(1997). Annotated Selected Bibliography & Index for Teaching African-American Learners: Culturally Responsive Pedagogy Project. This annotated bibliography and index presents nearly 2,000 references that are substantially unique to African or African American teaching and learning. Designed to support teacher education, the bibliography features references that were chosen if they were culturally relevant, recognized the African or African American experience, and drew from the cultural experience of African and African American people. References also had to contribute to the enhancement of teaching and learning, had to be based on empirical research, and had to employ rigorous scholarly analysis, synthesis, and/or theory. Topics included in the index are: African culture; anthropology; bi-racial, inter-racial issues; criminal justice, violence, gangs; curriculum; economics; gender issues; general and miscellaneous; health; history; learning styles and teaching styles; linguistics, language, ebonics; literature and literary criticism; media and popular culture; methodology and pedagogy; philosophy;… [PDF]
(2004). Fwd: Opportunities Lost–How New York City Got Derailed on the Way to School Reform. Volume: I, Number: 3. Arresting Insights in Education. Thomas B Fordham Foundation and Institute Mayor Michael Bloomberg gave his first hint about his plans for reforming the New York City school system on Martin Luther King Day in January 2003. Mayor Bloomberg did not offer a single excuse for the disastrous state of the city's schools. Nor did he attribute that failure to poverty or racism. Breaking with 50 years of liberal political rhetoric about \insufficient funding\ of public education, Bloomberg owned up to the fact that an operating budget of more than $12 billion (about $12,000 per student) ought to be sufficient to provide decent schools for the city's 1.1 million schoolchildren. This article includes the following sections: Taking Charge–Briefly; Whole Language Hoopla; Constructing School Failure; You Will be (Re)Educated; and Potemkin Village Reform. [Report also produced by the Thomas B. Fordham Institute.]… [PDF]
(1980). Mexican American Education Fact Sheets and Mini Reviews. This collection of fact sheets and mini reviews deals with various problem areas in Mexican American education. "Mexican Americans in Higher Education" identifies the major factors (primarily money and language) which affect low enrollment and high attrition of Mexican Americans in institutions of higher learning, and suggests that colleges recruit more Mexican Americans, provide more effective counseling, and establish more Chicano programs. "Chicanas and Politics" presents a bibliography in six categories, covering the period from 1970 to 1978, which deals with the Chicana's activism in her struggle against racism, sexism, exploitation, and stereotypes. "Multicultural Education and Mexican Americans" looks at the failures of the American educational system to assimilate and acculturate Mexican Americans, and implies that the major factor for this discrepancy is the failure to understand the Mexican American student; the importance is stressed of… [PDF]
(2023). Toward Pay Equity: A Case Study of Washington, DC's Wage Boost for Early Childhood Educators. Urban Institute The District of Columbia Early Childhood Educator Pay Equity Fund provides large and sustainable wage supplements for early childhood educators working in child care. Synthesizing qualitative evidence from 11 key informants, including DC early childhood education leaders, advocates, and implementation partners; 39 parents and legal guardians of young children enrolled in licensed DC child care facilities; and 29 child care center directors and home and expanded home providers, this case study highlights the historical context behind the Pay Equity Fund, the vision and goals of the fund, early implementation successes and challenges, and future goals. These findings can inform jurisdictions across the country as they design and implement compensation improvements for the child care workforce…. [PDF]
(1990). Urban Indian Education. INAR/NACIE Joint Issues Sessions. National Indian Education Association (NIEA) Annual Conference (22nd, San Diego, California, October 16, 1990). This report summarizes a joint session held by the Indian Nations At Risk Task Force and the National Advisory Council on Indian Education to hear testimony on issues in urban American Indian education. Issues and problems were in the areas of: (1) the position of Native Americans as a very small minority in large urban schools; (2) lack of funding for Indian programs in urban areas, particularly for vocational education and Head Start; (3) greater severity in urban areas of problems such as high Indian dropout rates; (4) problems of racism and poor racial relations; (5) lack of a tracking system for students who go back and forth between the reservation and family in urban areas; (6) competition with other minority groups for funding and administrative awareness; (7) difficulties in identification of Indian students; (8) the development of Indian gangs in some urban areas; and (9) the need for Native Americans to learn how to influence the \system\ at local, state, and federal… [PDF]
