(1972). Foreigners in Our Community: A New European Problem to be Solved. In 1969, the United Nations General Assembly proclaimed 1971 International Year for Action to combat Racism and Racial Discrimination. A congress was organized to focus on racial discrimination in employment opportunities. The congress, held in Amsterdam in August 1971, looked at the situation in three countries (the Federal Republic of Germany, the Netherlands, and the United Kingdom), where rapidly developing societies now include many cultural and ethnic minorities, which increasingly often are the victims of discrimination. The congress concentrated on the problems of the foreigner in those communities, defining the foreigner as one whose different color or social pattern makes him different from the society he lives in. The first chapter of the book gives the economic background to the phenomena of migrant labor. The second chapter surveys aspects of discrimination in the three countries concerned. The consequences of British membership of the European Economic Community for…
(1976). The Minorities are Coming. Transcript for Program Scheduled for Broadcast for the Week of June 7, 1976. Program No. 32. Various issues affecting minorities and their education are addressed in the transcripts of this broadcast program. The first speaker focuses on the problems involved in court ordered desegregation, which often includes busing. Among the causes for some of the racial tension surrounding desegregation are the increased enrollment of minorities in public schools and social class variables. Another issue discussed is the social relations that teachers and students engage in. Here, interactions are referred to as \games,\ the regularly recurring patterns of relationships in classrooms. The impact of disruptive students in school is the next topic discussed. The next speaker notes that minority students are often caught in a downward spiral of futility, which begins with an awareness of rejection. In order for this spiral to be reversed, high school personnel need to be aware of the roots of the problem, as well as to know something about cultural differences. The next speaker comments… [PDF]
(2002). Aboriginal Education in Winnipeg Inner City High Schools. This study investigated the educational circumstances of Aboriginal students in inner city high schools in Winnipeg, Manitoba, Canada. It is based on a literature review and interviews with Aboriginal high school students, Aboriginal school dropouts, adult members of the Aboriginal community, and teachers. Results indicate that there is a cultural/class/experiential divide between Aboriginal students/families and the school system. The life experiences and cultural values of many Aboriginal families differ significantly from what they experience in schools, which are run largely by non-Aboriginal, middle class people for the purpose of advancing the values of the dominant culture. The educational system marginalizes Aboriginal students and does not adequately reflect their culture and realities. The incidence of overt racism is high. There are few Aboriginal teachers and little Aboriginal curriculum content. Many Aboriginal students resist and reject this form of education. This is… [PDF]
(1983). A Policy Framework for Racial Justice. Black Americans are represented disproportionately among the chronically poor, unemployed, and underemployed. Their most urgent problems can best be addressed by focusing on three overlapping areas: the progress of the economy, the condition of the black family, and educational opportunity. First, blacks have always been structurally excluded from the American economy, but they are suffering from problems that ostensibly have little to do with race. These include deindustrialization, shifting employment patterns, and changing central city demographics. Achieving full employment requires: (1) rational governemnt involvement in the economy; (2) a social contract between business, labor, professional associations, and government; and (3) the gradual replacement of stigmatizing public assistance programs with more universal forms of social welfare. On the other hand, the present black family crisis–characterized by the growth of poor, female-headed households–is directly related to…
(2004). The Birth of the Citizenship Schools: Entwining the Struggles for Literacy and Freedom. History of Education Quarterly, v44 n3 p388-414 Fall. This essay focuses on the formative years of the Citizenship Training Program as a Highlander project in the Charleston area. Informally known as Citizenship Schools, this adult education program began in 1958 under the sponsorship of Tennessee's Highlander Folk School, which handed over to the Southern Christian Leadership Conference (SCLC) in 1961. By the time the project ended in 1970, approximately 2500 African Americans had taught these basic literacy and political education classes for tens of thousands of their neighbors. The program never had a high profile, but civil rights leaders and scholars assert that it helped to bring many people into the movement, cultivated grassroots leaders, and increased black participation in voting and other civic activities. Here, the author aims to deepen the understanding of how an explicitly educational endeavor can nourish a movement for social justice by transforming its participants. The article explains how, through Citizenship Schools,… [Direct]
