(2002). Engaging Black Learners in Adult and Community Education. NIACE Lifelines in Adult Learning. This guide explains how adult and community education (ACE) providers across Great Britain can engage black learners in ACE by making their learning programs relevant, challenging, and appropriate to adult learners from black and minority groups. The following topics are discussed: (1) the importance of engaging black and minority learners in ACE; (2) terminology; (3) institutional racism; (4) ACE's role in eradicating racism and valuing diversity; (5) getting started by understanding the community and its needs; (6) ACE practitioners' legal responsibilities stemming from the 1976 Race Relations Act; (7) working in partnership; (8) developing a meaningful curriculum; (9) strategies for sustainability; (10) ensuring that what is offered is needed; (11) minding program quality and measuring program impact; and (12) sharing information about successful programs. Thirteen good practices, including the following, are presented: (1) identify currently available ACE opportunities; (2)…
(1984). Hispanic Youth in Boston: In Search of Opportunities and Accountability. A Report by the Boston Latino Youth Policy Analysis Project. This report discusses the school-to-work transition process of Hispanic youth in Boston. The report was prepared in response to the high rates of unemployment and participation in low-paying service sector jobs by Hispanics and was funded by a grant from the Hispanic Policy Development Project as part of a national effort to identify key public and private sector policy issues affecting Hispanic youth in the United States. The first section defines school-to-work transition and discusses some of the assumptions implicit in this term. It is the case for many Hispanic youth that they do not graudate from high school, thus breaking the transition; furthermore, for many of these youth their entry into the workforce is marked by periods of unemployment or underemployment. The report gives a socioeconomic overview of Hispanics in Boston. This is followed by a section on education and employment, which includes a discussion of racism in Boston and the problems of underrepresentation of…
(1975). The Black Community: Diversity and Unity. The black community is defined in this book as a diversified set of interrelated structures and aggregates of people who are held together by the forces of racism. The need for theoretical perspectives for understanding black-white relations and for analyzing the nature of the black community is explained. The black family, patterns of family life, and the impact upon the family of slavery and urbanization are discussed. The stratification system within the black community is described. Mobility patterns are examined in terms of traditional and nontraditional criteria for upward movement and status achievement in the social system. The impact of education on social change within the black community is assessed. The issues of housing and the ghettoization of blacks are analyzed in terms of an internal colonialism model. Black businesses are examined and compared to businesses outside the black community. The role of blacks in the armed services is described. Black political power and…
(1982). Follow-up #1: Higher Education for Women in the 1980's, May, 1982. (San Jose, California, February 19, 1982). Followup materials from the 1982 conference "Higher Education for Women in the 1980s," held at San Jose State University, California, are presented. The contents include observer's comments (Barbara Charlesworth Gelpi); progress reports (Renee Kogel, Judith Stanley, Ruth Hafter, Pearl Oliner, Jane Gurko, and Lowell Walter); summaries of panels, a statement announcing the conference, seven cases of institutional racism/sexism (Chuc Kemesu), and an article on the status of women's programs at California State College, Stanislaus. The conference was designed to empower representatives from all Northern California campuses to initiate changes necessary to ensure that the State University System is responsive to the needs of women and will prepare those women for socially useful careers. The conference panels covered the following topics: improving student services, diverse teaching methods, a variety of delivery systems for higher education, and integrating the study of women…
(1992). Long-Term Unemployed and the Elderly in Migrant Communities in Europe. The educational needs of the long-term unemployed and elderly in Europe's migrant communities should be understood in a context of state diversity and migration complexity. This report examines the role education plays in alleviating long-term unemployment in Europe's migrant communities and socioeconomic isolation among older migrants. Compared to nonmigrant communities, figures show migrant communities' continued disadvantages in employment. Xenophobia, discrimination, and racism are all influential factors regarding migrant unemployment. Recently, however, governments and communities have created effective educational interventions, including some researched by the Council of Europe. Success rates are higher when four conditions are met: (1) students are motivated; (2) the"skills gap" and labor need are effectively identified; (3) general rates of unemployment are low; and (4) the status of training courses is perceived by participants to be high. A field survey of…