(2009). Race and Equity in the Mathematics Classroom: Teacher Learning via Artifacts. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. The field of education has recently recognized the importance of investigating how issues of race impact equity in mathematics education. Historically there has been great emphasis on researching how to support teachers in their practice. Specifically examining the intersection of all these components is a growing focus of a cadre of researchers. There remains, however, a great deal to learn and study. This study utilizes qualitative methods to observe and analyze how teachers engage with specific artifacts in order to address issues of race, equity, and the teaching of mathematics. The objective of this study is to offer insight on teacher growth in response to engagement with artifacts. The theoretical framework that grounds this study includes Lave and Wenger's (1991) framework and a Situative Perspective of teacher learning (Pressini, 2004) that details how communities of learners interact with artifacts as a tool for learning. In addition, Critical Race Theory… [Direct]
(1991). Education in a Multicultural Society. Issues in Education Series. This book explores the policies, debates, and controversies that have emerged as British education has developed in response to the ethnic diversity and multicultural nature of contemporary society. The three major dimensions of educational concern in the face of the social change resulting from increased diversity are the rapidity of the change, the breadth of new educational policy, and the intense nature of the debates and episodes in its evolution. Chapter 1 provides an overview of the development of cultural and ethnic diversity in Britain. Chapter 2 outlines the development of educational responses, including ideological responses, central and local government policy development, and the implications of these policies for the school curriculum. Racism in society and the schools is addressed in chapter 3, with a discussion of teaching about race and race relations. Chapter 4 summarizes four of the major episodes of conflict concerned with multicultural education in the 1980s,…
(1968). Integrated Education: A Reader. This book consists of a selection from the articles, addresses and documents that have been published in the magazine \Integrated Education,\ comprising fifty items appearing between April, 1963 and September, 1967. The items are arranged in six sections. Part One is devoted to the general problem of educational deprivation, and to the question of making public schools into centers of opportunity while ridding them of racial inequality. The similarities and diversities of segregated education in the American metropolitan complexes are illustrated by the selections in Part Two, entitled \Places and Practices.\ Part Three, \Points at Issue,\ addresses itself to discussing the dimensions of change called for by the eradication of racism from educational systems, the simultaneous implementation of programs of instructional improvement and of integration, and the amount of authority over a public school that can be lodged in the hands of an organized community. Part Four, \Prospects for…
(1977). Conflicting Moralities in Education. ACSA School Management Digest, Series 1, Number 1. ERIC/CEM Research Analysis Series, Number 28. The author begins by noting that if morality depends on how one sees the world, everything that teaches about the world is ultimately a moral question. A number of examples of conflict in textbook selection act as illustrations of moral issues in education–the controversy in Kanawha County, West Virginia; the controversy over evolution and creation; and the accusations of sexism and racism in textbooks. Examined historically, it is the removal of moral content from education rather than its inclusion that represents a departure from tradition. Among the reasons offered for the inclusion of morality in the curriculum is the \hidden curriculum\–the things the schools teaches implicity, even unintentionally. Moral issues cannot be avoided in the schools. Two approaches to teaching about morality are examined–values clarification and consideration of Kohlberg's stages of moral judgment. Objections to Kohlberg are examined and the unanswered question of the public's response to moral… [PDF]
(2022). Advancing Global Citizenship of Underrepresented and Hypersegregated U.S. Students in Higher Education through Virtual Exchange. Journal of International Students, v12 spec iss 3 p38-56. The celebration of diversity is at the heart of global education initiatives. Yet, participation in study abroad and related programs in the United States–a purported 'melting pot' of races and cultures–remains, disproportionately, the domain of affluent whites. Against this background, this study seeks to learn from the experiences of underrepresented and hypersegregated students in international virtual exchange (IVE), an educational experience involving sustained interaction between geographically separated participants using technology and trained facilitators. Using a survey, semi-structured interviews, exchange field notes, and the researcher's own abroad experiences, the data revealed five main themes: 'Virtual connections beyond the classroom,' 'Bias reduction,' 'Color matters,' 'Equality in digital space,' and 'One step closer to abroad.' Findings suggest that U.S. universities and other educational institutions serving underrepresented groups can increase student… [PDF]
