(1983). Understanding the Multicultural Experience in Early Childhood Education. Chapters in this book are organized into sections devoted to (1) the nature of multiculturalism in children, (2) educational practices and materials, and (3) issues in preparing early childhood educators. The first four chapters in section 1 focus, respectively, on Mexican-American culture; the roots, culture, and learning styles of Black children; the use of the American Indian oral tradition with young children; and early education for Asian-American children. The fifth chapter in this first section discusses research findings concerning second language acquisition in early childhood. Chapters in section 2 explore classroom methods and materials for multicultural education, provide examples of racism and sexism in children's literature, suggest ways of counteracting racial and sex bias, and offer guidelines for successfully involving parents and the community in multicultural programs. Preparing teachers for multicultural classrooms and the role of educational institutions in…
(1987). Maintaining the Canadian Mosaic: Preparing School Leaders for the Challenge. Interim Report. Racial harmony and academic excellence are two important missions for contemporary Canadian education, and teachers and administrators must be able to promote a sense of belonging and community for its many minority groups as well as to provide all Canadians with an opportunity to share and enjoy the nation's rich cultural heritage. Education is one of Canada's most important and influential forces operating in its dynamic socio-cultural milieu. Yet, many school leaders possess minimal knowledge of multiculturalism and multi-racism, a deficiency that has generated many problems for provincial school systems. Through a variety of educational, cultural and social activities, the Canadian federal government has attempted to improve this situation, but there is an urgent need for new professional development programs to enable administrators to cope effectively with the unique problems generated by contemporary Canadian society. (CB)…
(1984). A Survey of Teacher Education Courses and Competencies for Multicultural Classrooms. S.S.T.A. Research Centre Report No. 120. This study sought to determine what courses of study related to multicultural education were being offered by Canadian universities and what teacher competencies related to multicultural skills were considered important by professionals in Canada. Two questionnaires were responded to by 25 persons involved or interested in multicultural education. The first questionnaire resulted in a list of courses available at 14 universities: the five major topics discussed in these courses were: (1) minority groups, racism, prejudice, and discrimination; (2) study of cultures; (3) language and culture; (4) cross-cultural communication; and (5) curriculum development. In the second questionnaire, respondents ranked the importance of 18 multiculturally related areas of teacher competence. The five areas perceived as most important were: (1) developing cultural sensitivity; (2) integrating multiculturalism in various subject areas; (3) knowledge of the Canadian multicultural society; (4) dealing…
(2006). Waking up the Neighbors: Surveying Multicultural and Antiracist Education in Canada, the United Kingdom, and the United States. Multicultural Perspectives, v8 n1 p35-43 Apr. Contemporary academic discourse about diversity and discrimination is a multilayered and contested landscape, with intersecting and conflicting views from a variety of ideological and theoretical positions even from within the field of education. Compounding this tumult are manifestations of nationalist perspectives that may employ similar terminology but in very different senses. Even among scholars who define themselves as working in the field of multicultural education there is a wide range of thought and activity that often confounds attempts to define a common purpose, or indeed, any meaningful expression of political solidarity among its avowed supporters toward social justice. Certainly no one desires a monolithic vehicle for a complex and multifaceted field of inquiry that holds diversity near its heart, but scratching a bit at the perplexing and sometimes paralyzing contestation among multicultural educators might offer some helpful illumination. The author humbly undertakes… [Direct]
(1975). A Listing of Exhibit Items for the Materials Fair, August 12-15, 1975. This list of materials from a Teacher Corps Materials Fair is basically intended for use by teacher educators, and includes items dealing with many important aspects of teacher education. The first section is an annotated list of books, booklets, pamphlets, and papers published since 1968, some of which cover the following topics: (a) inservice education, (b) internships, (c) open classrooms, (d) futures of education, (e) competency based teacher education, (f) staff training and development, and (g) racism, desegregation, and minority groups. The second section contains protocol and training materials which basically concern improving teaching skills. Each item is described, addresses are provided, and some prices are listed. Section three is a list of films and filmstrips which cover a wide variety of topics in education. Each entry includes a description, the length of the film, and the address of the distributor. The last section contains an annotated list of kits, programs, and… [PDF]
