(1976). Literature of the Filipino American in the United States: A Selective and Annotated Bibliography. This annotated bibliography presents some of the more important and some of the newer general material on the Pilipino American. It includes printed materials specifically mentioning Pilipinos in the United States or Pilipino Americans. Excluded are background works on the Phillippines, most government documents, newspaper articles and book reviews, some ephemeral difficult to obtain material, and some highly specialized works, such as those in education/psychology. The seven sections of the bibliography focus on: general works and works on Asian Americans; the Pilipino American in the United States, with special reference to California and Hawaii; Pilipino immigration and exclusion, including legal aspects; aspects of race and racism; social and economic conditions of the Pilipino American, with special reference to labor; Pilipinos in the Armed Forces; and, Pilipino students. (Author/JM)…
(1969). The Black Curriculum: Developing a Program in Afro-American Studies. This book attempts to present a documented and comprehensive chronology of a recent effort to secure a black curriculum in a large, urban community; to offer a blueprint for uplifting the black man in America; and, to incite society to change. The main body of the book is devoted to laying out a black educational program and curriculum. Among the topics discussed are the following: (1) the role of semantics in the perpetuation of racism; (2) the recruitment of black teachers; (3) the Afro-American Studies Program at Merritt College; (4) developing relevant course content and activities at all levels of education; (5) the role of black educators; (6) the role of white educators; and (7) counseling black students. Included in the text are short poems and interviews. (Author/JW)…
(1994). African-American Firsts. Famous, Little-Known and Unsung Triumphs of Blacks in America. Stories of more than 400 "firsts" by African Americans, break-through achievements in a variety of fields, are told in question-and-answer form ("Who was the first African American to …?"). These are stories of people who were forced to contend with racism, directly or indirectly, in their struggle towards goals that require dedication and effort. That these people were able to succeed in a climate of racial injustice adds to their achievement. Achievements are grouped into the following categories: (1) business; (2) education; (3) entertainment; (4) film; (5) history; (6) journalism; (7) law and government; (8) literature; (9) military; (10) music; (11) religion; (12) science and medicine; (13) sports; (14) theater and dance; and (15) visual arts. Over 75 pages of photographs are included. (SLD)…
(1993). Dogs Playing Cards: Powerbrokers of Prejudice in Education, Art and Culture. Counterpoints. Studies in the Postmodern Theory of Education. Volume 5. The brutality toward women, minority groups, underclasses, and the environment, that has haunted western civilization is linked to the three great western religions: Judaism, Christianity, and Islam. Further, it is suggested that capitalism is a primary mechanism by which this brutality is implemented. The book begins with a survey of western civilization that expands the traditional borders of the subject by including voices of women and other heretofore silenced groups. This survey uses the artistic record as its primary database. Following the survey, oppression in its contemporary forms is examined as it manifests itself in art, capitalism, censorship, education, race, sex, and violence. Eight chapters are organized in two sections. Section One: \A Revised Survey of Western Civilization\ includes: (1) \The Birth of Oppression\; (2) \From the Ancient World to the 'New' World\; (3) \Modernism\; and (4) \Postmodernism\. Section Two: \Education, Art, and Culture Today\ contains: (5)…
(1968). Proceedings 68; Association of University Evening Colleges; 30th, San Francisco, California, November 10-14, 1968. In this annual convention of the Association of University Evening Colleges (AUEC), emphasis was on the universities' proper urban extension role and responsibility in the inner city, and on steps toward greater flexibility and wider educational opportunities in higher continuing education. Whitney Young's keynote speech on the need to correct white racism was followed by commentary and questions and answers. Another speaker, from Oxford University, discussed the new social responsibility of English universities. In his own address, the AUEC president suggested 12 questions and problems for consideration or decisive action. Discussion sessions dealt with specific institutional responses to inner city educational needs (including leadership development and liberalized student recruitment and admission); academic credit by examination; adult degrees; noncredit certificate programs; continuing education in business and industry; and problems relating to student personnel services,… [PDF]
