(1972). Ways and Means of Teaching About World Order. These newsletters are a regular feature of the edition of the Progress Report sent to teachers, and further, supplement the World Law Fund's catalog of publications. Issues provide teachers with professional information on materials and techniques for teaching about world order. Typical inclusions present sample lesson plans and unit descriptions, announce new curriculum materials and innovative teaching techniques, and list resources on organizations, documents, selected bibliographies, and resource centers dealing with topics relating to teaching about world order. The eight issues, all dealing generally with world order, focus on foreign relations, peace, futurism, international education, racism, economic development, human rights, arms policy, and war. Those interested in receiving the mailings should request that their name be placed on the mailing list. (SJM)… [PDF]
(2003). Story and Healing in Action: New Methods for Fostering Heart-to-Heart Dialogue about Race. Multicultural Education, v11 n2 p49-54 Win. In this article, the authors present a new interdisciplinary methods called \Story and Healing.\ These methods enable teachers to enter a discussion of the ills of white privilege and the epidemic of racism through the \back door\ approach. First, students are asked to contemplate transpersonal experiences such as healing and suffering, second, students are provided with tools to observe and analyze self and other, third, students are asked to apply these principles and methods to the study of a culture that is neutral to them, and fourth, the students are asked to contemplate the question of how narrative heals. The authors feel multicultural education should, at its foundation, have as a goal healing the pain \all\ Americans have around the issue of race. (Contains 10 notes.)… [PDF] [Direct]
(1976). Education: Problems in Equity. Several educational issues that are currently in the spotlight are discussed in this publication. They include: school desegregation, pregnant girls, teenage mothers, discipline, children with special needs, sex discrimination and Title IX, Title I — Compensatory Education, privacy and the right to records, and racism and sexism in text materials. Background information for each problem discussed is included; for instance, a desegregation update includes a discussion on the courts and metropolitan desegregation, including the Boston experience. Sex discrimination and Title IX focuses on the coverage provided by the legislation and addresses issues such as admissions, employment, athletics, physical education classes, financial aid, vocational education and counseling. Compensatory education provides information on how the program works, funds distribution, and parent advisory councils. The section on privacy and the rights to records addresses issues such as the law and its… [PDF]
(2006). A Mixed-Method Analysis of African-American Women's Attendance at an HIV Prevention Intervention. Journal of Community Psychology, v34 n5 p601-616 Sep. Grounded in a model of service utilization, this study conceptualizes attendance of African-American women at an HIV prevention intervention as associated with influences across three ecological domains–individual, service (program), and social network. First, the texts of responses to semistructured, open-ended elicitation interviews were analyzed. Survey items that conceptually matched the influences on attendance were then selected for subsequent analyses. In order to assess the contributions of groups of variables in separate domains, three blocks of independent variables were entered in a hierarchical regression. The hierarchical regression revealed that individual domain variables (age, level of education, and perception of racism) accounted for 18% of variance in attendance. After controlling for these variables, program domain variables (use of counseling and staff friendliness) accounted for an additional 7% of variance. The social network domain (influence of friends) did… [Direct]
(1970). The SEEK Program: A SEEK Student's View. Community Issues, July 1970. The Search for Elevation through Education and Knowledge (SEEK) experience at Queens College has been a hectic and strained undertaking, culminating in a confrontation between black and white students which gained national attention. The white community at Queens reacted negatively towards SEEK students, faculty, and counseling staff. The frustration of the black and Puerto Rican community was the result of almost three years of coping with racism, budgetary mismanagement, and a dearth of black courses and teachers, and was aggravated by organizational changes which were seen as a move to destroy the SEEK program. This led to the formulation of the black and Puerto Rican Student-Faculty-Counselor Coalition. The Coalition outlined proposals designed to improve the quality of education. Demonstrations were planned to force the college to negotiate in good faith, but most of the efforts to improve education were frustrated. Black educational complexes are the only alternative to poor… [PDF]