(1986). Forum on Dropouts. The Portland School District addresses the dropout problem through programs which fall into the following categories: (1) keeping students engaged in meaningful learning according to their needs, and counseling if necessary, (2) placing students appropriately; (3) monitoring their performance and (4) intervening to prevent and recover dropouts. Recommendations outline a system of education and youth training that considers the following: (1) the needs of families and children in order to ensure a good start in school; (2) basic academic skills and work maturity necessary for employment; (3) links among agencies and schools to meet developmental needs of children; (4) overcoming racism and lack of jobs; (5) individual learning needs of children; (6) dropout prevention; (7) personal support services, education, and employment and training programs for out-of-school youth; (8) expanded work experience opportunities for in-and-out-of-school youth; and (9) preparation for technological…
(1978). Escape from Racism, Sexism, and Poverty for Minority Women: U.S.A. and U.K. Education is one means by which minority women in the United States and the United Kingdom may be encouraged to build their own particular escape from racism, sexism, and poverty. Of particular importance in their educational preparation to compete in the world are expansion of language competency and an understanding of their own culture and other cultures within their multi-racial, multi-ethnic societies. Other basic educational requirements include: (1) basic health and sex education; (2) family life studies; (3) history of women; (4) political education; and (5) career preparation. Because the socialization of girls in West Indian and East Indian families in Great Britain and in black and Chicano families in the United States exemplifies the concept of cultural dissonance, the education of minority women must help them to break free of the patterns imposed upon them by their own ethnic groups and the larger society. In general, minority women must begin to view themselves and…
(2006). Adult and Christian Self-Improvement Literature. Adult Learning, v18 n1-2 p15-17 Win-Spr. Many adults search for spiritual guidance and direction and persist in seeking answers to life in today's fast-paced world. With burgeoning economic challenges, political corruption, war in Iraq, poverty, health care concerns, environmental concerns, rising fuel costs, violence, racism, and oppression, many adults seek solace and greater understanding for their own lives. Some adults seek respite and comfort during these increasingly complex and challenging times by attending a church, temple, synagogue, or mosque, and/or by reading the Bible, Koran, or other books of wisdom, inspiration, encouragement, and empowerment. Many adults still participate in traditional forms of church worship activities, including Bible study groups and adult Sunday school classes that are fundamental to religious education. This article highlights a specific genre of popular religious literature. The author reviews some recent examples of popular religious literature, by focusing specifically on the… [Direct]
(1977). Moral Choices in Contemporary Society: A Courses by Newspaper Reader. This reader, which contains 135 primary source readings about morality, is one of several college-level instructional materials developed to supplement a nationwide newspaper course on moral issues in contemporary society. The authors represent a diverse group including theologians, psychologists, politicians, professional athletes, lawyers, and educators. The moral issues are explored from all viewpoints. They cut across differences in social class, level of education, and ethnic origin. Content, presented in 16 chapters, includes issues of sexual morality, abortion, aging, international and domestic politics, law, crime, pornography, racism, science, business, and education. Some of the readings such as William Graham Sumner's \Respect or Contempt for the Aged\ are scholarly essays; others such as Linda Wolfe's \Playing Around\ are personal statements of life experiences. Because the content focuses on contemporary moral issues, the majority of the readings are contemporary. Some,…
(2004). Looking Forward–Looking Back: A Personal Perspective. Babel, v38 n3 p4-15, 38 Sum 2003-2004. In this paper, the author looks back over some 43 years of involvement in language teaching and examines the progress educators have made as a profession. He also considers their present situation, given a Federal Government, which, at least until this year, has seemed antipathetic to languages education, and State and Territory Governments which, for the most part, have been all too willing to use this lack of Federal leadership to excuse their own relative inaction in the area of languages education. This lack of leadership at the political level has resulted in the regression of languages education almost to the point where it was two decades ago. Community attitudes towards language teaching have been further aggravated by the feverish eagerness with which, over the last six years, some politicians have grasped at racism–towards Aboriginals, Asians, and refugees–in order to win electoral favour. He also considers what the future might hold for languages education and how they,… [Direct]