(1969). Preparing the Teacher of English for the Inner City. The English Record, v20 n1 p71-3, 86 Oct. A revised approach to teacher education is necessary for inner-city teachers, all of whom must cope with their own racism and prejudice, as well as the peculiar problems of the inner-city schools. The high school English teacher particularly needs special training to meet the unique demands made upon his skills in the urban setting. Intensive training in strategies and in materials for teaching remedial reading is essential. Background, for teachers, in black literature and literature dealing with urban development and current social problems should be stressed. Finally, teacher education curriculums should develop in teachers an understanding of issues relevant to urban youth, enabling teachers to provide meaningful classroom experiences. (MF)… [PDF]
(2006). Ogbu and the Debate on Educational Achievement: An Exploration of the Links between Education, Migration, Identity and Belonging. Intercultural Education, v17 n2 p133-146 May. This paper looks at some of the issues raised by Ogbu's work in relation to the education of different minority ethnic groups. Ogbu poses questions such as the value attached to education, its links to the future and its measurable outcomes in terms of "success" as experienced by black participants. The desire for better life chances leads families to consider migration to a new country or resettlement within the same country, thus making migration both a local and a global phenomenon. As an example, attention is drawn to the situation facing South Asian children and their families in the UK. In terms of ethnicity and belonging, the wider question that is significant for many countries in the West after "Nine-Eleven" is the education of Muslim children. A consideration of this current situation throws Ogbu's identification of "autonomous minority" into question. It is argued that a greater understanding of diverse needs has to be accompanied by a… [Direct]
(1957). Modern Education and Better Human Relations. Freedom Pamphlets. This 1957 pamphlet discusses bias against minority groups, discriminatory attitudes and acts, and the need to replace discrimination with better human relations. In this context, the role of schools, and of education in general, in teaching positive intergroup relations is defined. The modern concept of education emphasizes \living\ what is to be learned and helping the child to grow \gradually into the fulness of individual and social living.\ Specifically, the goals should be learning to live together, acceptance by parents and teachers of these goals, teaching children anti-discriminatory behaviors, intercultural understanding, and self examination of prejudice. For older students, study of the psychology of race and of the rationalizations which support racism is recommended. (NH)… [PDF]
(2007). Situating Texas School Finance Policy in a CRT Framework: How "Substantially Equal" Yields Racial Inequity. Educational Administration Quarterly, v43 n5 p525-558. Purpose: The purpose of this article is to conduct a critical race policy analysis of Texas school finance policy. This empirical article examines three chapters of the Texas education code (TEC) and identifies the racial effects that the school funding system has on seven majority-Mexican American school districts. Methodology: Critical Race Theory (CRT) and Latina/o Critical (LatCrit) theoretical frameworks are employed in this article in which race and property are highlighted as concepts central to the analysis. The methodology allows for a critical perspective on history and the racial effects of policy to be outlined. First, a historical analysis of race and racism, schooling, and politics in Texas contextualizes the debate over school finance equity. Second, an analysis of the effects that the school finance system has on communities of color is completed. Analysis and Findings: An examination of primarily 2002-2003 school finance data, Texas Supreme Court opinions, and TEC… [Direct]
(2004). Peace Education Theory. Journal of Peace Education, v1 n1 p5-20 Mar. During this past century there has been growth in social concern about horrific forms of violence, like ecocide, genocide, modern warfare, ethnic hatred, racism, sexual abuse and domestic violence, and a corresponding growth in the field of peace education where educators, from early child care to adult, use their professional skills to warn fellow citizens about imminent dangers and advise them about paths to peace. This paper traces the evolution of peace education theory from its roots in international concerns about the dangers of war to modern theories based on reducing the threats of interpersonal and environmental violence. This paper reviews ways that peace education has become diversified and examines theoretical assumptions behind five different ways in which it is being carried out at the beginning of the twenty-first century: international education, human rights education, development education, environmental education and conflict resolution education. (Contains 1 note.)… [Direct]
