(1999). Transforming the Institution, or Institutionalizing the Transformation?: Anti-Racism and Equity in Education in Toronto. McGill Journal of Education, v34 n1 p49-77 Win. Reports on the manner in which the Toronto (Canada) Board of Education responded to racial diversity and anti-racist education from 1970 to 1995. Highlights three findings: (1) the evolutionary nature of attempts to deal with equity issues; (2) the systemic nature of discrimination; and (3) the inability to clearly define anti-racist education and equity. (CMK)…
(2011). Mindful Reflection as a Process for Developing Culturally Responsive Practices. TEACHING Exceptional Children, v44 n1 p28-36 Sep-Oct. Becoming a culturally responsive educator has been at the forefront of the movement to reduce inappropriate referrals to special education and disproportionate representation of students of color within special education. However, for many educators, working with a diverse student population can be more difficult when the student comes from a background that is unfamiliar to the teacher. As teacher educators who prepare educators for inclusionary settings in diverse urban areas, the authors have noticed that issues often arise when a teacher or teacher candidate attempts to make meaning of behavior in the classroom, particularly a behavior that concerns student engagement, classroom management, or discipline of students with whom the teacher has a cultural disconnect. Teachers need to self-reflect to unpack attributions that are potentially linked to racism, power, or privilege so that they can work more effectively and fairly with diversity in the classroom. In this article, the… [Direct]
(2009). Can You Call It Racism? An Educational Case Study and Role-Play Approach. Journal of Social Work Education, v45 n1 p123-130 Win. Social work education has long struggled to acknowledge cultural diversity and identify teaching methods to prepare students to work effectively with diverse populations. This article describes an educational technique designed to teach students how to recognize racism and social injustice–in this instance, by examining an educational case study located in a multicultural human services agency in Chiapas, Mexico. One session of a multicultural social work course was devoted to a role-play based on a real incident that had occurred in this agency. Student feedback and the authors' observations address the usefulness of this educational intervention…. [Direct]
(2010). Catholic Schools and the Immigrant Community: A Look Backward and Forward. Catholic Education: A Journal of Inquiry and Practice, v13 n3 p392-402 Mar. Michael Collins, F.S.C., Ed.D. is a member of the Brothers of the Christian Schools, or Christian Brothers. He currently serves as the president of his alma mater, DeLa Salle High School, in Minneapolis, Minnesota. In 2007 Br. Collins received the National Catholic Educational Association Sr. Catherine McNamee Award for outstanding leadership in diversity. What follows is Br. Collins's address to attendees at the first Catholic Higher Education Collaborative conference (CHEC), held at Loyola Marymount University (LMU) in January 2009. In his address, Br. Collins recounts instances of racism and prejudice in his years as a student and later teacher and administrator in Catholic schools. He expands the notion of immigrant to include those brought to this country by force. He maintains that Catholic educators have an obligation to welcome and assimilate those who find themselves in a new place regardless of circumstance…. [PDF]
(2010). Race, Power, and Equity in a Multiethnic Urban Elementary School with a Dual-Language \Strand\ Program. Anthropology & Education Quarterly, v41 n1 p94-114 Mar. Dual-language education is often lauded for providing high-caliber bilingual instruction in an integrated classroom. This is complicated, however, when a dual-language program does not include all members of a school community. This article examines a \strand\ dual-language program that attracts middle-class white students to a predominantly black and Latino community; yet, only some Latino students and almost no black students are included in the dual-language program. Although rarely directly discussing race, teachers and parents simultaneously commend the program for bringing diversity and enrichment to the campus, and accuse it of exacerbating inequities in the educational experiences of different children at the school. Taking a critical race perspective, and in particular using the principle of \interest convergence\ and the frames of \color-blind racism\ (Eduardo Bonilla-Silva 2006), this article works to uncover the forces underlying these tensions. (Contains 1 table and 1… [Direct]
(2010). A Matter of Prior Knowledge: Canadian Young Children's Conceptions about the Future in the Global Community. International Electronic Journal of Elementary Education, v2 n2 p287-304 Mar. Young Canadian boys and girls aged nine to eleven were asked to consider their personal futures, the future of their community and the future of the world. Mixed methods were employed for data collection and analysis. Responses were compared with those given by children in eight countries and the discussion focused on the importance prior knowledge, in this case, prior knowledge of global issues, holds for effective teaching and learning about global issues. Canadian children were optimistic about the future for themselves and their community but less so for the globe. More so than other children, Canadian children were concerned with issues of social justice, issues such as discrimination and racism, and with improving the environment, which might be attributed to the emphasis that is placed on these issues in their school curriculum. Assessing prior knowledge should be a priority for those considering development and implementation of global education curricula…. [PDF]
