(1994). On Being a Mexican American. Phi Delta Kappan, v76 n4 p93-95 Dec. A well-acculturated migrant education program director reminisces about his Mexican upbringing in the United States, noting the persistence of his cultural heritage and the scars left by acts of segregation, prejudice, and racism. It is important for Mexican Americans to recognize that they are a unique group at a crossroads. They are not all Latinos or Hispanics but possess a singular culture that has yet to be defined. (MLH)…
(1992). Reading against Racism. English, Language, and Education Series. The report of the Cox Working Group on the British national curriculum, "English for Ages 5 to 16," includes recommendations for including in the curriculum the study of literature in English from other cultures. The papers of this collection show some ways in which the recommendations of the Working Group may be put into practice and the ways in which reading and literature can be a basis for a more positive approach to antiracist education. Included in the collection are: (1) "Language against Racism in the UK: The Classroom as a Multilingual Publishing House (Lena Strang); (2) "Children's Books in a Multicultural World: A View from the USA" (Rudine Sims Bishop); (3) "Reading against Racism in South Africa" (Denise Newfield); (4) "Mirror and Springboard: An Australian Teacher Grows Up" (Jim Kable); (5) "'Journey to Jo'burg': Reading a Novel with Years 7 and 8" (Shahana Mirza); (6) "In at the Deep End: English and Bengali…
(2006). Culture and Antiracisms in Adult Education: An Exploration of the Contributions of Arts-Based Learning. Adult Education Quarterly: A Journal of Research and Theory, v57 n1 p46-61. Increasingly, practices of collective arts-based learning are being used by adult educators and community organizations as creative and participatory ways to respond to contemporary social or environmental issues. Investigating the potential contributions of arts-based learning to cross-cultural and antiracisms adult education was the aim of this qualitative comparative study in Ontario and British Columbia. Through the lens of antiracisms theories and from data obtained through open-ended interviews with project participants and artist-educators in three diverse arts projects, this article highlights some of the characteristics that make arts-based learning a culturally appropriate and effective, imaginative tool. But it also draws attention to the risks involved in creating public art and tackling difficult issues such as racism in contemporary Canadian society…. [Direct]
(1977). Multicultural Education: Teaching About Minority Women. Special Current Issues Publication No. 8. In this monograph the responsibilities of teacher education programs in dealing with the problems of sexism and racism are discussed. In a collection of articles the following topics are covered: (1) minority women and the women's movement; (2) American Indian women; (3) understanding the Chicana (Mexican Americans); (4) black women, their problems and strengths; (5) Japanese American women and their perspective on liberation; and (6) new directions for ensuring equality for minority women. (JD)… [PDF]
(2007). The Message or the Messenger: Reflection on the Volatility of Evoking Novice Teachers' Courageous Conversations on Race. Multicultural Education, v14 n3 p2-7 Spr. Every teacher is a messenger. The message that a teacher communicates and portrays is acquired formally and informally through systematic study, and environmental and socialization processes. While formal study happens consciously within a particular period of time, experiential learning that impinges on the development of the message happens all the time. It is a pervasive force with a long incubation period. No matter how the effects of environmental processes are suppressed and ignored, eventually they must crystallize and impact one's practice of giving the message. Noting that the demographics in American education are such that 85% of teachers are White, while the public school population is increasingly made up of children of color, the message conveyed in this article involves ways to prepare preservice teachers to work effectively with culturally diverse children. The author describes the course, \Critical Issues in Secondary Education, an educational foundations course for… [PDF] [Direct]
(2005). Changing Racial Prejudice through Diversity Education. Journal of College Student Development, v46 n2 p115-125 Mar-Apr. The Modern Racism Scale (McConahay, 1986) was used to assess the impact of education and personality variables on college students' prejudicial attitudes toward African Americans. Prejudice was lower in students who completed a diversity course specifically addressing race and gender issues and in students who measured high in need for cognition (Cacioppo & Petty, 1982). A weak correlation between the prejudice scale and a social desirability scale (Crowne & Marlowe, 1960) suggested that students were not grossly under reporting their prejudicial beliefs. Diversity courses in higher education were effective in improving students' intergroup tolerance…. [Direct]
