(1981). Education and Children's Literature in the Argentine Context. A study examined the conditions of education and the status of children's literature in Argentina, a country currently ruled by a military junta. Specifically, the study investigated how children's literature affected school curriculum; what themes were considered to be important; the roles of ethnic, female, and historical characters; and how teachers were prepared to introduce and make use of children's literature in the schools. The procedures used in the study included interviews with staff members of teacher training, curriculum development, and research at the National Ministry of Education and the Ministry of Education of Buenos Aires province; interviews with individual authors, editors, and publishers of children's books; and visits to teacher training institutions. Among the findings of the study were the following: (1) the children's literature showed little evidence of racism–however, the indigenous peoples of Argentina were rarely mentioned in the works; (2) in most…
(1975). Confronting the Miseducation of Third World Students. This booklet was developed to assist teachers of Third World students in a workshop setting to understand the impact of institutional racism on schools, and provide them with viable skills so they might assist Third World students to cope and survive more effectively in the society. The topics discussed in this booklet are as follows: What is the Mis-education of Third World people? What I as an educator must know in order to deal effectively with negating the mis-education of Third World students? Major goals in educating Third World students; Educator Self-Inventory; Awareness of Third World culture and its implication for educating or mis-educating Third World students; and some of the things Third World educators must do to effectively confront the mis-education of Third World students. The booklet concludes by stating that six basic realities must be considered by Third World educators: (1) Change must occur if schools are to be meaningful for Third World students; (2) Only… [PDF]
(1992). Multicultural Education of Children and Adolescents. This book provides preservice and in-service educators with information about the four most prevalent culturally diverse groups in the United States and describes components of responsive multicultural education programs. The text staunchly maintains that multicultural education programs should be a total school effort involving all school personnel. Curriculum, instructional strategies, materials, environment, and school practices should reflect multiculturalism and show a genuine respect for all forms of diversity. Part I documents increasing cultural diversity of the United States, looks at selected types of diversity, and introduces multicultural education as a concept. Part II provides a cultural portrait of children and adolescents in Native American, African American, Asian American, and Hispanic American cultures; discusses particular educational practices and other factors impeding the educational success of students in these ethnic groups; and suggests appropriate…
(2000). Inspecting Schools for Race Equality: OFSTED's Strengths and Weaknesses. Executive Summary of a Report for the Commission for Racial Equality. This booklet summarizes a report that evaluated how the United Kingdom's Office for Standards in Education (OFSTED) was fulfilling its responsibility to monitor the ways in which schools were addressing and preventing racism and promoting racial equality. The research occurred between August 1999 and April 2000, during which time OFSTED introduced a new inspection framework. This research considers the new framework's potential to report on racial equality. It also discusses processes of inspection under the previous framework. By analyzing 60 inspection reports and documents from 30 local education authorities and interviewing key stakeholders, the study revealed how, even when there is compelling evidence of a school's problems with racial inequality, issues concerning ethnic differences in attainment and exclusion rates, racial harassment, and support for students who have English as a second language are rarely reported to teachers, parents, and administrators. The report… [PDF]
(2006). The Promise of Politics and Pedagogy in Derrida. Review of Education, Pedagogy & Cultural Studies, v28 n2 p123-139 Jul. In this article, the author profiles Jacques Derrida, whose teaching activity made an invaluable and indelible contribution to the intellectual life of the University of California, Irvine (UCI). The question of pedagogy is central for Derrida, not only in terms of teaching people to read and write differently, but as a means for appreciating the complex relations of metaphysics and politics and how one grows out of the other–how politics often harbors deep metaphysical commitments that are never articulated or consciously realized. He was a man and teacher who was very much dedicated to the processes of speech, teaching, and writing as the principal means of literature and the university in fulfilling their roles within a democracy. Pedagogy and politics are central and interrelated aspects for Derrida–after all, he does talk explicitly about the role of intellectuals, the university, racism, and multiculturalism. In the 1980s and 1990s, Derrida came to influence a range of… [Direct]
