(1980). The Individual and Ethnic Identity: A Guide for Teachers. This guide to teaching ethnicity from the ethnic individual's point of view is designed to accompany the student sourcebook, The Individual and Ethnic Identity (see SO 013 157). The sourcebook, suitable for secondary and higher education, contains quotations of 51 individuals from varying ethnic backgrounds and varying degrees of ethnicity. It focuses on the processes of immigration and assimilation, individual ethnic identity, and ethnic group relations as they affect the individual. The teacher's guide is presented in four major sections. The first two sections provide information about the format of the sourcebook and list general and specific objectives. The primary objective is that the student will recognize that all people who identify with ethnic groups are individuals and not simply representatives of a group. Section III defines terms such as assimilation, ethnicity, culture, discrimination, prejudice, racism, and WASP. Section IV suggests formats for presentation of the…
(1974). The Black Studies Debate. Beginning with the selection of Professor Newby, who attempts to reveal the role which historians, perhaps more specifically white historians, have played and continue to play in the perpetuation of racism in American culture, this anthology concludes with an analysis of the present status of Black Studies. W. Arthur Lewis' critical essay attempts to differentiate among the ends to which education for the black man should aspire. Wilson Record examines the debate about the racist nature of Black Studies. His study was based on interviews with more than 150 white sociologists and 40 directors of Black Studies programs. Ernest van den Haag also takes issue with the concept of Black Studies. John W. Blassingame debates the intellectual validity of Black Studies. He discusses the social, political, economic, and emotional milieu out of which the concept of Black Studies emerged in the 1960's. Eugene Genovese compliments the positive role that black students have played in an effort…
(1999). How Do We Tell the Workers? The Socioeconomic Foundations of Work and Vocational Education. This book examines the socioeconomic foundations of work and vocational education (VE), and is divided into the following 6 parts and 18 chapters: (1) nature of work (a sense of purpose; modernism and the evolution of the technocratic mind; power and the development of the modernist economy; good work, bad work, and the debate over ethical labor); (2) historical dimensions of VE (the origins of VE; the progressive debate, the victory of vocationalism, and the institutionalization of schooling for work; failures and reforms in the recent history of VE); (3) coping with and directing change (post-Fordism, technopower, and the changing economic and political arena; democratic post-Fordist workplaces and debating the changing purposes of VE; confronting and rethinking educational theory); (4) race, class, and gender (plausible deniability and the skeleton in VE's closet; class, gender, race, racism, and VE); (5) role of labor and unions in VE (democratic unionism in the global economy…
(2000). The Most Disadvantaged? Indigenous Education Needs. Australian policy towards Aboriginal and Torres Strait Islander people has historically been one of subjugation and acculturation. It wasn't until 1972 that a policy of self-determination for Aboriginal Australians (later to include Torres Strait Islanders) was introduced. The first year that Aboriginal and Torres Strait Islanders were specifically mentioned in a highest-level government document was 1999, in the Adelaide Declaration on National Goals for Schooling in the Twenty First Century. In 2000, the federal government and the state of Queensland launched initiatives aimed at addressing issues that inhibit the attainment of equitable educational outcomes for Aboriginal and Torres Strait Islander students. The overarching issues are what they have always been: issues of culture, identity, and power, all infused overtly and covertly with elements of racism. Educators often assume that there is a single Aboriginal or Torres Strait culture, which leads to stereotyping. Low… [PDF]
(1990). The Right to Literacy. This book contains 29 essays which grew out of presentations delivered at a conference on the right to literacy whose participants were invited to consider differing definitions and historical understandings of literacy and the political, pedagogical, and theoretical implications of the many approaches to literacy education that have been taken both in the United States and abroad. The book's first part, "Contexts," explores the national, local, and professional contexts of literacy; it raises critical questions both about the large social and political perspectives that inform the understanding of literacy that is generally accepted in America and about the social and political conditions that restrain or enable the realization of literacy. Part 2, "Speaking out of the Silences," explores how literacy is denied not only by overt censorship but also by the subtler and more insidious forces of racism, sexism, homophobia, and elitism; these essays offer ways of…
