(2009). Evaluation of the Use of Team Teaching for Delivering Sensitive Content: A Pilot Study. Journal of Further and Higher Education, v33 n2 p93-103 May. Many programmes in further and higher education contain sensitive areas of content, such as diversity, racism, power and privilege, breaking bad news, counselling, sex education and ethical decision making. Team teaching may be a useful method for delivering sensitive areas of course content. This article presents a pilot study that was undertaken on the use of team teaching to deliver the ethical decision-making component of a continuing professional development (CPD) module for trained nurses. The findings of the pilot study are presented and mapped against different models of team teaching from the literature, and they indicate that students found three key benefits of team teaching for this sensitive content area: the value of having differing perspectives; the way in which team teaching enhanced small group work during the teaching session; and the value of team teaching in the development of students' cognitive skills. (Contains 2 tables.)… [Direct]
(2008). Eugenics in Education: Apologetics for Oppression. Online Submission For many people an esoteric educational topic is eugenics. This brief text analysis will provide a textual as well as contextual analysis of Dr. Ann Gibson Winfield's book (2007) Eugenics and Education in America: Institutionalized Racism and the Implications of History, Ideology, and Memory. Winfield objectively critiques eugenic apologetics. This text analysis will assess how well Winfield's book accomplishes the following: (1) discussion of the scientism-or pseudo-nature of eugenics, (2) description of the compositional and structural eugenic-laden inequities that pervade education, (3) discussion of eugenic labels used in the past within education, and (4) discussion of eugenic labels presently used within education…. [PDF]
(2009). Social Justice Leadership in Action: The Case of Tony Stewart. Journal of Ethnographic & Qualitative Research, v3 n4 p205-217. Reflecting on the 140th anniversary of the Fourteenth Amendment (ratified July, 1868), this qualitative case study described a response by educator-activist Tony Stewart to the Aryan Nations, a neo-Nazi hate group that attempted to intimidate Stewart's community, Coeur d' Alene, Idaho, between 1972-2000. Stewart galvanized community response using a social justice agenda. We interviewed Stewart and essential community members, and examined legal documents, articles, and documentaries. Findings indicated Stewart's leadership of public education and response via an anti-racism task force reduced and then defeated the group's viability. Educational practices included strategic planning and community outreach. The study revealed a social justice response to hate groups that educators and community leaders potentially can replicate in similar situations. (Contains 1 table.)… [Direct]
(2009). Critical Reflection on the Report of the Ministerial Committee on Transformation, Social Cohesion and the Elimination of Discrimination in Public Higher Education. Perspectives in Education, v27 n4 p426-434 Dec. Transformation, social cohesion and discrimination in public higher education institutions in South Africa still continue to preoccupy politicians and academics. Evidence suggests a lack of progress on transformation and a pervasive racial discrimination on university campuses. The latter, especially in its overt form by some students in one of the public higher education institutions, prompted the Minister of Education to set up a committee to investigate the issues. The findings were distressingly compelling. I discuss the issues at a conceptual level with the objective of contributing to the process of refining and developing "transformative mechanisms". This derives in part from the findings that higher education institutions fail to comprehend what is meant by transformation and social cohesion. In relation to the substantive issues in the Report of the Committee, it is suggested that, whilst racial prejudice in its overt form may have declined, there exists… [Direct]
(2008). Changing the Script: Race and Disability in Lynn Manning's \Weights\. International Journal of Inclusive Education, v12 n5-6 p497-509 Sep. In its unwavering adherence to a pathology-based model of disability, special education has foreclosed other ways of constructing meaning about disability. To challenge special education's reductionist understandings of disability, scholars in disability studies in education are drawing on a range of disciplinary and interdisciplinary approaches, including humanities-based analyses of disability. In this paper, I explore the ways that counter-narratives, grounded in lived experience, can challenge oppressive ideologies of racism and ableism. In particular, I will examine Lynn Manning's autobiographical solo performance, \Weights\ (2005), to illustrate how dis/ability and race are socially constructed and maintained through relations of power. (Contains 5 notes.)… [Direct]
