(1995). The Holocaust: A Personal Encounter. Canadian Social Studies, v29 n4 p150-53 Sum. Maintains that story is a powerful tool in teaching antiracist education. Presents the personal story of a World War II concentration camp survivor. Discusses the use of Holocaust literature to explore anti-Semitism and racism. (CFR)…
(1994). Changing Dominant Understandings of Adults as Learners. New Directions for Adult and Continuing Education, n61 p17-26 Spr. "Universal" theories imply that a single group represents everyone. Universality in adult education theories about motivation and adult learning perpetuates racism and sexism and should be challenged through alternative perspectives for knowledge building. (SK)…
(2007). White Complicity and Social Justice Education: Can One Be Culpable without Being Liable?. Educational Theory, v57 n4 p453-467 Nov. In part of an ongoing study of white complicity, moral responsibility, and moral agency in social justice education, Barbara Applebaum asks in this essay what model or models of moral responsibility can help white students recognize their white complicity and which models of moral responsibility obscure such acknowledgment. To address this question, she explores the concept of white complicity and its relation to racism and raises some compelling conceptual and pedagogical questions. Then she reviews a recent analysis of the concept of "complicity" and shows it to be inadequate as a foundation for white complicity. Finally, Applebaum describes Iris Marion Young's conception of a Social Connection Model of Responsibility and shows it to be capable not only of elucidating white complicity but also, when incorporated in social justice pedagogy, of diminishing denials of white complicity by white students…. [Direct]
(2008). Making Chinese-Canadian Masculinities in Vancouver's Physical Education Curriculum. Sport, Education and Society, v13 n2 p195-214 May. Our paper illustrates how males of Chinese descent in British Columbia (BC) have historically been victims of overt and subtle forms of discrimination, and describes how racism is and was integrally linked to notions of class, gender and the body. Highlighted in our historical overview are issues around race and masculinity for Chinese males as they existed (and still exist) in the BC educational system, especially in sport-related and physical education (PE) contexts. We examine how some of these issues continue to impact Vancouver's schools through Millington's (2006) study of masculinities in secondary PE which showed how that environment, while offering the potential for various masculinities to flourish, tended to promote hegemonic gender identities as "normal". In particular, we show how Chinese-Canadian boys, both Canadian born as well as more recent immigrants from Hong Kong, Taiwan and mainland China, continue to be subject to subtle racist understandings of… [Direct]
(1990). Racism in America's Schools. ERIC Digest Series, Number EA 49. Schools play an important role in combatting racism, which, despite a quarter century of desegregation, may be increasing. Possible solutions offered in this report are: public declarations of repugnance for racism; multicultural educational programs; use of teachers as role-models; and effective use of tolerance-generating resources. Several other motivational and confrontational strategies used by educators to change racist behavior are discussed. Schools can preserve ethnic identity without sacrificing social integration by offering programs that recognize the distinction between the meanings of culture and ethnicity. Multicultural education must distinguish between culture and ethnicity if it is to preserve ethnic identity while facilitating social integration. Multicultural education offers excellent ways to uncover prejudice and to stimulate appreciation for racial and ethnic differences. (12 references) (LMI)… [PDF]
(1978). Racism and Sexism in America: The Black Woman's Dilemma. The black American female's social and economic status, family life and contributions to society have all suffered under the effects of racism and sexism. Racism in particular has had the greatest disabling effects on the status and progress of black women. The black woman has had to cope with problems dating back to slavery, the continuing emasculation of black males, and unique problems in childrearing. Myths about the black family and economic racism adversely affect the quality of life which she is able to provide for herself and for her family. From slavery until contemporary times the black female could make only limited contributions to society at large because of educational limitations and inadequate recognition from a dominant society. Even improving educational status has not insured social mobility. The unique set of circumstances surrounding the black woman's problems in American society demand that educators acquire certain knowledge, skills and attitudes for the…
(1996). Te Ao Tuhi–Maori Literacy: A Consequence of Racism?. Nga Kete Korero: Journal of the Adult Reading & Learning Assistance Federation, n4-5 p5-11. Institutional racism has been justified by disdaining non-Western cultures such as the Maori as illiterate. Maori education is focusing on biliteracy, developing literacy in both Maori and English within contemporary Maori cultural values and practices. (SK)…
(1996). Resurgence of Ethnic Nationalism in California and Germany: The Impact on Recent Progress in Education. Anthropology & Education Quarterly, v27 n2 p232-52 Jun. A comparative study examines ethnic group conflict in California, with its Proposition 187, and in Germany, with its hostility toward foreign residents. Historical and ethnographic studies reveal a connection between historically constructed ethnic ideology, intergroup experience, and education. Education is key to finding new ways of combating racism. (MMU)…