(2012). \That's How We Roll\: A Case Study of a Recently Arrived Refugee Student in an Urban High School. Urban Review: Issues and Ideas in Public Education, v44 n4 p468-486 Nov. This critical case study of one, Somali Bantu male high school student illuminates the struggle for recently arrived refugees at the high school level. Few educational research studies describe how recently arrived refugee students and their families make their transition to US schools (Ngo et al. in \Hmong Stud J\ 8:1-35, 2007; Hones and Cha in \Educating new Americans: immigrant lives and learning.\ Erlbaum, Mahwah, 1999; Igoa in \The inner world of the immigrant child.\ Erlbaum, Mahwah, 1995). Studies that examine how race, county of origin, and low socio-economic status affect refugee students also are few in number. Specifically Kamya (\Soc Work\ 42:154-165, 1997) argues that there is a compelling need for research that investigates how racism and stereotypes of Black Americans affect the experiences of African black immigrants and refugees. Rong and Brown (\Educ Urban Soc\ 2:247-273, 2002) add that black newcomers students often face a triple disadvantage of being black, having… [Direct]
(2011). In Search of Excellence in Education: The Political, Academic, and Curricular Leadership of Ethel T. Overby. Journal of School Leadership, v21 n4 spec iss p521-547 Jul. This article examines the educational leadership of the first African American female principal in Richmond, Virginia: Mrs. Ethel Thompson Overby. It seeks to ascertain, through a historical framework utilizing critical race theory, how this particular educational and instructional leader conceptualized academic achievement given the context of segregation, known for its lack of resources, physical inadequacies of facilities, underfunded schools, underpaid teachers, and limited social, political, and economic power of students and their communities. More important, this research assesses what measures Overby as a school leader developed to foster the academic achievement and excellence of urban African American youth at the Elba School. We argue that this research documents how one African American female principal and her teachers conceptualized achievement beyond test scores to include other measures of achievement, such as educational access, critical and cultural literacy,… [Direct]
(2010). Examples of Best Practice 3. Holocaust Education and Sexual Diversity: A Positive Link between Teaching about the Persecution of Jews and Sexual Minorities. Intercultural Education, v21 suppl 1 pS81-S84. Holocaust education has been most successful in creating empathy, historical understanding and present responsibility against racism/antisemitism and towards human rights by telling true stories of children, women and men who were victims of these crimes during the Nazi period, while also raising awareness of the consequences for the present. The same holds true for education against the discrimination of sexual minorities and for sexual diversity. Stories of young people who were members of sexual minorities during Nazi times are available, as are a growing number of international experiences and good practices around teaching sexual diversity. For all children and young people, it is not only important to deal respectfully with all minorities, but to understand and to learn from the struggle of different minorities for human rights in the past as well as the present. This article discusses two important lessons on the persecution of homosexuals during World War II based on the… [Direct]
(2010). Bullying in an Aboriginal Context. Australian Journal of Indigenous Education, v39 p77-87. Aboriginal children appear to be more likely to be involved in bullying than non-Aboriginal children. This paper describes part of the "Solid Kids Solid Schools" research process and discusses some of the results from this three year study involving over 260 Aboriginal children, youth, elders, teachers and Aboriginal Indigenous Education Officers (AIEO's), and an Aboriginal led and developed Steering Committee. It is the first study that contextualises Aboriginal bullying, using a socio-ecological model where the individual, family, community and society are all interrelated and influence the characteristics and outcomes of bullying. This paper demonstrates that for Aboriginal children and youth in one region of Western Australia, bullying occurs frequently and is perpetuated by family and community violence, parental responses to bullying and institutional racism. Addressing bullying requires actions to reduce violence, foster positive cultural identity and reduce… [Direct]