(2005). Researching the Educational Benefits of Diversity. Research Report No. 2005-4. College Board There are many different ways to research the educational benefits of diversity. Most of the findings from the research in this field suggest that experiences with diversity in higher education result in significant benefits on learning and democracy outcomes. This paper offers several examples of previous studies, as well as recommendations and considerations for institutions interested in designing and carrying out their own research studies on the educational benefits of diversity. Appended are: (1) Explanation of Acronyms; (2) Sample Items from the Diversity Assessment Questionnaire (DAQ); (3) Diversity Experiences; (4) Openness to Diversity/Challenge Scale Items; (5) Independent Variables Investigated by Pascarella, Edison, Nora, Hagedorn, and Terenzini (1996); (6) Modern Racism Scale (MRS); (7) List and Description of Measures Used in Gurin, Nagda, and Lopez (2004); and (8) Interactional Diversity Items from the College Student Experiences Questionnaire (CSEQ)…. [PDF]
(1993). Teaching for Change: Anti-Racist, Multicultural Curricula, Critical Teaching. This publication is a 60-item catalog listing of curricula, teaching guides, and other resources for teachers that focus on developing and promoting pedagogy, resources, and cross-cultural understanding for social and economic justice in the Americas. Many of the offerings particularly address racism and issues in Central America and South America. The selections are designed for elementary school and secondary school education, and also include newsletters, travel opportunities, and recommended professional books. Some of the topics covered are the following: (1) cooperative learning; (2) Malcolm X; (3) the labor movement; (4) Rigoberta Menchu; (5) Hispanic folktales; (6) civil wars in El Salvador and Guatemala; (7) Caribbean culture and history; (8) educational activism in the United States; (9) standardized testing; and (10) battling the school choice movement. Included are an order form and an information request form. (JB)… [PDF]
(1980). Church and College: A Vital Partnership. Volume 2: Mission–A Shared Vision of Educational Purpose. In the two-year period 1979-80, the National Congress on Church-Related Colleges and Universities was a cooperative effort of 23 denominations to examine the issues facing their institutions of higher education. The significant papers and events appear in this and three other volumes. Contents of this volume include an overview and four other sections. Section Two addresses educational purposes and programs: interdependence and enrichment, distinguishing characteristics, and identity and integrity. Section Three looks at issues of society, and the appropriate academic involvement in social issues through curriculum and other institutional efforts. The issues of racism and poverty are addressed specifically in several articles. Section Four considers forms of relationships between church and college; viable relationships, how they are made, images and expectations. Section Five contains a list of authors and critique authors, and their institutional affiliations. (MSE)…
(1971). The Westminster Eighth Grade World Problems Course (Pilot Project). The rationale, objectives, and social studies units are provided in this curriculum guide for grade 8. Focus is upon students' assessing, hypothesizing, and synthesizing the world's critical problems. Teaching techniques are process education oriented emphasizing inquiry training, problem solving, and inductive learning in an attempt to prepare students to understand and cope with the complexity and challenges of social issues in a rapidly changing world. A set of selected world problems are interrelated, they are separated for organization purposes. The four activity units encourage student participation. I. \The Struggle for Life,\ attempts to survey problems of hunger, poverty, disease and overpopulation. II. \Urbanization,\ deals with the world trend toward urban living. III.\Cultural Diversity and Intolerance,\ looks at ethnocentrism and racism throughout the world. IV. \Nationalism,\ examines this phenomenon as a force that both builds and destroys in today's world. (Author/SJM)…
(2004). The British Columbia Literature 12 Curriculum and I: A Soliloquy. Curriculum Inquiry, v34 n2 p185-212 Jun. A critique of the prescribed Literature 12 curriculum for British Columbia teachers, this article is a life-history narrative juxtaposed against my own literary education, examining how my lived experiences were reflected and reinforced in the Literature 12 curriculum, and in the literary canons of both high school and university English teaching and vice versa. After first introducing the curriculum documents and the required textbook for the teaching of Literature 12, this article then deconstructs the curriculum objectives and the canon, pointing out that the study of English literature, as traditionally conceived in high schools and universities, reinforces Eurocentrism, racism, elitism, and, particularly for the purposes of this article, misogyny. It concludes by reminding teachers that some students bring experiences of oppression with them to the classroom, and that it is therefore our responsibility to challenge the norms present in the literary canon…. [Direct]