(1999). Aboriginal Perspective on Education: A Vision of Cultural Context within the Framework of Social Studies. Literature/Research Review. This literature and research review was conducted to provide an Aboriginal perspective to the work of the Western Canadian Protocol Social Studies K-12 Project. The Project is a positive step toward rebuilding cooperative relationships between Aboriginal and non-Aboriginal peoples, and will also provide the students of western Canada with an understanding and respect for diversity. The first three sections of this paper review: (1) the history of Aboriginal education (traditional education, meaning of special talents and giftedness, analytical theory of Aboriginal philosophy, missionary schools, residential schools, assimilation policies, integration of provincial services to Aboriginal peoples beginning in the 1970s, and increasing local control of education); (2) the current educational status of Aboriginal students (racism and cross-cultural insensitivity, psychological stress and identity conflict, culturally biased standardized testing, and differences in learning styles); and… [PDF]
(1974). Multicultural Education: In Search of Definitions and Goals. The major goals of education for ethnic minority youth should be to maximize their cultural and social options, to present them with cultural and ethnic alternatives, and to help them attain the skills which they need to function successfully in different co-cultures. The school needs to become a multi-ethnic institution which accepts, encourages, and perpetuates values endemic to diverse ethnic communities. However, focus on ethnic and cultural variables must not divert attention from the role of individual and institutional racism in American society. Effective educational policy and programs must be based on research and theory which focus on both race and cultures and the complex interactions between these two major variables as well as related variables, such as socioeconomic status, ethnicity, values, language, and behavioral patterns. Because of the immense complexity of the problem, there is a need to examine multiple variables in determining causes and to devise effective… [PDF]
(1988). Education and Society Special Supplement. A Pull-Out Activity Section for Classroom Use. Education and Society, v1 n3 suppl Fall. The 12 activities in this special section of \Education and Society\ focus on the connection between education and the world of work. The goals are to help students understand their relationship with the working world, to see the diversity among workers, and to consider such issues as racism and sexism in this context. The activities are divided into three equal sections: elementary school, middle school, and secondary school. The elementary school activities are designed to help students become more aware of job diversity. They comprise the following activity sheets: (1) \Parents at Work\; (2) \Food of All Kinds\; (3) \Whose Job Is This?\; and (4) \The World of Work.\ The middle and high school activities focus on issues of stereotyping and discrimination, as well as helping students see the relationship between their education and entry into the world of work. The middle school activities comprise the following activity sheets: (5) \What's My Line?\; (6) \Community Jobs\; (7)…
(2023). Walking Carefully towards Bridging the Gap: Exploring Australian Music Educator Voices about Teaching Indigenous Music. Australian Journal of Teacher Education, v48 n7 Article 6 p89-108. Facilitating an inclusive pedagogy to close the gap that exists within the teaching of Indigenous Knowledge in Australia is a tall order for many teachers. This paper draws on responses to a national study and explores how music educators include Aboriginal and Torres Strait Islander music and culture into their practice. An online survey (December 2022-February 2023, N=109) informed the findings. Using thematic analysis, two themes (teaching challenges and opportunities, and bridging the gap) are discussed and key recommendations offered. Findings suggest that walking carefully towards bridging the gap is an opportunity for educational change in contemporary Australian classrooms…. [PDF]
(1976). An Analysis of the Needs and Provisions for Black Studies in the Metropolitan Area of Jackson, Mississippi. The needs for black studies in the public schools of metropolitan Jackson, Mississippi are assessed in this study through an analysis of the problems, attitudes, and educational characteristics with which advocates feel that black studies can deal. Also determined are what provision are made for black studies in Jackson's schools. The study is important because it attempts to deal with the problem of racism and the problem of distorted education in the school, and also in that it may provide help to other urban areas in the development and implementation of black studies programs that are meaningful in terms of students and communities involved. The first phase of the study investigates the role and potential of black studies through a study of readings by scholars in the field. The second phase investigates what other cities have been able to accomplish through black studies through questionnaire data on improvements in education, attitudinal change, and problems solved. The final…