(2022). Operationalizing Antiracism in Higher Education Community Engagement. Metropolitan Universities, v33 n2 p109-128 Aug. Higher education must move beyond statements of solidarity towards action to support antiracist work at institutions. Although these statements of support are laudable, it can be challenging to successfully operationalize antiracism across all levels of an institution (individuals, activities/programs, courses, units, and entire institutions) and with all stakeholders (faculty, staff, students, and community partners). We suggest that community engagement is a key overlooked strategy and method for advancing antiracist agendas within institutions. Examples of how antiracist work actually manifests through community-university partnerships can help identify successful outcomes of antiracist practices and policies. This article will share findings from a series of dialogues engaging over 250 participants about the intersection of engagement and antiracism, and share a call to develop a set of metrics to assess and measure antiracism in higher education community engagement…. [PDF]
(2006). Confessions of a Recovering Racist. About Campus, v11 n1 p28-30 Mar-Apr. The author, formerly a co-leader of Nexus, a program that focused on the interconnectedness of different types of oppression, relates her personal experience on forming \first impressions.\ Participation in this program was open to students interested in the issues of diversity and was strictly voluntary and cocurricular. The program was bringing undergraduates together in a structured setting, providing opportunities for informal interaction and diversity education with the goal of breaking down stereotypes and building allies by building friendships. Joe, a student in the program, is a handsome, intelligent, confident African American man, extremely well mannered and well read but cautious, with a chip on his shoulder. The problem with Joe, assumed the author, was that he was stuck in his own issue–racism. That was understandable, given that he was a black man, but the author wanted him to be open to learning about the other oppressions. In this article, the author shares the… [Direct]
(1977). Looking In: Exploring One's Personal Health Values. This workbook deals with values clarification strategies in the area of health education. It is designed to serve as a tool for expanding self awareness. The underlying assumption is that cognitive knowledge is only half of what is necessary for understanding one's own feelings and making decisions about such potential life problems as drugs, sex, racism, environmental conditions, and so forth–the other half involves exploring gut reactions. Numerous classroom-tested exercises deal with such topical issues as drugs, physical fitness, consumer health, nutrition, sex, drugs, disease, accidents, environmental health, aging and death. It is hoped that the reader will be confronted with a need to look at his or her own behavior, to consider unproductive or unhealthy behavior, and to consider ways of changing. (MM)…
(1979). A Long Way Together: A Personal View of NCTE's First Sixty-Seven Years. This book is a history of the National Council of Teachers of English from its beginnings in 1911 through 1978. The nine chapters describe the beginning of the Council; its attempts to improve the teaching of English, especially at the secondary level; the development of the Council during and after World War I; the growing concern for student-oriented education during the 1930s; the effects of World War II and its aftermath on the Council; expanded goals and growth after World War II; the growing national and international influence of the Council during the 1960s; the Council's concern with and response to national problems such as racism, sexism, and war; and a look toward the future of the Council. (TJ)…
(1975). Chicano Studies Bibliography: A Guide to the Resources of the Library at the University of Texas at El Paso. Supplement to 3rd Edition, 1974-75. Compiled to facilitate research in the field of Chicano Studies, this bibliography cites approximately 197 books and periodical articles published between 1937 and 1974. This bibliography is intended as a guide to select items which are part of the Chicano Materials Collection at the University of Texas at El Paso. Arranged alphabetically by the author's or editor's last name or by title, the entries are numbered sequentially. Entries include general bibliographic information, call number for books, and volume number and date for periodicals. Some entries include a short abstract. A subject index is provided. Twelve films and 55 tape holdings are also cited. The materials cover such subjects as the Chicano Movement, curanderismo, foreign relations, history, racism, Chicano literature, culture conflict, education, employment, and social conditions. (NQ)… [PDF]