(2005). Rawls' Theory of Justice and Citizenship Education. Journal of Philosophy of Education, v39 n3 p499-518 Aug. Political liberalism purports to be independent from any controversial philosophical presuppositions, and its basic principles and features are often presented as the most accommodating of difference and heterogeneity, so long as the latter is not illiberal, oppressive and fanatic. Educational theory welcomes this assumption and attempts to utilise it in citizenship curriculum debates, often in a receptive and arguably uncritical way. I shall critique the above by unveiling the contestable epistemological and anthropological theses underlying Rawls' difference principle and by discussing the conception of education that they ground. I shall draw especially on sociology of education and its questioning of the "racism of intelligence" in order to show that political liberalism mistakes its self- and world-understanding as a reflection of general and undisputed facts. Further, I shall explain how a more critical perspective would give educational theory a more active role by… [Direct]
(2001). Alaska Native Education Study: A Statewide Study of Alaska Native Values and Opinions Regarding Education in Alaska. This document contains four reports detailing a four-phase research project on Alaska Natives' attitudes and values toward education. A literature review examines the history of Native education in Alaska, issues in research on American Indian and Alaska Native education, dropout studies, student assessment, language and culture, learning styles, teaching styles and teacher training, distance learning and technology-based education, parent and community involvement, and higher education. The other three reports present findings of interviews with Alaska Native educational and cultural experts; a random telephone survey of 1,000 Alaska Native households; and focus groups with students, parents, and elders in Anchorage and rural Aniak and with business representatives and human services personnel. Common themes that arose across the four studies included barriers to education for Alaska Native students, the role of language and culture in education, family and community problems… [PDF]
(1974). Human Relations Guide I: Inter and Intracultural Education. K-12. Curriculum Guide No. 39. This guide is intended to assist the educational system with curriculum in the area of racial minorities. It was developed by the Minnesota State Department of Education and provides guidelines for developing a K-12 curriculum in intercultural and intracultural education with attention to four designated minority groups in the state: American Indians; Black Americans; Mexican Americans; and Asian Americans. Thirteen goals for human relations are outlined along with a brief explanation of them. Student objectives and instructional activities are outlined for each goal. Under each goal are objectives and activities for primary, intermediate, junior high, and senior high school age groups. This is followed by a brief history of the four ethnic target groups in the state. Lengthy appendices discuss the legislative record on Civil Rights in Minnesota, demographic data on minority groups in the state, other Minnesota human relations curriculum guides, periodicals, books, and articles… [PDF]
(2005). Emerging from the Cocoon of Romani Pride: The First Graduates of the Gandhi Secondary School in Hungary. Intercultural Education, v16 n3 p247-261 Aug. Despite recent educational reforms in Hungary, only 33% of Roma who enter primary school subsequently enroll in secondary school, and a mere 0.2% progress to higher education. To address this situation, in 1994 the Gandhi Secondary School opened its doors as the first college preparatory school for Roma in Europe. In 2000, the school graduated 18 of its original 56 students. Based on interviews conducted in 2004 with 10 of these students, two of the school's founders and two teachers, this paper documents the graduates' reflections on their experiences during high school and beyond. Data revealed that students found a second family at the school–indeed a protective cocoon–but did not always feel equipped to handle the racism they encountered later in both the workplace and university…. [Direct]
(1988). Partners at School: A Handbook on How To Involve Indian and Metis Parents in School Activities. This handbook provides activities and methods that educators can use to encourage Indian and Metis parents to become more involved in the education of their children and in the provincial school system as a whole. Chapter 1 includes exercises and quizzes to help teachers understand their own views on cultural awareness, racism, and values. Chapter 2 contains exercises to stimulate teacher thinking on the purpose, nature, and goals of parental involvement, especially in regard to Indian and Metis parents. Chapter 3 focuses on some of the questions and concerns of many Indian and Metis parents in regard to participation in school activities. Chapter 4 offers suggestions and guidelines to school administrators for implementing policies regarding parental involvement in school divisions (districts). An appendix addresses the role of parent advisory groups. (MDM)… [PDF]