(1994). The Effect of Teachers' Expectations on Mexican-American Students. This literature review examines the effect of teacher expectations on minority students, and especially on Mexican-American students. The review focuses on four areas: (1) teachers' attitudes and expectations toward Mexican-American children; (2) teachers' attitudes and expectations toward minority children; (3) teachers' performance expectations of students; and (4) other expectations which determine teacher behavior. The research indicates that teachers do not expect Mexican-American children or minority children as a group to excel in school; that Mexican-American children lead double lives–family atmosphere and values are in conflict with the school environment and Caucasian values; and that school districts appear to lack a commitment to the Mexican-American student, thereby allowing institutional racism and racial bias to flourish. In order to develop insight and awareness to counteract the negative expectations of teachers, it is recommended that boards of education,…
(1994). The Development of Racial Stereotypes in Children and Education's Response: A Review of the Research and Literature. This paper discusses stereotypical racial beliefs among the second and third grade Hispanic children. The study developed after several students displayed stereotypical beliefs in discussions about other ethnic groups and interactions with members of other ethnic groups. The paper examines research from the 1930s to the present. This examination serves as a basis for the question: How can educators dispel racial stereotypes held by students? Using research as a point of departure, educational literature and curriculum aimed at dispelling stereotypes is described and analyzed. Several terms essential for understanding the research involving stereotypes and curriculum for dispelling stereotypes are defined including: stereotype, prejudice, racism, multicultural education, and anti-bias. Literature and curriculum that arose as a result of the earlier research is reviewed. Major issues, controversies, and contributors to the field of research of stereotypes are outlined. A synthesis and… [PDF]
(2022). How Teachers of Different Racial Backgrounds May Be Supported to Develop an Antiracist Teaching Practice. ProQuest LLC, Ph.D. Dissertation, The University of Wisconsin – Madison. This study examines the experiences of six K-5 elementary school teachers in professional learning spaces for antiracism. Teachers from two elementary schools established school-university partnerships to begin antiracist work: one on a whole-school level, the other a group of teachers meeting voluntarily with university faculty. Given the paucity of research on teachers of color and antiracist professional learning spaces, I sought to understand how teachers from different racial backgrounds experience professional learning spaces aimed at developing antiracist practice. In this study, I ask, how do teachers from different racial backgrounds experience professional learning spaces aimed at developing antiracist practice? [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:… [Direct]
(1997). The New Press Guide to Multicultural Resources for Young Readers. This comprehensive guide to multicultural children's literature features over 1,000 critical and detailed book reviews for pre-school, elementary, and middle school students. The reviews in the guide cover a vast range of picture books, biographies, poetry, anthologies, folktales, and young adult novels, and include synopses, suggestions for classroom use, and assessments of key elements such as cultural sensitivity of text and illustrations. The guide's reviews are organized using an innovative thematic approach designed to aid teachers and parents in integrating these works into existing reading lists and at home. The guide also contains essays by leading writers and educators on key issues in multicultural education, such as recent immigrant experiences, human rights, and building cross-cultural relationships, as well as classics like the Council on Interracial Books for Children's \10 Quick Ways To Analyze Children's Books for Racism and Sexism.\ Also included are illustrations,…
(1979). Racial Integration and Learners from Limited Income Families–An Essay for American Educators. The challenge of educating learners from limited-income families, combined with the challenge of racial integration in the schools, is discussed in this essay. Some learning problems among impoverished children are attributed to segregation, prejudice, and the class-caste system. The inadequacies of segregated schools serving minority groups as compared to those serving the majority group are outlined with reference to funding and teacher role. Problems which teachers and low-income learners face in desegregated situations are described. Methods of judging achievement and of testing intelligence are evaluated in terms of their relation to teacher, parent and social bias. The use of multicultural curriculum and cross-racial personnel assignment are suggested in order to eliminate racism and racist attitudes in the schools. Educational problems of white learners from limited income families are analyzed. It is stated that a greater awareness of the elements of teacher responsibility…
