(1980). Ageism and Racism: Two Issues in Social Work Education and Practice. Journal of Education for Social Work, v16 n2 p71-77 Spr. Specific strategies for incorporating information relevant to the effects of racism and ageism in our society into the curricula of social work programs are described. Participant observer roles, development of a resource book, information networks, health, mental health, and housing service areas are discussed. (MLW)…
(2012). A Descriptive Study of African American Male Students at Peaks University. ProQuest LLC, Ed.D. Dissertation, Northern Arizona University. As the governing board is calling for increased persistence and graduation rates, Peaks University (a pseudonym) in the southwestern United States will need to incorporate strategies to improve the perseverance to graduation of specific student groups including African American males. In a state where "Hispanics constitute 25 percent and Whites 63 percent of the population and the remaining 12 percent is made up of African American, Asian/Asian Pacific American, Native American, or other racial or ethnic groups" (Jones & Hotep, 2006, p. 311), there is already a small number of African American males in the state that are prepared to enter institutions of higher education. This descriptive research ascertains and provides insight into what factors are critical to the success of this population of students, their subsequent connections, and ultimately their retention at Peaks. While first year student enrollment at Peaks University in the southwestern United States is… [Direct]
(1993). A Guide to Workshops on Challenging Racism. This handbook, which is designed for people experienced in facilitating workshops, contains materials for/about planning and conducting popular education workshops on challenging racism. Presented first are guidelines for using the handbook, a rationale for the proposed approach to unlearning racism, and guidelines for guarding against abuse during workshops on challenging racism and for planning workshops. Discussed in the next four sections are the following topics: setting up a workshop (introducing participants; deciding what participants can expect and contribute; setting objectives, identifying assumptions, and setting the workshop's tone; logistics; ground rules; process observing; and coping with emotions and fears about racism); components of racism (contextualizing racism historically, heritage, one theory on how racism works, attitudes, personal power, discrimination, ideology of superiority, dominant group power, and results of racism and oppression); strategies for… [PDF]
(2008). Citizenship Education and the Ajegbo Report: Re-Imagining a Cosmopolitan Nation. London Review of Education, v6 n1 p11-25 Mar. Following the 2005 London bombings, there is widespread public debate about diversity, integration, and multiculturalism in Britain, including the role of education in promoting national identity and citizenship. In response to official concerns about terrorism, a review panel was invited to consider how ethnic, religious and cultural diversity might be addressed in the school curriculum for England, specifically through the teaching of modern British social and cultural history and citizenship. The resultant Ajegbo report proposes a new strand on "identity and diversity: living together in the UK", be added to the citizenship education framework. While the report gives impetus to teaching about diversity, it does not strengthen the curriculum framework proposed in the Crick report. It fails to adopt a critical perspective on race or multiculturalism or adequately engage with young people's lived experiences of citizenship within a globalised world. I analyse how the review… [Direct]
(1999). Citizenship, Democracy and Political Literacy. MCT, v18 n1 p12-15,29 Aut. Draws on the Crick Report, Education for Citizenship and the Teaching of Democracy in Schools, to examine citizenship, democracy, and political literacy, considering the report's potential as a framework for promoting racial equality in European schools. Discusses the following issues: racism and the education system; racism, democracy, and citizenship education; and human rights and political literacy. (SM)…
(2008). Culturally Responsive Schooling for Indigenous Youth: A Review of the Literature. Review of Educational Research, v78 n4 p941-993 Dec. This article reviews the literature on culturally responsive schooling (CRS) for Indigenous youth with an eye toward how we might provide more equitable and culturally responsive education within the current context of standardization and accountability. Although CRS for Indigenous youth has been advocated for over the past 40 years, schools and classrooms are failing to meet the needs of Indigenous students. The authors suggest that although the plethora of writing on CRS reviewed here is insightful, it has had little impact on what teachers do because it is too easily reduced to essentializations, meaningless generalizations, or trivial anecdotes–none of which result in systemic, institutional, or lasting changes to schools serving Indigenous youth. The authors argue for a more central and explicit focus on sovereignty and self-determination, racism, and Indigenous epistemologies in future work on CRS for Indigenous youth. (Contains 6 notes.)… [Direct]
(2003). Spectacles of Race and Pedagogies of Denial: Anti-Black Racist Pedagogy under the Reign of Neoliberalism. Communication Education, v52 n3-4 p191-211 Jan. Quality education in the United States has been compromised via public discourses that reinstitute racism on a daily basis. In its current manifestation, racism survives through the guise of neoliberalism, a kind of repartee that imagines human agency as simply a matter of individualized choices, the only obstacle to effective citizenship and agency being the lack of principled self-help and moral responsibility. In this article, I examine briefly the changing nature of the new racism by analyzing how some of its central assumptions evade notions of race, racial justice, equity, and democracy altogether. My analysis focuses especially on the discourse of color blindness and neoliberal racism. I then address how the racism of denial and neoliberal racism were recently on prominent display in the controversies surrounding former Senate Majority Leader Trent Lott's praise for segregationist Strom Thurmond. The essay concludes by offering some suggestions about how the new racism,… [Direct]
