(1999). The Hidden Curriculum of Whiteness: White Teachers, White Territory, and White Community. This paper suggests that space and spatiality are major features of racial identity and the formation of student resistance. It brings together critical studies of \Whiteness,\ human territoriality, and theories of resistance in education. The problems between white teachers and students of color can be understood better through a combination of these three fields. A literature review of critical studies of whiteness suggests that what oppressed people of color need from whites is not sympathy so much as self-reflection and collective reflection on their own white privilege in a system of white racism. One of the most salient features of white racial identity is a denial of white privilege. People of color develop their own racial identities within a complex milieu of social encounters with whiteness. Critical studies of education have increasingly been concerned with resistance theory over the last few decades. Theories of resistance take as their main focus the perception that… [PDF]
(2004). Reflections on the 50th Anniversary of the Landmark Decision. Brown v. Board of Education. Info Brief. Number 37. Association for Supervision and Curriculum Development In the 50 years since "Brown v. Board of Education of Topeka" formally desegregated public schools, there has been enormous progress in the academic success of African Americans, particularly in high school completion, improved test scores, increased college enrollment, and attainment of advanced degrees, as well as full access to and participation in all areas of employment. Despite the great strides that have been made over the past half-century, however, many schools in the United States are once again segregating; previous efforts to address inequities and racial isolation, including busing and affirmative action, are being rolled back; and serious disparities remain in minority graduation rates, school achievement, and participation in higher education. Many of the current issues that educators and policymakers face regarding race and minority achievement have their roots in the history of "Brown". The issues that originated under the institutional racism… [Direct]
(2000). Developing Culturally Consonant Curriculum Using the Technology of the New Millennium. This paper explains how educational technology and multimedia materials can enhance teaching and learning for today's diverse students. The United States still carries the Puritan influence in education (attempting to build a single culture), with little recognition of the need to address diversity in California's K-12 classrooms. Recently, California legislative mandates developed a policy of banning curriculum materials in Spanish, yet in over half of all California school districts, 20 percent of students are non-English speakers. Data on changing ethnic compositions and achievement scores show that discrimination has not disappeared. Teachers must understand and recognize the prejudicial myths and stereotypes embodied in the dominant U.S. culture. A significant impediment to multiculturalism is the dysconscious racism that still lingers in the dominant culture. It is important to investigate different cultures to get away from negative stereotypes. Multimedia and computer… [PDF]
(1978). Sourcebook for Sex Equality: In-Service Training. An Annotated Listing of Materials and Media for Affirmative Action In-Service Training. Bibliographic Series, 2. The materials contained in this annotated bibliography include films, slide shows, information resources, evaluation materials, sample workshop formats, and guidelines for sex-fair and race-fair materials and group activities. The bibliography is divided into four sections: (1) \General Resources\ includes readings in sex role stereotyping, curriculum review, laws on equal education and affirmative action, and general handbooks on how to combat sexism in the educational system; (2) \Materials and Media\ lists works for evaluating textbooks and supplementary materials for sexism and racism, guidelines on how to create more positive images, and critical reports on texts and supplementary materials currently available in classrooms and libraries; (3) \Affirmative Action\ includes works on writing and monitoring affirmative action plans, on assessing employment practices, on conducting a workshop on employment practices, and on where to find resources on affirmative action; and (4)…
(2000). Education in Rural Areas of China and South Africa: Comparative Perspectives on Policy and Educational Management. Comparative Perspectives: Education in China & South Africa. This report on the educational systems in China and South Africa compares the policies and processes of the two countries as they attempt to expand and improve rural education. Both countries experienced a major political upheaval, and even though there is a 50-year time lag between these events, political changes ushered in radical educational transformation. Today China provides basic education to almost all of its citizens, both youths and adults. However, there are lags in rural areas, particularly among women in minority groups. Changes were made in a stepwise fashion, with different contexts dictating the pace of reform. In contrast, South African educators have attempted to implement extensive changes at a rapid rate to meet constitutional challenges related to equity, redress, non-racism, and non-sexism. The new policies are in line with the most innovative changes made by developed countries, placing enormous stress on government officials, who often do not have the… [PDF]
