(1982). Towards the Multi-Cultural School – Lessons from Toronto. Bulletin of Environmental Education, n132 p25-27 May. A multicultural program has been developed in Toronto's (Canada) non-Catholic public school system to accord a place to students' home cultures and to directly confront racism. Includes comments on Toronto Board of Education's policy on race and ethnic relations. (Author/JN)…
(1994). Teaching Tools. Teaching Tolerance, v3 n2 p36-42 Fall. Reviews books, videos, audiotapes, and posters teachers can use for multicultural education in elementary and secondary grades. The 38 works reviewed focus on art, cultural diversity, the civil rights movement, United States history, folktales, racism and prejudice, and resource and teaching guides. (SLD)…
(1999). Race and Policy. Education Policy Analysis Archives, v7 n16. Explores the connection between race and education policy in the United States, focusing on the interplay between the U.S. population's belief in democracy, national racist beliefs, and the inability of many white citizens to comprehend the depth of racism in the United States. (SLD)…
(2004). White Students' Voices in Multicultural Teacher Education Preparation. Multicultural Education, v11 n4 p12-16 Sum. While multicultural education remains a work in progress, many of the cornerstones are already in place. Racism, classism, sexism, equity, and social justice issues feature as generative themes (Freire, 1970), which underpin this educational project. One area of research in multicultural teacher education that this article investigates is the way in which White students have sought to make meaning of their own Whiteness in the midst of a plethora of claims regarding the pervasiveness and immutability of racism in America. In this article, the authors present four case studies which illustrate the different responses of White preservice teachers to a challenging multicultural environment. For some, providing them with the language of multicuturalism allowed them to articulate previous experiences, while for others the very language of multiculturalism was used to keep at bay the challenges that multicultural educational classes present…. [PDF] [Direct]
(1987). Disciplined Intelligence Brought to Bear on Social Problems: The Contributions of Kenneth B. Clark. Equity and Excellence, v23 n1-2 p61-4 Spr. Provides biographical data about the black psychologist and his contributions in the following areas: (1) studies on the effects of segregation and racism; (2) the United States Supreme Court decision in Brown v. Board of Education; and (3) the Harlem Youth Opportunities Unlimited Program. (PS)…
(1998). Education in Black and White: How Kids Learn Racism–And How Schools Can Help Them Unlearn It. American School Board Journal, v185 n2 p18-23 Feb. Before educators can help children unlearn racial prejudice, they should realize that children develop societal stereotypes and biases by age 3 or 4. A Seattle multiculturalism expert suggests that schools create an overall cooperative atmosphere, sponsor cross-school events that bring kids from different backgrounds together, and ensure equal status for students of all races. Sidebars highlight today's subtle racism and a Massachusetts school's antiracism crusade. (MLH)…
(1995). Multicultural Education: Bias Awareness, Empathy, and Transcultural Identities. A Selective Bibliography. Reprints and Miniprints No. 830. The bibliography contains 331 citations of books, dissertations, research reports, and articles on multicultural education, primarily materials in English written in recent years. Topics include cultural awareness, classroom communication and culture, development of ethnic or national identity, classroom processes, curriculum design and evaluation, teacher education, immigrants, adult education, racism, research and research needs, national policy, peer relationships, human rights, and values education at all educational levels. (MSE)… [PDF]
(1991). Forty Years of Using Labels to Communicate about Nontraditional Students: Does It Help or Hurt?. Journal of Counseling and Development, v70 n1 p20-28 Sep-Oct. Analyzes articles in Education Index since 1950 to examine how education literature describes minority students. Contends that, despite increased concern for minorities in the literature, labels used to describe them may have done much to exacerbate problems. In explaining how to communicate with minority students, recommends using Bowen's differentiation concept to discuss racism and negotiating systems. (Author/NB)…
(1988). Drama Goes to School: An Examination of Theatre-in-Education. Youth Theatre Journal, v2 n3 p3-8 Win. Outlines the common features of Theatre-In-Education (TIE), and suggests that TIE provides an integrated structure for the heightening of personal, social, cultural, and political consciousness through its commitment to perform and address topics such as sex stereotyping, racism, and child abuse. (MM)…
(1991). New Paradigms: The Research University in Society. Teachers College Record, v92 n4 p528-40 Sum. Research universities make enormous social contributions in areas like medicine and science, but many habits (racism, sexism, funding old projects) must change to encourage social research and reform. Public education needs restructuring with a commitment to disadvantaged students to ensure the country's future. (SM)…
(1991). Position and Imposition: Power Relations in a Multicultural Foundations Class. Journal of Negro Education, v60 n2 p158-69 Spr. A teacher educator describes her efforts to counter racism, sexism, and social class bias among her students. Includes a list of suggestions to teachers in the field of multicultural, or social justice, education, with the aim of promoting a socially responsible world view. (DM)…
(1999). Instilling Dreams: The Promise of Teacher Education. Tribal College, v11 n2 p6-7 Win. Examines the low expectations of Native American students held by both Indian and non-Indian teachers and asserts that these attitudes of \internalized racism\ must change. Reports on teacher education at tribal colleges and advocates preparing teachers to believe in students' dreams of achievement. (VWC)…
(2009). U.S. Korean Youth's Ideas and Experience of U.S. Education, U.S. Society, and U.S. History. ProQuest LLC, Ph.D. Dissertation, The University of Wisconsin – Madison. Drawing on and conversing with the large body of research and literature on young people's historical understanding, Asian American education, transnational migration, and Korean American studies, this dissertation research explored contemporary U.S. Korean youth's ideas and experiences of U.S. education, U.S. society and U.S. history. Specifically to gain a rich understanding of how U.S. Korean youth make sense of U.S. history and how their sociocultural backgrounds affect the students' historical perspectives, this study investigated U.S. Korean high school students' demographic, sociocultural, migration backgrounds and their ideas and experiences of education, citizenship, transnationalism. In addition, U.S. Korean youth's historical perspectives were compared with African American and European American youth in the previous research so as to illuminate the impact of race on young people's understanding of history; also compared with adolescents in previous studies so as to extend… [Direct]
(1995). California: A Picture of Diverse Language Groups and ESL/Bilingual Programs. Bilingual Research Journal, v19 n3-4 p641-59 Sum-Fall. Personal narratives of California teachers in linguistically diverse classrooms portray four models of bilingual education: ESL, sheltered English, and peer tutors; ESL, sheltered English, and some or adequate first-language support; and bilingual education including native-language instruction. Reflects on negative teacher attitudes, hidden racism, and a potential fifth model of bilingual education that encompasses community and global realities. (SV)…
(1999). Universities, the Social Sciences, and Civil Society. Higher Education in Europe, v24 n4 p493-507. Discussion of the university's role in contributing to a civil society offers examples from the recent history of Yugoslavia showing that universities have frequently contributed to chauvinism, intolerance, racism, and ethnic cleansing. Urges institutions of higher education to foster a civil society by emphasizing: (1) an understanding of the "other," (2) moral education, and (3) education of the affections. (DB)…