(2006). "If Justice Is Our Objective": Diaspora Literacy, Heritage Knowledge, and the Praxis of Critical Studyin' for Human Freedom. Yearbook of the National Society for the Study of Education, v105 n2 p337-360 Oct. The visionary social struggle that resulted in the 1954 "Brown v. Board of Education" decision did not take into account the ways ideologically distorted knowledge sustains societal injustice, particularly academic and school knowledge about black history and culture. This delimited vision of equal justice raises a number of questions of concern to this chapter: Is equal access to a faulty curriculum justice? What pedagogical alternatives are available, if academic scholarship and school knowledge are flawed by the ideology of white supremacy racism? If racial division is learned, does our vocation as educators call for the critical moral agency to realize the unfulfilled hopes of "Brown"? In other words, "if justice is one's objective," how can one educate for true human freedom? This chapter presents a morally engaged pedagogical approach that has evolved from the author's teaching and research on race, ideology, and education: the praxis of Critical… [Direct]
(1974). We'll Do It Ourselves: Combatting Sexism in Education. The idea that women and gay people must \do it themselves\ forms the central theme throughout this book. The essays document the oppression women and gay people experience, and describe ways in which alternative futures can be built. In \channelling,\ the author describes the process by which sex roles are developed and hardened. Two essays graphically depict the interrelationship between racism and sexism. Another article reviews the literature documenting the way institutions of higher education discriminate against women. From his own experience and knowledge of gay struggles at colleges and universities, an author writes of \The Oppression of Gay People.\ The remaining essays describe practical ways in which women and gay people can begin to build alternative futures for themselves. Most chapters include a list of resources or a complete bibliography. (Author/PC)…
(1972). Resources for Social Change II: A Guide for School Administrators. This manual provides analyses of issues on and examples of programs relevant to contemporary school crises. Five authors comment on (1) the administrator's dilemma in school disruptions; (2) a case study of school disruption and the responses of two school administrators; (3) three major clusters of issues relevant to the state of American secondary education — racism, organizational structures and processes, and professionalism and accountability; and (4) some alternative administrative roles culled from prior discussions. In each chapter, the authors provide an analysis of key issues and describe a series of steps that can be taken to improve current school situations. The action plans suggested are taken from actual or modified versions of plans attempted in various schools throughout the nation. Related documents are EA 004 668 and EA 004 670. (Author/JF)… [PDF]
(1994). African-American Women and Doctoral Study: Three Case Studies. Case studies are presented of three African-American women who earned doctoral degrees in physical education and sport disciplines between 1971 and 1990. Personal interviews were conducted with the informants on issues related to the campus environment as well as financial and academic factors. The case studies are analyzed in terms of the women's enrollment decisions, financial aid, advisor relations, the need for Black advisors, and alienation and racism in the campus environment. The case studies revealed that personal qualities such as faith, determination, and political savvy were essential to the persistence of these African-American women, as these personal qualities enabled them to function successfully in a predominantly white environment and to cope with nonsupportive faculty members. The study concludes that, although doctoral students of all races need a substantial measure of personal qualities and support, African-Americans and other ethnic minorities in physical… [PDF]
(2025). Reimagining Latinx Family Engagement in Schools through Technological Equity, Culture and Linguistic Assets. Journal of Latinos and Education, v24 n1 p170-183. Research related to the engagement of parents in education continues to perpetuate critical misconceptions in the education of English Learners (ELs), as ideological mind-sets and mislabeling of Latinx families intentionally diminish their roles, importance, participation, and histories. The effects of COVID-19 pandemic on mitigating online instruction, exposed the magnitude of the technological inequities for Latinx families already marginalized by systemic discrimination and social injustices. Schools not only need to commit to training all educators on how to engage all families but to also consider providing technology training to parents of ELs. This five-year study aimed to improve the education of ELs by increasing the engagement of parents through technology. The research presented how the parents' confidence levels on the use of technology remained moderate to low, even after participating in teacher-parent workshops targeted at increasing their skills. However, the study… [Direct]