(1995). Warming the Climate for Women in Academic Science. This paper contends that the climate or culture of academic science has been chilly to women, ethnic minorities, and people with disabilities. The paper reviews research findings in three areas: (1) numbers of women participating in science education and careers; (2) evidence of precollege patterns for girls and women in science and math; and (3) studies on how women are faring in college as undergraduate and graduate students and as faculty members. The paper outlines the following concerns, among others: small but consistent messages and behaviors reinforce sexist expectations and decrease undergraduate women's overall sense of self-competence (although not their academic performance) in math; Latina faculty members in California reported that both racism and sexism affected them significantly; and many women scientists feel isolated or alienated from the ethos of competition that admits no other commitment beyond their scientific work. The paper reviews some of the major…
(2004). Using Poetry in Social Studies Classes to Teach about Cultural Diversity and Social Justice. Social Studies, v95 n4 p172 Jul-Aug. As a teacher educator committed to raising issues of racial, economic, and gender equality and those related to an appreciation for diversity, the author finds poetry to be a powerful resource in social studies methods classes. When preparing preservice teachers for elementary and middle school levels, she finds that poetry can often capture their attention and address controversial issues in a meaningful, less-threatening manner. Poets frequently share their personal experiences with cultural diversity, racism, sexism, or classism in short, potent phrases. Poems often affirm women and cultural groups that are less valued in our society, praise individuals who resisted oppression, or portray the harm resulting from prejudicial comments or discriminatory actions. After a decade of using poetry appropriate for children and youth as a social studies resource, the author continues to be impressed with how much teacher-education students are moved by poetry when they seem untouched by…
(1991). Moving toward a "Just and Vital Culture": Multiculturalism in Our Schools. This paper addresses the key findings of a previous study exploring the relationship between ethnicity and substance abuse and discusses them in relation to the school's role in prevention. Substance abuse cannot be addressed in ethnic communities without also addressing poverty, lack of adequate housing, health and child care, education, employment, and the underlying Ethnic Groups; *Ethnicity; of racism. Since educational institutions have traditionally been a stepping stone for underprivileged minority groups, schools have a role to play in adopting policies and programs demonstrating an appreciation for our rich cultural heritage. Components for creating a multicultural school environment are as follows: (1) active involvement of the school community, including representatives from the ethnic groups in the school; (2) a school policy committed to all students successfully receiving an education affirming human diversity; (3) redistribution of power within the school and… [PDF]
(1988). Overseas Students in Britain: A Welcome Experience? St. Catharine's Conference (Windsor, England, United Kingdom, September 1988). Report No. 12. This publication reports on a gathering of 42 postgraduate foreign students from 27 nations studying at institutions of higher education in Britain to discuss the foreign student experience. Three main issues dominated the conference: (1) the relationship of overseas students to the British people; (2) students' life and work at the university; and (3) economic considerations. Bhikhu Parekh reviewed why students come to Britain to study and ongoing problems of racism and economics. Barbara Smith explored the complexities of living with the British, foreign students' busy lives, and Britain as a divided society. Ali argued that conference attenders should become involved in the student movement in order to affect change. Keith Fenwick discussed approaches to study within the British context and some of the problems foreign students experience, those that are similar to native students and those that are particular to the foreign students. Five discussion groups each met twice to…
(1993). Adult Education: Issues for the Future. Proceedings of the University-Based Adult Education Conference (Stellenbosch, South Africa, April 14-16, 1993). These proceedings contain 18 presentations on these main themes: adult education policy, role of universities/adult education centers, affirmative action, accreditation of courses, curriculum, and rural adult education. "Welcome and Introduction" and "Introducing Professor Marjorie Mbilinyi" (Walters) precede the keynote address, "Transformative Adult Education in the Age of Structural Adjustment: A Southern African Perspective" (Mbilinyi). Other presentations are as follows: "Continuity Not Rupture: An Analysis of Adult Education Policy Proposals Emanating from the National Education Policy Investigation (NEPI)" (Walters); "Inserting Feminism into Adult Education" (Wolpe); "University-Based Literacy Theory and Practice in South Africa: Planning the Work" (Prinsloo et al.);"Adult Education Centres–Brokers for University Extension" (Von Kotze, Stanford); "Six Criteria for Non-Formal Course Provision"… [PDF]
