(1998). Negotiating and Resisting Racism: How Faculty of Color Construct Promotion and Tenure. This study uses symbolic interactionism as a framework for understanding race, and for understanding how faculty of color construct the promotion and tenure process. Interviews were conducted with 16 faculty members at a private research university in a small United States city. Interviewees included eight African American women, three African American men, two Asian American women, one Asian American man, and two Latino men; all were tenured or on tenure track. Faculty evaluations were based on teaching, service, and scholarly achievement, defined primarily through research and publication. During open-ended, semistructured interviews participants were asked to talk about their promotion and tenure experiences. Faculty members' perceptions of racism were then classified into two categories: individual or institutional. It was found that faculty members negotiated and resisted racism as best they could; responses ranged from "giving up," to fighting back, to picking and… [PDF]
(2006). Learning from the Margins: The Education of Southeast and South Asian Americans in Context. Race, Ethnicity & Education, v9 n1 p51-65 Mar. This article explicates the diversity within the Asian American community by focusing on Southeast and South Asian American students. Focusing on these two groups is important given their recent migration (relative to other groups) and tenuous position within Asian American research, discourse, and representation. In particular, this article contends that the image of Asian American success masks the contexts–economic, social, and cultural challenges–that mark the educational experiences of many Southeast Asian and South Asian American students. It explores (1) issues of cultural capital; (2) negotiations of identity, gender and generation; and (3) experiences of racism. By highlighting the social and cultural contexts of the education of Southeast and South Asian students, it reveals the many ways students are learning from the margins and the price of "success" that is often diminished by the image of Asian American achievement. (Contains 4 notes.)… [Direct]
(1997). Off White: Readings on Race, Power, and Society. The contributions in this volume analyze the white racialization process in the context of multiculturalism and examine how racism is established in institutional structures. The chapters are: (1) \The Achievement (K)not: Whiteness and 'Black Underachievement'\ (Linda C. Powell); (2) \White Experimenters, White Blood, and Other White Conditions: Locating the Psychologist's Race\ (Jill G. Morawski); (3) \Differences in a Minor Key: Some Modulations of History, Memory, and Community\ (Deborah P. Britzman); (4) \Behind Blue Eyes: Whiteness and Contemporary U.S. Racial Politics\ (Howard Winant); (5) \Witnessing Whiteness\ (Michelle Fine); (6) \White Out: Multicultural Performances in a Progressive School\ (Virginia Chalmers); (7) \Underground Discourses: Exploring Whiteness in Teacher Education\ (Pearl M. Rosenberg); (8) \Resisting Diversity: An Alaskan Case of Institutional Struggle\ (Perry Gilmore, David M. Smith, and Apacuar Larry Kairaiuak); (9) \The Art of Survival in White…
(1984). Community Teamwork in Education for Tomorrow. Noting that education is viewed as the route to success in American society, the paper argues that education has not lived up to this promise. Emphasis on conformity and regimentation, fostering of competition and exclusion behaviors, classism, racism, and a microfocal perspecitive of social problems serve as barriers to full realization of the potential of American education. The system serves those who wish to maintain the social structure, but it has great potential to serve a wider group if educators and others work together to transmit the information, values, and understanding necessary for a healthy society. A system of community education is proposed that is based on teamwork that coordinates all of a community's learning resources and brings them to bear upon all of the community's learning needs. (Author/MD)…
(2024). A Research-Practice Partnership to Develop the R-CITY Multi-Component, Equity-Focused Social-Emotional Learning Intervention. School Mental Health, v16 n3 p632-648. There is growing interest in the integration of social–emotional learning (SEL) and equity approaches in schools, yet systematic research on how to blend these two frameworks is limited. In this article, we describe the process by which a research-practice partnership (RPP) collaborated to iteratively co-create a multi-component equity-focused SEL preventive intervention in the context of a politically charged landscape related to the 'dual pandemics' of racial injustice and COVID-19 in the early 2020s. We conducted a document review of informal data sources (e.g., meeting minutes, correspondence) and analyses of formal data sources (i.e., teacher interviews, student focus groups) to describe how we overcame challenges to form an RPP, to demonstrate our collaborative intervention development efforts, and to assess feedback on the contextual appropriateness of the intervention. We discuss lessons learned from our partnership efforts and reflect on future directions for RPP-driven… [Direct]