(2005). Helping Teachers Unpack Their \Invisible Knapsacks\. Multicultural Education, v13 n1 p36 Fall. Sonia Nieto (2004) defines multicultural education as \a process of … basic education for all students … [that] challenges and rejects racism and other forms of discrimination in schools and society and accepts and affirms the pluralism … that students, their communities, and teachers represent\ (p. 346). This definition necessitates inclusion and authenticity (Neito, 2004. p. 353) emphasizing that all people, especially teachers, need to learn about and respect themselves, one another, and all other people in honor of their many diverse cultural characteristics (Banks, 2001; Zeichner, 1993). To achieve these goals, teachers must understand, facilitate, and appreciate pedagogy that is culturally responsive and responsible by creating educational environments that offer safe, welcoming, and caring communities of learners for all of their students (Gay, 2000). In this article, the author aims to equip teachers with defining opportunities to increase their levels of competence,… [PDF]
(1993). Racism and Education: Research Perspectives. Modern Educational Thought Series. This book focuses, from a British perspective, on the dilemma facing educational systems in culturally diverse societies: too much allowance for diversity can lead to fragmentation and loss of control; too little can lead to alienation, unrest, and loss of control. The book's first part draws on the author's research in educational policy in England and Wales at both state and institutional levels to argue that policy makers and practitioners have avoided coming to grips with one of the central impulses of culturally and ethnically mixed societies: racism. The second part focuses on the research enterprise itself. It highlights some of the methodological limitations of existing research on multicultural and antiracist education research, which has played a powerful role in the framing of educational policy and practice. The book's final chapter provides a defense of antiracist education against the criticisms mounted by those on the New Right, multiculturalists, and critical…
(2006). Ivory Tower: Lessons for a Teacher. Teaching Tolerance, n30 p18-22 Fall. In this article, a veteran teacher writes openly about a question that too often is left unspoken and unanswered: How does a teacher's whiteness get in the way of successful multicultural education? She relates some hard lessons she learned from an experience she had with Shonda, a gifted African American high school student regarding her perceptions about race. The teacher had tried to be color-blind, reasoning that blackness should not matter. Compassion and good intentions matter, but neither erases racism, and unless we first view each other as different, we can never see each other as the same. Both Shonda and her teacher never discussed race, but should have. Both student and teacher needed to acknowledge each other's, and their own, race, and all its cultural implications. The teacher learned that people do not need to be rescued; they need to be respected, and her protectionist attitude served only to alienate Shonda from her. Self-respect must be self-defined. Without it,… [Direct]
(1978). Cultural Pluralism and Citizen Education. Conference proceedings are presented which explored the relationship of cultural pluralism to citizen education. Discussants included members of federal offices, national organizations, state departments of education, and private foundations from the U.S. Office of Education, the Office of Bilingual Education, the Council of Chief State School Officers, the Association for Supervision and Curriculum Development, and the Council for Educational Development and Research. Three major topics were examined: (1) the implications of ethnic pluralism for citizen education, (2) the school's responsibility for teaching the implications of ethnic pluralism in citizen education programs, and (3) immediate action which schools might take regarding instruction in the implications of ethnic pluralism as an element of citizen education. Discussion of the first topic covered definitions of citizen education, the benefits of bilingual education, and racism as an impediment to social change…. [PDF]
(1992). Effects of Formal Instruction on Preservice Teachers' Beliefs about Multicultural Education. This study was conducted to determine whether formal instruction in multicultural education would produce changes in preservice teachers' beliefs about basic concepts related to the topic. The sample consisted of 31 preservice teachers enrolled in 2 sections of a practicum course in early childhood education. Three professors planned and delivered five hours of formal instruction, including lectures and an oral dialog between two professors of different racial backgrounds. Preservice teachers (N=31) received the instruction in three sessions. Prior to the first lecture session and six weeks after the last one, the education majors responded to the Survey of Multicultural Education Concepts (SMEC). The SMEC is designed to assess beliefs and attitudes about multicultural education with items representing: racism, sexism, stereotyping, linguistic views, special holidays, and educational practices. Results of the study suggest that carefully planned and implemented formal instruction… [PDF]