(1998). Parent News: A Compilation of 1998 Issues. Parent News, v4 n1-10 Jan-Dec. This document consists of the 12 issues of "Parent News" (an electronic Internet magazine for parents, prepared for the National Parent Information Network) published during 1998. Each monthly issue contains feature articles describing the activities of the National Parent Information Network, summarizing research useful to parents, announcing major events and conferences, and addressing issues of interest to parents. Topics of feature articles include: children and the Internet; Down Syndrome; fathering; after school care; television; child care; family uses of technology; grandparenting programs; family meals; parent involvement; young children and racism; the first day of school; bullies; teen driving; adolescents; emergent literacy; drug abuse prevention; mixed-age grouping; supporting working families; parenting education programs; language development; sexuality; adolescent behavior; advocates for special needs children; violence in children; making friends; mental… [PDF]
(1996). Student Attitudes toward Affirmative Action in Higher Education: Findings from a National Study. This report examines the affirmative action attitudes of 204,103 college freshmen from 473 colleges and universities nationwide and from four racial/ethnic groups: Whites, African Americans, Asian Americans, and Mexican Americans. The study addresses how and why student support for affirmative action in higher education admissions depends on how the issue is framed and on how college students of different races and ethnicities, backgrounds, and ideologies differ in their attitudes toward affirmative action. Data were obtained from the Cooperative Institutional Research Program's 1995 Freshman Survey. The dependent variable was students' attitudes toward affirmative action in college admissions. Independent variables were gender; self-interest as expressed by socioeconomic status, academic preparation, and college choice; and ideology expressed as political view. No direct measure of prejudice or racism was included in the study. Results indicate that freshmen attitudes toward… [PDF]
(1982). "Breakthrough" 1981 Eight Months Later. A Summary of the Presentations, Recommendations, and Outcomes of the 1981 Breakthrough Conference, to Assist Minority Women and Men and Nonminority Women Achieve Leadership Positions in Wisconsin's Vocational, Technical, and Adult Education System. These proceedings consist of a summary of the presentations, recommendations, and outcomes of a conference held to assist minority women and men and nonminority women achieve leadership positions in Wisconsin's vocational, technical, and adult education (VTAE) system. Following a brief introduction and copy of the conference agenda, summaries are provided of the following presentations: "Knowledge is Power: Critical Information Every Aspiring Leader Should Know," by Dr. Frank Samuels; "Critical Administrative Skills–What Are They? How Do You Gain and Demonstrate Them?," by Elizabeth Rosandick; "Social/Role Dynamics of Leadership," by Eloise Anderson-Addison; "Identifying and Overcoming Barriers Created by Racism and Sexism," by Helen Barnhill; "Leadership Opportunities in VTAE," by Christine Nickel; and "Racial and Sexual Harassment," by Richard Harris, et al. Barriers to upward mobility in the VTAE system (in areas such…
(2024). Community Solutions for Schooling Engagement: Two Australian Case Studies. Pedagogy, Culture and Society, v32 n3 p657-674. This paper draws together data from two projects on schooling dis/engagement in Australia. One project focused on mainstream schools and the strategies employed to retain and engage young people in learning, whereas the other explored the growing sector of alternative/flexible education for similar solutions. We found interesting parallels. For example, rich, relevant curricula delivered through innovative pedagogies alongside positive staff/student relationships were key elements in schooling engagement across both sectors. Those findings have been published elsewhere. This paper focuses on the contributions to schooling engagement that may be derived from mutually beneficial school/community relationships. Here, we examine one mainstream high school and one flexi secondary school, both situated in remote geolocations, that established bespoke school/community partnerships in response to local needs. The data from each site provide blueprints for other schools that wish to tap into… [Direct]
(1995). Faculty and Administrators of Color in the Pennsylvania State System of Higher Education: A Status Report. Data from the Pennsylvania State System of Higher Education (SSHE) indicate that men of color represent 13.1 percent of administrative positions and 6.42 percent of faculty positions, while women of color hold 9.66 percent of administrative positions and 4.05 percent of faculty positions. A study was conducted to compare the perceptions of 32 SSHE administrators and 52 SSHE faculty of color. Survey responses were analyzed in terms of demographics, perceived obstacles, perceived support, and aspirations of career mobility. Results confirm disparities of race and gender for faculty and administrators of color in the Pennsylvania SSHE. Career paths, opportunities for upward mobility, tenure, and promotion are reported as avenues of access paved with institutional, personal, and cultural racism. Most respondents indicated a desire to advance in their fields, but felt hindered by institutional barriers and to some degree by personal barriers. Men of color were reported by both women and… [PDF]