(2023). Learning from Justice-Oriented Teachers: The Makings and Significance of a University-Teacher Partnership Centered on Race and Housing. ProQuest LLC, Ph.D. Dissertation, University of California, Berkeley. This dissertation tells the story of how an experiment in university-based teacher learning blossomed into a rigorous and deeply meaningful learning experience for teachers and a teacher-centered partnership between a university-based institute and a group of justice-oriented K-12 teachers. This ethnographic study followed a group of California Bay Area-based, K-12 justice-oriented teachers as they (1) learned about the racialized histories of housing in the Bay Area as well as restitution work through a university-based summer institute, and (2) as teachers implemented this content in their respective communities–both in and outside of school. As a way to highlight universities' roles in supporting justice-oriented teachers, particularly around the foundational racial justice issue of housing, this dissertation narrates the experiences of these teachers and the university-based staff involved in the university-teacher partnership. Through examining these phenomena, I make the case… [Direct]
(1989). Educational Neglect: Reform Reports and the Schooling of American Indians. What references, if any, do some of the major educational reform reports make about the American Indian? Reform reports were reviewed to determine their content regarding minorities in general and American Indians in particular. With the exception of the Carnegie Forum report and possibly the National Governors' Association report, very little was said about minorities and virtually nothing was said about American Indians. The reports from the U.S. Department of Education were especially conspicuous in their neglect. Reports addressing disadvantaged students were also reviewed, as were two efforts that deal specifically with Indian education. Finally, this document discusses how such national reform reports affect American Indian education. The document concludes by linking such exclusion of American Indians and the failure of their school systems in continuing institutional racism. This paper contains 28 references. (TES)… [PDF]
(1997). Researching Race and Social Justice in Education: Essays in Honour of Barry Troyna. The essays in this book comprise a "festschrift", a group of essays, to commemorate Barry Troyna, who made an important contribution to thinking about race, racism, and research on social-justice issues in the school context. Much of his work was directed at showing that it was impossible to research questions of "race" relations in a neutral or objective manner. Troyna saw antiracism as an oppositional politics that distinguished it from the liberal individualism within which multiculturalism was embedded. This collection has two purposes: to understand Troyna and his work, and to extend his contribution to an understanding of the complexities of racial politics in education. Following the introduction by Pat Sikes and Fazal Rizvi, the essays include: (1) "Barry Troyna: A Dissenting Voice?" (Carol Vincent); (2) "Barry Troyna as Enlightened Rationalist" (Sally Tomlinson); (3) "Barry Troyna as 'Critical' Social Researcher" (David…
(2006). Community's Discontent: The Ideology of the "Volk" Community in National Socialism. Policy Futures in Education, v4 n3 p306-319. National Socialism, the German type of fascism, is analysed in this article with respect to the question of its ideological foundations, the ideology of the "Volk" community, and its consequences for a relevant type of social practice, "Volk" welfare. Under National Socialism the form of state social work intervention was transformed. The German welfare state became an educational state. Social education, which encompassed social work, was a system geared to complete social control through the establishment and maintenance of the "Volk community". The "Volk community" was a social policy which combined welfare and repression–sometimes in a murderous way–as the means of achieving the social organisation of everyday life. The way in which the "Volk community" shaped individual consciousness and constructed social relations is elaborated and demonstrates the extent to which the eugenics and racism embedded in this ideology were central… [Direct]
(1987). Curriculum: Context, Conflict and Change in Black South African Education. This curriculum analysis of black South African education considers conflict and change in historical, contemporary, and postapartheid contexts. Part 1, "The Historical Context," interprets curriculum evolution, beginning with the evangelical curriculum for slaves in 1658 and concluding with formalization of racism in the apartheid policy of 1948, which aligned curriculum content with ideological interests. Institutionalization of the black curriculum challenges a postapartheid design. Apartheid ideology is embedded in textbooks' assumptive meanings, educational inequality neutralizes empowerment, and racism blocks the social and economic mobility of educated blacks. "The Contemporary Context," part 2, argues that a curriculum conflict dialectic is operative. The functions of schooling–cultural and economic reproduction, legitimation, and socialization–are not realized in curricula. Resistance and conflict are treated in the curriculum with distortion,…