(2003). \Maybe You Only Look White\: Ethnic Authority and Indian Authenticity in Academia. American Indian Quarterly, v27 n1-2 p200-202 Win-Spr. In this article, the author shares her experience teaching Native American and African American literature at a top public liberal arts college. Working with a large Native American student population and growing up in Montana, the author had both seen and experienced the racism Native Americans face in their culture. As a new faculty member, the author quickly learned from colleagues and from her involvement in the Native student organization that more consequential identity conflicts were common on the campus and in the town in which the university was located, especially since many of the students, like the author, do not \look Indian.\ The author describes her encounters with the people which highlighted a conflict that, for the author, is always right below the surface as a professor: the author enjoys the often unquestioned authority her Indian identity gives her as a teacher of Native American literature, yet she is troubled by the knowledge that her graduate school training… [Direct]
(1995). An Action Agenda: Policy Issues in Minority Teacher Recruitment and Retention. This volume presents findings and recommendations for increasing minority teacher recruitment and retention through policy change at seven colleges of teacher education in Florida. The seven institutions of higher education have formed a consortium known as the Florida TEAM (Teacher Education for America's Minorities) project. Its goal is to work within the teacher education systems at these seven institutions over a 6-year period (1990-1996) to increase the number of certified minority teachers in Florida's schools. A section of the report on recruitment covers barriers to recruitment of African Americans to the profession, promising practices, and policy implications at the legislative and institutional level. A section on admissions looks at barriers to African Americans in testing and financial aid, promising practices in these areas, and legislative and institutional policy implications. A section on retention covers barriers to minorities in the form of lack of support, overt… [PDF]
(1994). Voices of Minnesota Youth. A Report of the "Listen '94: Kids Can't Wait" Conference. (St. Paul, Minnesota, March 14, 1994). This report of the "Listen '94: Kids Can't Wait" conference presents the lives and concerns of Minnesota youth as described by the 150 youth who participated in it. The purpose of the conference was to collect ideas about concerns of youth and to seek solutions, encourage youth to take action on issues concerning them, give youth ideas and opportunities for becoming more involved in the political process, and inform officials and other adults that youth want to be a part of the decision-making process. The top concerns expressed by youth at the conference were, in order of priority: (1) alcohol and drugs; (2) violence and crime; (3) discrimination; (4) pregnancy and sexually transmitted diseases; (5) lack of funding for education; (6) poverty; (7) relationships with family, friends, and community members; (8) school problems ranging from bad teachers and racism to boredom and dropping out; (9) sexual harassment; and (10) lack of student involvement. Each of the top 10… [PDF]
(1969). Making Education Relevant to Vital Social Change: The Higher Learning and Our National Destiny. It now seems clear that the decade of the seventies will be a new era of vital social change during which the US will be forced to come to grips with the issues of war, poverty, and racism. Today's student unrest already indicates that a new order is emerging. Moderates seek change through reform and militants seek it through revolution, but both groups embrace the ideology of relevance and want colleges and universities to respond more aggressively to current social issues. If the demand for relevance in education is a demand for responsiveness, then institutions of higher learning must change from within and assume a leadership role, boldly asserting themselves as catalysts to set new directions, clarify vital issues, develop new knowledge, and devise new techniques to transform disorder into order. Higher education in the US may be characterized today as the \disaster area\ of the social order. To remove this image and to make the institutional structure more appropriate for life… [PDF]
(1999). Indigenous Teacher Education in Neo-Liberal Settler Societies. A study examined the extent to which Canadian Indigenous teacher education programs (TEPs) reproduced the values and practices of a settler state or, postcolonial indigenousness. Data were gathered via surveys of 14 TEPs and site visits at 10 of them. Findings were contradictory. There was evidence of settler culture embedded in documents such as course outlines and university calendars that laid out the administrative process through which the unequal social relations of the state forced individuals to manage the state apparatus on a day-to-day basis. The structural limitations to developing a non-Eurocentric, anti-racist, culturally affirming technology were evident on an everyday basis. Despite glaring evidence of racism, there was no general effort to incorporate anti-racist education into the core of TEP curricula. Changes that TEPs have made recently help to ensure the creation of mainstreamed Indigenous teaching corps. Nevertheless, it was found that TEPs were programs with… [PDF]