(2007). Pathways and Barriers: Indigenous Schooling and Vocational Education and Training Participation in the Goulburn Valley Region. A National Vocational Education and Training Research and Evaluation Program Report. National Centre for Vocational Education Research (NCVER) In 2004, National Centre for Vocational Education Research (NCVER) developed a national Indigenous VET research strategy in partnership with the former Australian Indigenous Training Advisory Council. The research strategy provides a comprehensive program until 2006 to fill the major gaps in knowledge identified through a midterm review of activity against the four objectives of "Partners in a learning culture," the national Indigenous vocational education and training (VET) strategy for 2000-05. This research is a product of that strategy. The project set out to explore the educational, training and employment pathways available to, and taken by, young Indigenous people in the Goulburn Valley region of Victoria, around the major town of Shepparton. Research prior to this project had found that racism was still a pervasive force in various institutions in the region. In addition to confirming that this is still a major barrier, the research also sought to highlight other… [PDF]
(2005). No Child Left Behind and the Denigration of Race. Equity and Excellence in Education, v38 n3 p190-199 Aug. Race is the social expression of power and privilege, and new racial configurations take shape in conjuction with alterations in the political economy of American society. This article examines the relationship of educational policy to the emergence of a new conception of racism that has appeared in the post-civil rights era: colorblind racism. Colorblind policies are championed as fair and just, congruent with the egalitarian aspirations of the Civil Rights Movement that culminated in the passage of the Civil Rights Act in 1964. In rendering invisible the salience of race, the goal of colorblindness is to make advantage appear as a logical consequence of the natural order of things. The non-recognition of race as a form of political power tacitly enables the colorblind ideal to steer education policy toward the reinforcement of the dominant culture as the norm and the maintenance of hegemonic social arrangements. The insinuation of colorblindness into the culture of educational… [Direct]
(1976). A Historical Survey of Cultural Racism and Its Subsequent Impact on the Education of Black Americans. This dissertation examines racism as a cultural element and its expression in institutionalized form. Through a socio-historical analysis, it focuses on the emergence of racism as an ideology and its subsequent expression in social practice under a socio-racial system. Critical to the study is the emergent struggle of black Americans in their efforts to gain equality through education under a socio-racial system. The use of anti-literacy laws and segregated schools provide important points of entry in this study for the examination of relationships between the schools and politics. The study also examines the four stages of educational struggle among black Americans: 1) informal stage, 2) self-help stage, 3) philanthropy, and 4) public support. Each of these stages demonstrates the character and level of the persistent strivings to organize and develop an educational system by blacks in America. The final aspect of this study deals with some of the author's personal experiences and…
(1977). Black/Brown/White Relations: Race Relations in the 1970s. The collection of papers in this book present an analysis of the effects of institutional racism on all races. The first part of the book deals with seeking definitions of the race problem and explores the various facets of race relations in the 1970s, including: (1) the black view of a national population policy and the fear of racial genocide; (2) the problems and prospects of black students at integrated colleges; (3) a literary analysis of the black vision of despair; (4) black liberation and women's liberation; (5) ethnic resentment of Federal programs; (6) the attribution of prejudice to self and others; (7) racial attitudes of native American preschoolers; and (7) institutional racism. The second part of the book is devoted to the discovery of strategies for institutional change, and includes discussions of: (1) community development and social change; (2) a historical framework for multicultural education; (3) the political scenes in Gary, Indiana, and in the urban South;…
