(1992). An Invitation to the Dance: From Dragons to Wolves. Community Education Journal, v19 n4 p20-21 Sum. Multicultural education occurs in environments that consciously recognize the existence of racism, celebrate all cultures, infuse diversity in the curriculum, make it a continuous spiraling process, encourage critical thinking, and seek reform and change. (SK)…
(1970). Adults Need Sex Education Too. This volume examines attitudes toward sexual behavior, the cost of sexual ignorance, the need for research in the area of the relationship between sex and mental health, the new emerging holistic sexual philosophy, changing attitudes toward selected sexual behaviors, the meaning of sexual maturity, the role of the parent as sex educator, the relationship between sex and politics, the relationship between sex and racism, and the impact on sexual behavior and future technological developments. The complex of sexual attitudes underlying racism is given the term segrophobia. New and more open attitudes toward sex education and behavior are urged and it is argued that adults need sex education just as much as young people. (DM)…
(2010). Embracing Resistance at the Margins: First-Generation Latino Students' Testimonios on Dual/Concurrent Enrollment High School Programs. ProQuest LLC, Ph.D. Dissertation, University of Denver. Despite moderate gains in equal educational opportunities over the past 60 years, low-income students of color continue to lag behind their middle-class, White peers. This is particularly true for first-generation Latina/o students who: (a) have the highest K-12 drop-out rate than any other ethnic group in U.S. schools; (b) are underrepresented in high quality, rigorous secondary curricular tracks; and (c) continue to be overrepresented in two-year institutions and postsecondary vocational schools. Using a conceptual framework comprised of critical race theory (CRT), social theory, and community cultural wealth theory it was clear that the U.S. education system is still plagued by systemic and endemic racism. Contrary to the predominate neoliberal discourse that emerged in the education field after the "Brown v. Board of Education" ruling, it is clear that meritocracy is a myth and students continue to face disproportionate opportunities to learn. One of the current school… [Direct]
(1986). England. Education and Urban Society, v18 n4 p477-86 Aug. Presents the historical background of the recognition of racism as a factor in low achievement of nonwhite students in England. Discusses reactions of various education groups towards offical reports on the education of minority children. Concludes with comparison of England's policies with United States' policies toward the education of minorities. (SA)…
(1980). Miseducation of the Black Child: Societal and Institutional Failures. Western Journal of Black Studies, v4 n2 p105-13 Sum. To understand the kind of education that Black young people are receiving, it is necessary to examine schooling in the context of racism and economic exploitation within the larger society. Because economic and business interests in education are so enormous, Black community control of education is particularly difficult. (Author/GC)…
(2008). Multiculturalism Is Dead: Long Live Community Cohesion? A Case Study of an Educational Methodology to Empower Young People as Global Citizens. Research in Comparative and International Education, v3 n1 p36-49. This article explores the theme of the "two faces of education" by reviewing new policy directives in the United Kingdom to strengthen community cohesion in schools and their communities. These directives have resulted from growing disaffection with the aims and outcomes of multiculturalism. This article will investigate the ways in which this disaffection has resulted in both "quick fix" politicised solutions, and in more genuine attempts to support young people to develop positive relationships with people from different ethnic backgrounds. It will suggest that whilst inequalities of educational outcome for different ethnic groups persist, schools will continue to be part of the problem, hence the second link with the theme of two (or more?) faces of education. In order to become part of the solution, schools internationally will need to adopt much more creative and complex approaches to the reduction of racism and inequality than those currently being proposed… [Direct]
(1999). Government Policy and School Effects: Racism and Social Justice in Policy and Practice. MCT–Multicultural Teaching, v17 n3 p11-17 Sum. Criticizes social justice policies of the Labour government in the United Kingdom because they promote formal equality in the schools without working for substantive equity in outcomes of education. Naive multiculturalism is an inadequate policy response to the institutionalized racism that pervades the contemporary education system. (SLD)…
(1998). Culturally Relevant Teacher Education: A Saskatchewan First Nations Case. This paper examines culturally relevant teacher education for First Nations undergraduate students, offered by the Department of Indian Education at the University of Regina-affiliated Saskatchewan Indian Federated College. As graduates may want to challenge dominant epistemologies of the schools in which they teach, the program responds to students' needs for connection to traditional cultural knowledge in order to overcome personal and cultural dislocation and racism. All students take classes in Indian languages, studies, and art. In a class affirming cultural identity, Elders are used as teachers in an outdoor education setting that includes ceremonies, traditional activities, and storytelling. Tools to deconstruct racist ideology and practices are given in a third-year class in human justice that focuses on institutional racism, particularly on an analysis of curriculum. The concepts of race, text, identity, stereotyping, bias, and ethnocentrism are used to analyze the impact… [PDF]