(1975). The Failure of Selection and the Problem of Prediction: Racism vs. Measurement in Higher Education. Journal of Afro-American Issues, 3, 1, 117-128, W 75. With respect to the selection of black students for college admission, traditional criteria, such as SAT scores and high school grade point average, have been shown not to be valid predictors of future college performance. Therefore, their continued use raises the question of whether this is a measurement problem or an instance of racism. (EH)…
(2007). Educational Administrators' Conceptions of Whiteness, Anti-Racism and Social Justice. Journal of Educational Administration, v45 n6 p684-696. Purpose: The purpose of this study is to examine the intersections of whiteness, anti-racism and social justice in educational administration. It is an attempt to understand how white administrators who work in racially minoritized school communities reconcile the moral challenges of articulations of racial equity with the hierarchical institutions of schooling. Design/methodology/approach: This qualitative study asks ten white administrators how they understand themselves as raced, the ways they see race operating at individual and institutional levels in schools and districts, and factors that facilitate and/or hinder social justice work as it pertains to race. Findings: The data indicates that whiteness is a difficult subject for white administrators, even those who agreed to be interviewed about whiteness, racism, equity and social justice. As agents of the school districts where they are employed, the administrators generally view these issues from an organizational perspective… [Direct]
(2009). A Historical Analysis of Desegregation and Racism in a Racially Polarized Region: Implications for the Historical Construct, a Diversity Problem, and Transforming Teacher Education toward Culturally Relevant Pedagogy. Urban Education, v44 n1 p106-139. This study chronicles the historical divisions of race and class between Detroit and its suburban neighbor as an explanation for current tensions in the communities and schools. This analysis poses implications for educational apartheid and stark disparities between urban and suburban boundaries and consequent discomfort among practitioners when urban children enroll in suburban schools. Ultimately, changing demography in historically affluent suburbs presents an argument for culturally responsive teacher preparation. (Contains 1 table and 1 note.)… [Direct]
(2012). "This Is a Public Record": Teaching Human Rights through the Performing Arts. ProQuest LLC, Ed.D. Dissertation, University of San Francisco. Urban youth in the United States often experience daily human rights violations such as racism and violence. Therefore, Human Rights Education (HRE) can strengthen their understanding of these issues and unleash their power to act toward positive change. This qualitative study attempted to gain a deeper understanding of the use of performance arts to teach human rights in an urban high school setting. The following meta-question guided this research: "Is it possible for HRE which integrates the performing arts as a pedagogical tool to provide a transformative educational experience for students?" To address this question, the study explored: 1) how the teachers integrated the performing arts with human rights content in their pedagogy, 2) what students, teachers, and artists reported about their experiences of and engagement in this pedagogy, and 3) what ways the students' creative work and reflections represented the transformative goals of human rights education. Focusing… [Direct]
(2015). A Critical Examination of Diverse Students' Funds of Knowledge Inclusion in High School Mathematics: A Mixed Methods Study. ProQuest LLC, Ph.D. Dissertation, North Carolina State University. This study characterizes teaching practices that involve students' funds of knowledge ([FoK], Gonzalez, 1995; Moll, 1992; Moll, Amanti, Neff, & Gonzalez, 1992). FoK may be defined as bodies of knowledge, skills, language, and experiences found in students' homes and communities for potential use in formal learning. I investigated how high school students' FoK are being incorporated into mathematics instruction. Instruction includes interactions and communication between teachers and students for students' understanding. Further, I determined if teachers' race and experience have any significance in FoK incorporation. In this embedded mixed methods study, I identified teacher behaviors and classroom materials that focused instructional attention on language, culture, and social justice issues using a culturally responsive mathematics teaching (CRMT) framework and tool developed to evaluate mathematics instruction (Aguirre & Zavala, 2013). The study participants were four high… [Direct]