(2024). Addressing Disproportionality and Racial Inequities in Special Education through Policy Change. Theory Into Practice, v63 n4 p377-389. Literature on racial disproportionality in special education has recently been situated within a polarized debate about the sources of racial inequities: specifically, the benefits and harms of special education. In this article, we consider this debate from a historical perspective by examining special education policies and their implementation. By doing so, we aim to bridge theory to practice by attending to systemic, institutional, and organizational oppression that becomes enacted through policy aimed at achieving racial equity and educational access. More specifically, we provide a model for local school districts to revise, develop, enhance, and implement policy changes to address disproportionality and racial inequities in special education using a cultural-historical framework and culturally responsive practices…. [Direct]
(1987). Mexican Americans on the Home Front: Community Organizations in Arizona during World War II. During World War II Arizona's Mexican-American communities organized their own patriotic activities and worked, in spite of racism, to support the war effort. In Phoenix the Lenadores del Mundo, an active fraternal society, began this effort by sponsoring a festival in January 1942. Such "mutualistas" provided an essential support system in the face of racism and discrimination, and were sources of cultural, social, and religious cohesion in Mexican-American communities. These societies spoke out after several blatant incidents of discrimination against Mexican-American teenagers, and later organized a Phoenix youth group that collected 2,200 pounds of old rubber for the war effort. Community organizations in Phoenix and Tucson also: (1) organized volunteer cotton pickers when a labor shortage threatened the crop, badly needed for parachute and blimp manufacture; (2) sponsored social gatherings in honor of Chicano military cadets; (3) arranged bilingual community education… [PDF]
(2024). Universal Design for Learning in the Classroom: Practical Applications for K-12 and Beyond. Second Edition. Guilford Press The Universal Design for Learning (UDL) framework has grown from its origins in special education to being widely used to support all students, making the fully rewritten second edition of this indispensable guide more relevant than ever. Filled with practical, vivid examples and tips, the book demonstrates the power of UDL when applied to particular content areas. Specific teaching ideas are presented for literacy, STEM, project-based learning, career and technical education, and the arts. The editors and contributors describe practical ways to create thriving learning environments that use UDL to meet diverse learners' needs. New to This Edition: (1) Entirely new content; (2) Coverage expanded from elementary and middle grades to secondary and beyond; (3) Innovative approaches embracing the growth of UDL and the ubiquity of digital technologies in today's classrooms; (4) Spotlight on issues of equity and inclusion; (5) Chapters on antiracism, social-emotional learning, career and… [Direct]
(1989). Anti-Bias Curriculum: Tools for Empowering Young Children. Young children are aware that color, language, gender, and physical ability are connected to privilege and power. Racism and sexism have a profound influence on children's developing sense of self and others. This book on the creation of anti-bias curriculum can be used to help young children develop anti-bias attitudes, learn to think critically, and speak up when they believe something is unfair. The term "anti-bias" is used to denote an active approach to challenging prejudice, stereotyping, bias, and the "isms." The 12 chapters of this book provide a rationale for an anti-bias curriculum, and discuss: (1) creating an anti-bias environment; (2) working with 2-year-old children; (3) learning about racial differences and similarities; (4) learning about disabilities; (5) learning about gender identity; (6) learning about cultural differences and similarities; (7) learning to resist stereotyping and discriminatory behavior; (8) using activism with young children;…
(2006). Global Song, Global Citizens? Multicultural Choral Music Education and the Community Youth Choir: Constituting the Multicultural Human Subject. Online Submission, Ph.D. Thesis, University of Toronto. This study provides a critical ethnographic examination of the Mississauga Festival Youth Choir that emerged from my concerns related to mainstream community choral music education practices. The predominantly white memberships and Eurocentric repertoire of many community children's choirs suggests that traditional structures and practices are exclusionary, even when this may not be the intent of the choir's organizers. Interviews conducted with members of the Mississauga Festival Youth Choir, and analysis of my reflective teaching journal, suggest that multicultural choral music education when taught within in an anti-racism discursive framework, may contribute to a newly emerging sense of identity (and its related subjectivity) which I describe as multicultural human subjectivity. The concept of multicultural human subject is located within a cosmopolitan sociology which acknowledges that globalization impacts the local level of life within national societies, transforming everyday… [PDF]