(1971). Dare to Care/Dare to Act: Racism and Education. This booklet presents the text of the addresses by three speakers at the Annual Conference of the Association for Supervision and Curriculum Development, March 6-10, 1971, in St. Louis, Missouri. The first address, \Dare to Care/Dare to Act\ by Price M. Cobbs, M.D., deals with the symptoms, the virulence, and the infectious nature of racism. He emphasizes the essential role played by blacks in the development of modern America, and the necessity for American education to make the changes necessary to cope with the racism prevalent in American society. The second address, \A place to come from,\ by Uvaldo Palomares proposes a system of communication which he believes extremely effective in bringing people of divergent viewpoints together, so that they at least understand each other and are communicating. Jerome S. Bruner's address, \The process of education reconsidered,\ discusses the context in which the book was written in 1960, and developments since then. The fourth address,… [PDF]
(2006). Reacting, Adapting and Responding to Change: Experiences of Multicultural and Anti-Racism Teacher Education Post 1994. South African Journal of Higher Education, v20 n5 p679-690. This article reports on a section of the results of a South African-Netherlands Research Foundation Programme on Alternatives Development (SANPAD) project that was undertaken at Edgewood College of Education and three primary schools in KwaZulu-Natal, South Africa. The project covered a ten-year period and investigated the response of a previously "white" college of education to the desegregation of its student body, both in terms of its institutional responses and the changes in its curriculum and course offerings. It then went on to interrogate pre-service teachers' experiences of multicultural and anti-racism education during their teacher education at college and during their teaching practicum session at the schools. Data was collected by examining curriculum documents and course outlines, administering questionnaires, undertaking semi-structured interviews with the college staff and pre-service teachers, and using observation schedules to examine the pre-service… [Direct]
(2009). Answering the Call: African American Women in Higher Education Leadership. Journeys to Leadership Series. Stylus Publishing, LLC Although much has been written about leaders and leadership, we unfortunately know little about women, particularly minority women, who fill this particular role. This book–the second in a series that explores women leaders in different contexts–presents the stories, and the reflections on their paths to leadership, of seven African American women. Five are, or have been, college presidents; three have devoted a good portion of their lives to leadership in higher education policy at state and/or national levels. Each has been the first woman, or first African American, or first African American woman in one or more of the positions of authority that she has held. Along the way, they have overcome the double bind of sexism and racism that can inhibit the professional attainment of African American women, particularly as they move toward the top of their professions. Although their pathways into leadership are different, definite similarities in their experiences, values, and beliefs… [Direct]
(1977). Cultural Conformity in Books for Children: Further Readings in Racism. In this book, multicultural education, book selection criteria, racism in specific books, and methods of handling racist materials are discussed from Chicano, Puerto Rican, Asian, Black and Native American perspectives. The 26 selections were written by librarians, anthropologists, community planners and educators. All of the articles expose monocultural and biased practices in the educational system. In Part I, educators summarize the arguments against conformity, while the Council on Interracial Books for Children relates such arguments to the children's library profession. In Part II, members of the Third World, or those working in conjunction with them, talk about criteria and about specific books. Selected reviews illustrate the method of criticism employed by many Third World members. The final section deals with the complex problem of handling racist children's books. The readings show how librarians are taking specific action to increase cultural authenticity, reduce…
(2024). Professional Development Supporting Principals' Changing Roles as Equity-Oriented Leaders. International Journal of Educational Leadership Preparation, v19 n1 p120-137. In these challenging times, it is essential that principals serve as equity-oriented, antiracist, culturally competent leaders accountable for students' performance, school improvement, and policy requirements. Many studies focus on professional development (PD) for teachers but not school leaders, thus the value of the present analysis is that principal PD is the centerpiece. This literature review/conceptual article examines quality PD that advances principals' learning and effectiveness in the context of their changing roles associated with instructional leadership, equity, and technology. The research question was, What does the literature convey about the main influences on effective principal PD that establish the need for equity and antiracism? Sixty-eight scholarly sources were examined in addition to public documents. The authors developed a conceptual framework named Influences on Principal Development to present various factors influencing student achievement. Six findings… [PDF]