(1984). Down from Equality. Black Chicagoans and the Public Schools. 1920-41. The creation of a separate and unequal system of education for blacks and whites in Chicago in the 1920s and 1930s, and black responses to the situation are described and analyzed in this book. Drawing upon material from black newspapers and journals, Chicago Board of Education documents, census data, private manuscript collections, and personal interviews, the book shows how the change from a substantially integrated to a segregated system came about, and how this transition continues to influence the current debate on education in Chicago. The first chapter describes public schooling and racial relations before 1920. The following three chapters discuss how the school system became segregated; what segregation meant for school funding and facilities in the black community; and the effects on black students of classroom racism in the black schools, overburdened families, and the ghetto's social ills. The final chapter deals with black activism and the public schools–strengths and…
(1987). International Symposium on the Right of Women to Education with a View to Their Access to Employment (Paris, France, September 14-18, 1987). Final Report. This document reports on a symposium held to analyze major obstacles hampering the equality of educational opportunity for girls and women and to exchange experiences and information on efforts to remove such obstacles and improve access. The welcoming speech by K. Savolainen is outlined, and other proceedings are briefly discussed. The summary of trends, experiences, information, and views expressed during the symposium highlights these areas: women's progress and remaining problems; traditional ideologies that portray women as inferior; the negative consequences of war, racism, and economic crises; illiteracy and lack of skills training as obstacles to women's educational and employment opportunities; family responsibilities; regression in women's interest in academic education; concentration of women in traditionally female jobs; the need to consider any specific educational strategy within its economic, political, and cultural context; the importance of nonformal education; the…
(2004). Howard Zinn on Democratic Education. Paradigm Publishers Perhaps no other historian has had a more profound and revolutionary impact on American education than Howard Zinn. This is the first book devoted to his views on education and its role in a democratic society. \Howard Zinn on Democratic Education\ describes what is missing from school textbooks and in classrooms–and how we move beyond these deficiencies to improve student education. Critical skills of citizenship are insufficiently developed in schools, according to Zinn. Textbooks and curricula must be changed to transcend the recitation of received wisdom too common today in our schools. In these respects, recent Bush Administration and educational policies of most previous presidents have been on the wrong track in meeting educational needs. This book seeks to redefine national goals at a time when public debates over education have never been more polarized–nor higher in public visibility and contentious debate. The contents of this book include: (1) Apparatus of Lies:…
(1999). Teaching Multicultural Concepts in a World Language Classroom. Multicultural education is an idea, a concept, and a reform movement that should be present at all levels of schooling. This project outlines two multicultural units taught in a high school French IV and V class. Focusing on the multicultural concepts of racism and immigration-migration, students were introduced to global historical and contemporary events through the perspectives of different ethnic groups. Looking at these events from the eyes of a culture other than their own helped students to broaden their understanding and appreciation of ethnic diversity, not only in the United States but in several other countries as well. This paper is divided into seven sections. Section one introduces and describes the project. Section two describes the setting. Section three describes the culture, multicultural education and how it is used in a world language classroom. Section four outlines cycles of action and reflection, and provides examples of weekly lesson plans and a practicum… [PDF]
(2001). Racial and Ethnic Diversity in Anchorage. In the spring of 2001, the mayor of Anchorage (Alaska) created a task force to develop recommendations to help heal racism in Anchorage. A series of focus groups were held throughout the community to obtain an assessment of attitudes and opinions about the quality of life in Anchorage from the perspective of different racial groups and to solicit recommendations for improving race relations in the community. Issues discussed include education, public safety, housing, and employment. Hispanics felt that education was good, getting loans for housing was difficult, and most jobs had little opportunity for advancement. African Americans felt there was still considerable discrimination in housing employment and education, although some felt that things were better than in other places or times. Asians gave education high marks, but felt the high cost of housing had a segregating effect. Safety was a common theme among Caucasians. Young Native women felt that access to housing employment… [PDF]