(2010). Sidelines and Separate Spaces: Making Education Anti-Racist for Students of Color. Race, Ethnicity and Education, v13 n4 p473-494 Dec. The way in which anti-racist education is currently conceptualized and practiced holds very few benefits for students of color. By using whiteness theory and the politics of identity and difference, many educators have developed pedagogical interventions that are concerned with bringing white students into a consciousness about racism and white privilege, and examining the effect of racial-identity politics on classroom interactions. Their aim to cultivate an anti-oppressive educational environment for all students is undermined by their preoccupation with identity politics, whiteness and white students. Thus, in both theory and practice, students of color are often rendered invisible on the sidelines or their personal stories are used to benefit white students and white educators. Scholar-practitioners in this field have not adequately considered what counts as anti-racist education for students of color. In this paper, I tell stories about my own experiences as a black woman… [Direct]
(2010). Race, Class, and Schooling: Multicultural Families Doing the Hard Work of Home Literacy in America's Inner City. Reading & Writing Quarterly, v26 n2 p140-165. Drawing on a larger ethnographic study, this article documents (a) how and for what purposes literacy is used in 3 culturally diverse families of low socioeconomic status and (b) what various cultural, socioeconomic, and environmental factors shape the families' literacy practices in their home milieus in an urban context. Data analysis revealed that the families use literacy in both 1st and 2nd languages for a variety of purposes–helping with schoolwork, self-improvement, leisure and everyday living, and advocating for improved school practices. These literacy practices, however, are seriously constrained by various out-of-school factors, such as school-home literacy fracturing, declining neighborhood and school culture, different forms of racism, and family and neighborhood social class statuses. Findings suggest that there is a need to broaden existing efforts to improve minority literacy education within classrooms and schools to address the \limit situations\ outside of school… [Direct]
(2007). Empathy. About Campus, v12 n2 p30-32 May-Jun. The unfortunate reality is that racism permeates life. The time that students spend in higher education offers a window of opportunity for educators to confront students' assumptions about the world and challenge them to critically analyze their experience. After students complete their education, they carry their knowledge to offices, law firms, police departments, social work agencies, and countless other places. Whether they perpetuate the spread of racism is directly related to educators' ability to demonstrate that they understand how difficult it is to face racism, to provide opportunities for students to discover their ignorance, and to foster skills that students may eventually teach to others. It is a difficult work, regularly underlined with frustration when institutional politics, hidden biases, and a shortage of local allies impede progress. This work will never finish in the end zone with a touchdown dance, and the victories are usually small. The outnumbered minority… [Direct]
(1995). Education Against Racism and Xenophobia in Europe. Multicultural Teaching, v14 n1 p42-47 Aut. Describes a combined initiative between Britain and Germany on educating secondary school students against racism and xenophobia. The development and planning of the initiative is outlined, including teacher responses. Concluding comments review some basic principles that emerged for future plans and some examples of how the initiative's aims translated into practice. (GR)…
(1996). Visions and Revisions. Annual Alliance/ACE Conference (16th, St. Pete Beach, Florida, October 3-5, 1996). These proceedings consist of 20 presentations made during 5 sessions at a conference dealing with alternative degree programs for adults. The following papers are included: "Narrative Reasoning as Assessment" (Richard M. Ashbrook); "Political and Administrative Issues in Developing a Distance Learning Based Program" (Margaret Foss, Conni R. Huber); "Diversity and Access: Focus Groups as Sources of Information for Addressing Recruitment and Retention of Adult Diverse Students" (Judith Gerardi, Beverly Smirni); "Seizing Learning Opportunities: Embracing a Collaborative Process" (Randee Lipson Lawrence, Craig A. Mealman); "Modeling Inquiry: How Do We Understand Theory?" (Carla R. Payne); "Peering into Cyberspace: An Examination of the Issues Facing Faculty and Adult Learners Entering the Realm of Distance Learning" (Elene Kent, Mary Ellen Shaughnessy); "A Panel Discussion on Intergenerational Learning: The PEL-ASPEC… [PDF]