(1969). The \Rightness of Whiteness\: The World of the White Child in a Segregated Society. White children in our White-dominant society come early to feel that their skin color is the accepted one. If children are to have attitudes and behavior different from the general culture, they will have to be reared in a subculture of equality at home. Children should see their parents acting towards Blacks as they see them acting towards Whites. A basic step is involvement of White parents in organizations dedicated to building equality of opportunity in our society, such as employment, education, housing, etc. thereby moving society away from racism. Administrators and teachers should see that textbooks and teaching materials reflect the reality of a multi-group world. The White-ghetto outlook should be eliminated and children aided in breaking out of the white cacoon and into the world of real people. (LS)… [PDF]
(1973). Language Education and Ethnic Children's Literature at Penn State University. Gross stereotypes, subtle distortions, and omissions in references to ethnic groups in children's literature play a direct part in forming children's attitudes at an early age. One of the requirements for elementary education teacher certification at Penn State University is a course in children's literature with an emphasis on guiding students into a discovery (via content analysis) of the racism and sexism which exists in children's literature. Students are made aware of stereotypes of the \savage\ Indian, the all brawn, no brains portrait of John Henry, the author-created stereotypical dialects, the subtle distortions of inherent ability, suggestions of white supremacy, the mockery of other cultural characteristics, distortions of historical realities, and derogatory words. Sexism in children's literature can be observed in the same forms: gross stereotypes, subtle distortions, and omissions. It is hoped that prospective teachers, through their own education and through their… [PDF]
(1981). The Portland Public School System: From Panacea to Battleground. An indepth account of the conflict around the education of black students in Portland, Oregon, begins with a summary of the history of segregated schools since 1867. The paper presents a multidimentional analysis of school segregation and integration. Educational statistics are cited illustrating that academic achievement of blacks, who today comprise 20 percent of the students in Portland's public schools, is very low. Concern over racial segregation in the city's public schools first surfaced in the early 1960's. Conflicts since that time up to the present have generated numerous committees and commissions, a student transfer program, desegregation plans, and accounts of institutional racism encountered by black students bused to white schools. The final part of the paper describes the Black United Front (BUF), which questions both the theoretical-juridical underpinnings and practical outcomes of busing. The BUF has demanded parent involvement in the education of children, in… [PDF]
(2007). The Praeger Handbook of Latino Education in the U.S.. Volume 1. Praeger Latinos in the United States have fought hard to attain equality, especially in the field of education. "The Praeger Handbook of Latino Education in the U.S." focuses on this fight for equal educational access and represents a significant addition to American educational literature. The contributors to this volume reveal that many Latino children still face challenges that were present many decades ago. In addition to such obstacles as cultural conflicts and racism, they also face teachers, curricula, and assessments that are not always respectful to their backgrounds. Three major questions form the framework for this landmark work: (1) How can schools address issues of educational equity for Latino students in the U.S.? (2) How can curricula be reformed to address the needs of these students? and (3) How can scholars, community activists, and parents collaborate for the benefit of Latino learners in the U.S.? This book consists of two volumes. The volumes present A-Z… [Direct]
(2007). The Praeger Handbook of Latino Education in the U.S. Volume 2. Praeger Latinos in the United States have fought hard to attain equality, especially in the field of education. "The Praeger Handbook of Latino Education in the U.S." focuses on this fight for equal educational access and represents a significant addition to American educational literature. The contributors to this volume reveal that many Latino children still face challenges that were present many decades ago. In addition to such obstacles as cultural conflicts and racism, they also face teachers, curricula, and assessments that are not always respectful to their backgrounds. Three major questions form the framework for this landmark work: (1) How can schools address issues of educational equity for Latino students in the U.S. (2) How can curricula be reformed to address the needs of these students? (3) How can scholars, community activists, and parents collaborate for the benefit of Latino learners in the U.S.? This book consists of two volumes. The volumes present A-Z thematic… [Direct]