(2015). Intercultural Education: The Position of Roma in Education=Obrazovanje za interkulturalizam: Polo≈æaj Roma u odgoju i obrazovanju. Online Submission Faculty of Educational Sciences has recognized the importance of education for interculturalism, and it organizes the conference entitled "Education for interculturalism" every five years, so that all participants could gain new insights about interculturalism and strengthen their intercultural competencies. Modern interculturalism, as a modern and current topic in scientific and public educational policy, appears in the 20th century in the United States as an expression of pragmatic interest for international convergence of majority and minority ethnic groups. Education must be directed to the full development of the humans and strengthen respect for human rights and fundamental freedoms. It must promote understanding, tolerance and friendship among all nations, racial or religious groups, and further support the United Nations work on the maintenance of peace. Pedagogy as a scientific discipline has an important role in the development of intercultural society. It cannot… [PDF]
(2012). In Her Own Voice: A Narrative Study of the Persistence Strategies of Eight African American Women Vice Presidents for Student Affairs at Predominately White Institutions. ProQuest LLC, Ph.D. Dissertation, Auburn University. This narrative study explored the personal and professional experiences of eight African American women vice presidents for student affairs (VPSA) employed at predominately White institutions (PWIs) and the persistence strategies they used while working at a PWI. Through the use of narrative inquiry methods, I utilized a purposeful sample of eight full time African American women VPSA to reflect accurately the true experiences of this marginalized group. All participants varied in their educational background, career progression and gained experience in student affairs by their exposure to different facets of university administration. With this newfound information, higher education institutions will be better able to attract and retain African American women administrators to their institutions, thus increasing the scope of diversity. Further, this information could serve as a framework for developing a more diverse presence of student affairs administrators within higher… [Direct]
(2011). Analyzing Gender Differences in Black Faculty Marginalization through a Sequential Mixed-Methods Design. New Directions for Institutional Research, n151 p45-61 Fall. In this article, the authors demonstrate how researchers can integrate qualitative and quantitative methods to gain a deeper understanding of the prevalence and nature of cultural taxation among black professors. In doing so, they show how the impact of cultural taxation on the experiences of black faculty in the academy is best captured using both quantitative and qualitative methods–allowing researchers to generate a picture of how faculty spend their time, how they characterize interactions within their institutions, and narratives of how these have an impact their experiences throughout their career. The authors also explore how black male and female faculty experience cultural taxation in higher education differently. Despite the increased attention and discussion of the similar ways in which high service expectations, discrimination, and challenging campus environments negatively influence the salary, satisfaction, productivity, and opportunities for professional advancement… [Direct]
(2010). Using Literature and Drama to Understand Social Justice. Teacher Development, v14 n1 p123-135 Feb. Enlisting pre-service teachers to engage in critical thought about diversity, equity, democracy, and power relationships is a challenging responsibility. The authors' work at a large urban community's metropolitan university in the mid-Atlantic region of the United States is designed to help pre-service teachers understand these concepts at a deeper level, thereby initiating (re)conceptualizations of the complex dimensions of multicultural education. The authors encourage beginning educators to rethink their interpretation of words and images used to construct their thinking about these issues. This essay explores a series of workshops that combined children's literature and drama to help pre-service teachers understand the parts they play in inequality, oppression, and racism and to recognize their role in larger societal constructs. The authors suggest, supporting Freire's notion that "reading the word = reading the world," that reinforcing children's literature with… [Direct]
(2017). Choosing Colleges in a Post-Affirmative Action Era: Black Students' Perceptions of Institutional Diversity and Campus Climate. ProQuest LLC, Ph.D. Dissertation, University of Michigan. Highly selective public institutions affected by affirmative action bans have struggled to enroll Black students despite myriad attempts at alternative strategies. Bans likely shift university recruitment practices and shape both campus climate and portrayals of institutional commitment to diversity. Increasingly public racial incidents on college campuses suggest the possibility that Black students' underrepresentation in selective post-affirmative action contexts may also be a function of choice–Black students' decision to opt out of institutions they do not perceive to be diverse or inclusive. I conducted an in-depth case study focusing on practices used to encourage Black student enrollment as well as Black students' appraisals of institutional commitment to diversity and racial climate–both underexplored–as a way to understand the enrollment decisions of Black students admitted to the University of Michigan, a battleground for affirmative action. Guided by an… [Direct]