrismo (y Vuelta)" (Of Cultural Relativism and Ethnocentrism) (Francisco Altarejos Masota and Antonio A. Moya Garcia-Montoto), which argues that ethnocentrism can actually be a consequence of a radical cultural relativism; "La Fuerza Desculturizadora de la Globalizacion" (The 'Deculturizing' Force of Globalization) (Alejandro Llano), which contends that globalization… [PDF]
(1995). American Mixed Race. The Culture of Microdiversity. This book presents a collection of papers on microdiversity that underscore the reality and scholarship of racial difference within single individuals and groups. The book includes 22 papers in 5 parts. Part 1, "Autobiography," includes: (1) "Five Arrows" (Susan Clements); (2) "Color Fades Over Time" (Brunetta R. Wolfman); (3) "Racelessness" (Cecile Ann Lawrence); (4) "'Check the Box that Best Describes You'" (Zena Moore); and (5) "'What are They?'" (Stephen Satris). Part 2, "Art," includes: (6) "From Melodrama to the Movies" (Freda Scott Giles); (7) "The Theater of Identity" (Teresa Kay Williams); and (8) "The Go-Between People" (Carol Roh Spaulding). Part 3, "Social Science," includes: (9) "The Hawaiian Alternative to the One-Drop Rule" (F. James Davis); (10) "Some Kind of Indian" (M. Annette Jaimes); (11) "Exploring the Social Construction of…
(2017). Disturbing Public Memory in Community Writing Partnerships. College Composition and Communication, v69 n1 p35-60. This article analyzes a public memory pedagogical partnership that disturbed the public memory of a community organization as an egalitarian space. How students, community partners, and I negotiated privately and represented publicly this legacy of the United States' worst shame required us–and me–to figure out what partnership and collaboration mean in this context, whose interests come first and why, and the ethical implications of my and our choices…. [Direct]