(2000). Key Issues for Education – One Year On. MCT, v18 n2 p21-24 Spr. Outlines three recommendations on education made in the Macpherson Inquiry Report into the murder of Stephen Lawrence (a black man) which addressed institutional racism. Outlines key obstacles to implementing the report's recommendations, looking at existing racist practices in education and examining efforts by various groups to combat institutional racism in the schools. (SM)…
(1980). Race toward Equality: The Impact of the Cuban Revolution on Racism. Black Scholar, v11 n8 p2-24 Nov-Dec. Summarizes the history of racism in Cuba from the nineteenth century through the Revolution of 1959. Analyzes the ways in which the condition of socialism in Cuba has eliminated institutional racism through laws and public positions, education, and internationalist involvements. (EF)…
(1980). Racism and Sexism: Responding to the Challenge. Five essays examine the responses of the social studies to racism and sexism in the 1960s and 1970s. The first essay discusses the general concept of pluralism and its relationship to racism and sexism. Textbook and curricular response and legislation relevant to racism and sexism are also considered. The second essay deals with racism in terms of the focus, objectives, and strategies of cultural programs, critical unmet needs for blacks and other minority students, the Ethnic Heritage Studies Program, professional organizations, and instructional materials. The author concludes that responses of the social studies to racism are still tentative. The third essay lists the source, extent, and major shortcomings of responses to sexism in the areas of instructional materials, classroom interaction, hidden curriculum, and professional organizations. The conclusion is that although social studies education has responded to sexism with many laudable efforts, some of the initial positive…
(2007). Black Students' Perceptions: The Complexity of Persistence to Graduation at an American University. Peter Lang New York This book looks at the socialization process and persistence to graduation from the perspectives of black students at American universities today. The students' perceptions discussed include what it meant to them to have a pre-college experience, the importance of expectations, the pain caused by racism, and how they were able to find \safe spaces\ in what many considered a \hostile environment.\ This book documents and addresses what it means to be a black person getting an education in a predominantly white university. (Contains 9 figures and 2 tables.)… [Direct]
(2008). Racial and Ethnic Diversity at HBCUs: What Can Be Learned when Whites Are in the Minority?. Multicultural Education, v15 n4 p15-19 Sum. In this article the authors wonder–why has the academic community not stepped through the looking glass to see what diversity looks like and what might be learned when Whites are in the minority? They believe there is much to be learned from exploring the experience of White college students and their perceptions of race and racism when they become \temporary minorities\ on historically Black campuses (HBCUs). They explore the possible meaning embedded in the absence of such research. Furthermore, they present their thoughts about why HBCUs are not currently represented in the higher education literature and research on diversity. Thus, they state that it is clear that such research will not be easy work, but it is their belief that a full picture of the effectiveness of campus diversity–structural, classroom, and interactional–will not be fully understood until the experiences at the HBCU are included. (Contains 1 note.)… [PDF] [Direct]
(1997). Holocaust Education, Anti-racism and Citizenship. Educational Review, v49 n3 p271-82 Nov. Interviews with 43 British students aged 14-16 identified the impact of Holocaust education on their views of stereotyping and scapegoating, racism, and active citizenship in a pluralist society. Despite their heightened awareness, there was some evidence of complacency about racism. (SK)…
(1999). Pedagogy of Possibilities: Teaching about Racism in Multicultural Counseling Courses. Journal of Counseling & Development, v77 n1 p80-86 Win. Teaching about diversity or multiculturalism in counselor education programs is a challenge. Racism as a topic is an emotionally charged subject. Knowledge about racism provides a foundation for personal exploration. A course in multicultural counseling is outlined with strategies for teaching it. (Author/EMK)…
(2012). Academic Affairs and Student Affairs Partnerships Promoting Diversity Initiatives on Campus: A Grounded Theory. ProQuest LLC, Ph.D. Dissertation, University of Maryland, College Park. Higher education research suggests student affairs and academic affairs partner to address challenges on campus, such as building inclusive environments for diverse students and staff, but evidence about "how" partnerships form is lacking in the literature. The purpose of this constructivist grounded theory was to understand "how" the process of forming academic affairs and student affairs partnerships about diversity initiatives developed with educators involved in a national Project launched by the Association of American Colleges and Universities in the 1990s. The American Commitments Project was designed to encourage educators to center tenets related to diversity in the curriculum and co-curriculum. Research questions included: (a) what can be learned from educators, from both student affairs and academic affairs, about how to formulate partnerships; (b) how do educators involved in these partnerships own perceptions of their multiple identities influence… [Direct]