(2007). The Untold Story: African American Women Administrators' Alchemy of Turning Adversity into Gold. Forum on Public Policy Online, v2007 n1 Win. As we approach the end of the first decade of the twenty-first century, the globalization and privatization of the academy is destabilizing the patterns of university professional work developed over the past hundred years (Slaughter and Leslie, 1997). To grasp the extent of changes taking place and to understand the forces of change on women in the academy, it is important to focus on women administrators in this equation. African American women administrators in particular, and women of all historically underrepresented racial groups in general, must deal with the unique challenges of singular discrimination in terms of race and gender and then the intersectionality of the issues of racism and sexism in terms of feelings of isolation, perceptions of lack of trust and support, and tokenism and struggles over power and influence (Collins, 1991; Edwards, 1997; Edwards & Camblin 1998; Moses, 1989; Mosley, 1980; Sandler, 1986; Sandler & Hall, 1991; Shavlik and Touchton, 1986)…. [PDF]
(1968). Education in Crisis: A Report on Decentralization, Teacher Training and Curriculum in the New York City Public Schools. This document contains testimony presented at the public hearings of the New York City Commission on Human Rights. The hearings of this commission focused on two problem areas–decentralization and teacher training, and curriculum. The burning issues of anti-Semitism and black or white racism in the schools were concerns of a special investigatory committee appointed by the mayor and are only occasionally mentioned in these hearings. Witnesses included professors from schools of education, labor union officials, teachers from various areas in the city, representatives of community, civil rights, and religious organizations, and some private citizens. (NH)…
(2004). Raising Transnational Issues in a Multicultural Curriculum Project. Urban Education, v39 n3 p241-265 May. The changing demographics of America's population increases the need for educators to develop multicultural curricula for the nation's schools. This article describes the efforts of a group of teachers to learn about the funds of knowledge of Mexican students by doing field research in a state in Mexico with one of the largest migrations to Chicago. The article discusses their successes and the challenges of developing curricula that go beyond the "heroes-and-holidays" approach to ethnic cultures and that consider issues such as transnationalism, illegal immigration, and racism. It contextualizes these issues in the broader context of multicultural education…. [Direct]
(1974). The Testing Dilemma for Minorities. The document states that certain steps need to be taken immediately for rectifying and containing the injustices of testing. Until such time that the State can demonstrate unequivocally that their statewide testing and evaluation program is fair to all groups, and that every student has had an equal exposure to quality school environments before evaluation then there should be a moratorium on testing. The State should establish a task force for the development of an Office of Consumer Affairs in Testing and Student Evaluation. The State should establish a Research and Development Office which will have the latitude to study empirical questions of teacher and pupil performance. It is most important that evaluative agencies recognize that tests and their ensuing social judgments are instruments of racism by virtue of minority exclusion in all phases of test utilizations. Moreover since minorities have limited access to the opportunity (mainstream) structures of this society, much less… [PDF]
(1973). What's Really Blocking School Desegregation? Equal Opportunity Review, July 1973. There is little question that the primary element regarding school desegregation is the latent and overt racism pervading American society. Perhaps it is unrealistic to suggest that the school, the transmission belt of American mores from one generation to the next, is likely to intervene in the already existing pattern. Moreover, statements and actions of the national administration do not always serve the cause of equality of educational opportunity. However when there is no commitment at the local level, it is unreasonable to expect that something will happen at the national level. Another deterrent to racial integration is a growing resistance from many white ethnic groups to recent social and educational gains by blacks and other socially visible minorities. While it may not be an exact parallel, the reactions of the more militant and dissatisfied elements of minority communities may also be serving as a deterrent to desegregation. One of the more covert deterrents is the… [PDF]