(1992). Holistic Literacy: Voices Integrating Classroom Texts in Social Studies. Elementary Subjects Center Series No. 64. As part of a larger examination of student perspectives in science, social studies and communication arts, this report uses qualitative methodology to explore two teacher-researchers' collaborative teaching of social studies and students' construction of meaning in social studies. Teacher-researchers involved in the overall study included two fifth-grade teachers, one third-grade teacher, two university professors, and three doctoral students in teacher education. A fifth-grade teacher and a doctoral student co-planned and co-taught a social studies class for 1 year. From a group of 47 fifth-grade students, 10 students were targeted for in-depth interviews in social studies; this report focused on 5 of the 10 students interviewed. Analysis centered on: (1) students' developing dispositions to think as social scientists; (2) their abilities to take a critical posture towards text (living, social, and academic text); and (3) their capacities to transfer social studies concepts to… [PDF]
(1975). Social Policy and Multi-Ethnicity in the 1970's. Working Paper Series, Number 1. Some of the public policy problems currently facing the United States, which have been created by a reawakening to the real multiethnic character of society, are explored and developed in great detail in this paper. The analysis is confined to domestic affairs, but the significant impact of foreign affairs on ethnic group identity and intergroup relations in America is stated. A listing of central issues dealt with include the following: (1) quota and affirmative action–the most dramatic and most far-reaching in its implications; (2) ethnic studies–with the current rising demand of white ethnic groups to be included in the curriculum revision, there is real confusion among educators as to how to respond to the new surges and militancy that have arisen; (3) bilingual education–Spanish speaking groups have long perceived bilingualism as a key to their survival, and Chinese demands are currently litigating in the Supreme Court; (4) government reorganization–overlooked in the past… [PDF]
(2009). Latino Students and Biliteracy at a University: Literacy Histories, Agency, and Writing. ProQuest LLC, Ph.D. Dissertation, University of Illinois at Urbana-Champaign. This qualitative study examines the writing and writing experiences of six bilingual (Spanish-English), immigrant university students. Immigrant students are a growing segment of university populations, but explicit/implicit language policies often overlook their unique characteristics and needs. The study draws on the continua of biliteracy model (Hornberger, 1989; Hornberger & Sklton-Sylvester, 2000) as well as concepts of language as dialogic (Bakhtin, 1986) to understand and theorize students' writing and writing experiences. It uses a constructivist paradigm (Mertens, 1998), combining narrative inquiry (Clandinin & Connelly, 2000) with aspects of grounded theory (Strauss & Corbin, 1998). Data sources included 40 hours of interviews (18 literacy history and 12 text-based interviews), more than 100 pages of student writing (from high school, university freshman composition courses, courses from students' majors, scholarship essays, creative writing, and Spanish writing), and… [Direct]
(1981). Extreme Environments: The Ghetto and the South Pole. Extreme environments, such as polar regions or space crafts, provide an analogue for speculations concerning the needs of, educational provisions for, and environmental impacts on ghetto youth in kindergarten through the third grade. This discussion first centers on the common qualities of an extreme environment (whether exotic or mundane): forced socialization, spatial isolation, depression, time elasticity, biological dysrhythmia, sociological dysrhythmia, increased free time, extremes of noise and silence, loneliness, fears of abandonment, anxiety, panic, information fractionalization, boredom, and inability to escape. These qualities are thought to offer specific intervention and prevention sites for the attenuation of environmental consequences. After exploring aspects of stress management in relationship to the needs of the young ghetto child, the discussion shifts to consider optimal characteristics of the 21st-century citizen, notable cosmopolitanism, that can be nurtured in… [PDF]
(1996). Racial Integration of Public Schools in South Africa: A Study of Practices, Attitudes and Trends. EPU Research Paper. This report examines what is happening in South Africa's schools as they are desegregated. It describes the attitudes of the main stakeholders, and provides an examination of the theoretical concerns and other debates surrounding issues such as multiculturalism and anti-racism. A context for possible approaches to resolving the problems associated with desegregation is also provided. Through interviews with principals, teachers, learners, and parents from primary and secondary schools in KwaZulu-Natal, the paper charts the processes of racial integration. It looks at the history of, and reasons for, school desegregation in South Africa; ascertains and analyzes patterns of access and exclusion in the desegregating schools to determine factors influencing access and exclusion; profiles the extent and patterns of integration in schools and identifies the beneficiaries; ascertains and analyzes the nature and magnitude of the problems associated with integration of schools in so far as…