(1990). The Price: A Study of the Costs of Racism in America. America cannot afford to continue to pay the sociopsychological, sociopolitical, and economic costs of racism. The economic and psychosocial benefits of racism to the majority population during the slavery era are obvious. Similar interests motivated the discriminatory treatment of African Americans during the Jim Crow period, when Whites still believed that excluding African Americans from full social, economic, and political participation and exploiting them for economic gain was part of the natural order. Since the 1954 Supreme Court decsision, "Brown v. Board of Education," White Americans have continued to enjoy material and psychosocial advantages based on past racially exclusionary practices and present institutionalized discrimination. However, this long history of racism has created social costs in terms of social instability, loss of economic productivity, and constraints on the United States' world role as a purveyor of democracy. African Americans bear the…
(1981). Summary Statement: An Agenda for the Future: Problems, Prospects, and Requirements for the 1980's and Beyond. Negro Educational Review, v32 n1 p120-25 Jan. Asserts that the "Brown" decision did little to redress the racism that keeps Blacks from obtaining equal education. Outlines strategies that the Black community might develop in order to achieve educational goals. (GC)…
(1995). Multicultural Education in the United Kingdom: Historical Development and Current Status. This chapter provides a historical review of the development of education for a multicultural society in postwar Britain, particularly in England. It is based on existing literature but makes no claims to be comprehensive in coverage. Britain has long been culturally diverse and characterized both racism and by antiracist forces and democratic ideals. As with social issues of any significance, there is scarcely an issue of any importance related to the education of a multicultural society that has not been contested, as a review of the historical developments in multicultural education demonstrates. Among the many opponents of multicultural education have been antiracists who have condemned the failures of multicultural education to attack racism directly. There is no inherent conflict between the two approaches, and one of the objectives of future educational strategies should be integrating the two approaches to educational reform. (Contains 208 references.) (SLD)…
(2007). The Sting of Prejudice and Schooling. Multicultural Perspectives, v9 n2 p51-52 Jun. In this article, the author shares some of the prejudices faced by her daughter in her school and in their community. As an immigrant mother and educator who believed that democratic schooling meant inclusive education, it was painful for the author to watch her daughter negotiate the biases of her school experiences in a Midwestern town not always understanding of cultural differences. She relates how it was difficult to explain racism to her daughter when the concept of race has no solid foundation or meaning in today's studies about culture. The author presents this narrative as an appeal to all educators to find/develop meaningful ways of affirming students' sense of identity and to ensure that all classrooms are caring places which foster the teaching and modeling of respect, understanding, and appreciation for cultural differences in a pluralistic democracy…. [Direct]
(2008). When Diversity Training Goes Awry. Diverse: Issues in Higher Education, v24 n25 p11-13 Jan. Initially, Courtney Halligan, a first-year student at the University of Delaware (UD), was not opposed to attending a diversity training session that was required of all incoming freshmen. In fact, the 18-year-old New Jersey native assumed that the experience would be an opportunity for her to learn more about students from different backgrounds. In one-on-one and group sessions conducted in the dormitories by resident assistants, Halligan and dozens of other White students complained that they were made to feel like racists. She adds that they were blamed for the legacy of racism that Blacks and other minority groups have endured through the years. In response to complaints by students like Halligan, and pressure from the Foundation for Individual Rights in Education (FIRE), a Philadelphia-based civil liberties advocacy group that monitors freedom of speech issues on campuses across the country, the university decided last semester to suspend the controversial program. The debacle… [Direct]
(2001). Latina Mothers and Small-Town Racisms: Creating Narratives of Dignity and Moral Education in North Carolina. Anthropology & Education Quarterly, v32 n1 p3-28 Mar. Highlights Hispanic mothers' discussions about moral family education. Narratives involved claiming the home space in the midst of the English-speaking community's attempts to define their families and childrearing practices as "problematic." Uses a race-based feminist perspective to examine how mothers' counternarratives helped contest their deficit framing, produce educated identities, and create community in the rural south. (Contains references.) (SM)…
(1981). The Neighborhood School Concept: A Real History. Integrated Education, v19 n3-6 p64-67 May-Dec. Equates the fight for busing, equal education, and school integration with the general struggle against racism. Briefly discusses the history of busing and school desegregation in the Ocean Hill-Brownsville, New York public schools. (Author/GC)…