(2009). African American Men and College Mathematics: Gaining Access and Attaining Success. ProQuest LLC, Ph.D. Dissertation, Georgia State University. The research literature regarding African American male college students reports that they often experience difficulties with mathematics (Stage & Kloosterman, 1995; Treisman, 1992). It is also reported that many African American students enter college seeking to complete their degrees in mathematics and science, but few of these students successfully complete the core requirements (Hrabowski, Maton, & Greif, 1998; Treisman, 1992). In spite of these reported trends, there are some African American male students who, indeed, achieve in college mathematics. The purpose of this study was to analyze how being African American and male might play out in the college mathematics experiences of high-achieving African American men. Employing qualitative research methodology, specifically, multiple case study research (Bogdan & Biklen, 2007; Merriam, 1998) situated in critical race theory (CRT; Bell, 1992; Tate, 1997), I administered a survey instrument, conducted three interviews, and… [Direct]
(1969). The English Department and the Challenge of Racism. ADE Bulletin, n20 p16-22 Jan. Racism, the ways in which it is manifested in higher education, and the effectiveness of its manifestations are discussed. The following proposals suggesting how English departments can contribute to the diminution of racism were made: (1) that single academic standards be required for black and white students in freshman English classes, (2) that works by black authors be included in freshman English courses, (3) that black authors be added to the reading list in all American literature of drama courses, (4) that a reasonable number of the faculty do special studies of black literature, and (5) that at least one member of the English faculty be black. (CW)… [PDF]
(2008). Captain America, Tuskegee, Belmont, and Righteous Guinea Pigs: Considering Scientific Ethics through Official and Subaltern Perspectives. Science & Education, v17 n8-9 p961-975 Sep. With an eye towards a potential scientific ethics curriculum, this paper examines four contrasting discourses regarding the ethics of using human subjects in science. The first two represent official statements regarding ethics. These include the U.S.'s National Science Education Standards, that identify ethics with a professional code, and the Belmont Report, that conceptualizes ethics in three principles to guide research oversight boards. Contrasting this view of ethics as decorum and practice in line with a "priori" principles is the conception of ethics from unofficial sources representing populations who have been human subjects. The first counter-discourse examined comes from "Guinea Pig Zero", an underground magazine for professional human subjects. Here ethics emerges as a question of politics over principle. The good behavior of the doctors and researchers is an effect of the politics and agency of the communities that supply science with subjects. The… [Direct]
(1990). Rooting Racism into the Educational Experience of Childhood and Youth in the Nineteenth- and Twentieth-Centuries. History of Education, v19 n4 p333-53 Dec. Analyzes religious, environmental, and imperialistic rationalizations for racism throughout history. Examines how racist doctrines, stereotypes, and racial prejudice were instilled in the British education system through school textbooks and children's literature. Suggests this process of socialization created implicit, deeply rooted prejudices that still infiltrate British education, posing significant challenges for antiracist education. (CH)…
(1995). The Politics of Environmental Destruction and the Use of Nature as Teacher and Site of Learning. Convergence, v28 n4 p99-105. Lack of education, low environmental awareness, and environmental racism (for example, siting toxic waste dumps in certain communities) contribute to the degradation of the environment in South Africa. Educational initiatives include learning from nature and fostering political action. (SK)…
(2010). "More Complicated than a Numbers Game": A Critical Race Theory Examination of Asian Americans and Campus Racial Climate. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. In the Grutter and Gratz Supreme Court decision, proponents of affirmative action claimed that a critical mass of minority students could effectively counter racial marginalization often experienced by students of color due to their racial status. On some campuses, Asian Americans as a pan-ethnic population enjoy a critical mass in undergraduate enrollments, and therefore present an opportunity for scholars to explore the relationship between critical mass, racial marginalization, and racial power within campus racial climate. Using UCLA as a case study of a campus environment with a critical mass of Asian Americans and controversies over racial disparities in college access, I conducted in-depth interviews of 25 randomly selected Asian American UCLA undergraduates, who represent a diversity of ethnicities, genders, academic majors, and socio-economic class. My dissertation explores ways in which Asian American college students continue to be racially marginalized, based on their… [Direct]
(1994). Whither Racism. The Front Line. Canadian Social Studies, v29 n1 p6-7 Fall. Contends that governments around the world are working to eliminate racism and racial discrimination. Maintains that Canadian education has problems resulting from racial differences and immigration. Concludes that Canadians must move forward in racial and cultural harmony. (CFR)…