(1991). Ivory Power: Sexual Harassment on Campus. This book brings together extensive research and writing on sexual harassment in higher education examining it as a misuse of authority by male faculty members and as a confluence of power relations and sexism in institutions stratified by sex. The thirteen contributions are grouped into four sections the first of which, \Sexual Harassment: Conceptual and Methodological Issues\ contains three papers on definition and measurement; racism and sexism on campuses; and issues of studying sexist discrimination, respectively. The second section looks at the impact of sexual harassment on individuals, the psychological effects, the victimization of women and how victims come to understand and cope with their experiences. The third section presents data on men who harass including contrasts between male and female views of sexual harassment, the role of authority and power in relations with students, and similar issues. The fourth section discusses institutional strategies for handling…
(2003). Poverty, Racism and Literacy. ERIC Digest. In the prevailing and traditional definition, literacy is regarded as central to helping people obtain and retain employment, which is the key to moving them from dependency toward greater self-sufficiency. Another, more valid perspective is the view that literacy is not just the acquisition of reading and writing skills but is also a social practice and social currency and, as such, a key to social mobility. The operative force that causes certain groups of people to be marginalized in society, to be regarded as inferior, and to experience unequal and limited access to resources is institutional racism. If a primary purpose of literacy education is to eliminate poverty, then literacy programs and practices must be redesigned to fit various conceptions of poverty and its causes. Some educators and researcher espouse the notion of critical literacy, which is the practice of helping learners make sense of what they are learning by grounding it in the context of their daily lives and… [PDF]
(1995). Racial Turmoil at San Jose State: The Incident of the 1967 University of Texas at El Paso vs. San Jose State Football Game. This paper analyzes the 1967 protest by San Jose State College (California) black student athletes against racial discrimination. It claims that the discrimination they experienced was grounded in pervasive racism at that college and eventually had a long term symbolic and concrete effect on black students and higher education. Harry Edwards, a former San Jose State student athlete and then faculty member organized a demonstration the first day of fall semester to protest racial discrimination at San Jose State. He demanded that the administration meet nine demands or the black football players would prevent the opening of the football season by refusing to play. The next day many students and faculty admitted to the media that large-scale racial discrimination occurred at San Jose State. While the campus grappled with the issues in meetings that week, outside groups announced plans to attend the game and disrupt it. The president of the university canceled the game. These events… [PDF]
(1969). America: No Promise Without Agony. We may discover signs of promise in the midst of agony if we make some shifts of perspective. (1) \Our fear of overt violence must be countered by our acknowledgement of covert violence.\ Covert violence is subtle and more destructive than physical violence because it is the \denial of personhood\–the insinuation by an act or by neglect that a person doesn't count. \Institutional racism\ is a telling example. (2) We must recognize that \the abuse of power must be countered by the creative use of power.\ Students are contemptuous of the older generation because of its monstrous abuse of power, the most glaring example of which is Vietnam. Priorities should be reallocated or a holocaust will result. (3) \Misplaced materialism\ dedicated to providing unnecessary and soon obsolete luxury items should be replaced by \transformed materialism\ dedicated to sharing the earth's goods. (4) Within education, we must move from academic detachment to moral compassion. To help make these shifts,… [PDF]
(1994). National Study of Student Support Services. Interim Report: Volume I: Program Implementation. This is the first interim report of the congressionally mandated National Study of Student Support Services (SSS), a federally funded grant program designed to help economically disadvantaged students achieve success at the postsecondary level. The program is intended to facilitate disadvantaged students' high school completion, entry into and completion of postsecondary education, and entry into graduate study. The report combines the results of two parts of the study. The first part (Chapters 2-6) provides an overview of the SSS program drawn from several national data sets and a survey of 200 SSS project directors. The second part (Chapters 7-9) presents the results of case studies of support services, policies, and programs in 50 institutions, of which 30 have SSS projects and 20 do not. Key findings are highlighted at the start of each chapter and they include: (1) the proportion of low income families has grown for each educational group except those in which at least one… [PDF]