(2004). Influence of a Critically Oriented Methods Course and Early Field Experience on Preservice Teachers' Conceptions of Teaching. Sport, Education and Society, v9 n1 p115-142. In recent years there has been a growing interest in arming physical education teachers with critical pedagogies. The purpose of this study was to determine the influence of a critically oriented methods course and early field experience (EFE) on 20 preservice teachers' (PTs) conceptions of the teaching-learning process. Data were collected using the critical incident technique and a reflective questionnaire. They were analyzed by employing the analytic induction method. Results indicated that the inward focus of the methods course and EFE on the analysis of teaching had a considerable influence on the PTs. Conversely, the outward focus on curriculum studies as well as four permeating themes (elitism, racism, classism, and sexism) appeared to have virtually no impact on them at all. Possible reasons for and implications of these findings are discussed. (Contains 1 figure, 4 tables and 5 notes.)… [Direct]
(1995). The Promise of Brown: Has It Been Fulfilled?. On April 10, 1994, The Metropolitan Center for Urban Education at New York University's School of Education sponsored its third conference on the impact of the famous "Brown v. Board of Education of Topeka" decision. Fourteen discussion groups analyzed the following questions: What was the promise of "Brown," and has that promise been fulfilled? Discussion groups explored the most efficacious strategies for achieving the promise of "Brown" in the present context. They also examined the more fundamental question of whether the "Brown" decision had been the giant step forward that most civil rights leaders a generation earlier had assumed it would be. This document summarizes the major points raised by the discussion groups, including those that pertained to other factors of racism: continued segregation, voluntary segregation on the part of blacks, integration versus quality education, the multicultural movement, tracking as the most recent… [PDF]
(2001). Contemporary Issues Education: Rural Perspectives and Resources. As the inclusion movement integrates students with disabilities into community situations, these students become more vulnerable to various forms of exploitation and manipulation. This paper compares rural and urban teachers' provision of contemporary issues education to special education students and describes the development of Web-based supports to facilitate such education, particularly in rural areas. A survey was completed by 102 rural and urban special educators and urban general educators in Arizona. About 60 percent of rural special educators addressed each of the following topics with their students: attitudes toward disabilities, tobacco use, teen pregnancy, drug abuse, and alcohol abuse. Among urban special educators, 81 percent addressed attitudes toward disabilities, and 50-57 percent addressed racism, tobacco use, and drug abuse. The items least discussed by both rural and urban teachers all involved sexuality or sexual abuse. Barriers to contemporary issues education… [PDF]
(2022). Reconfiguring the Relationship between 'Immigrant Parents' and Schools in the Post-Welfare Society. the Case of Germany. British Journal of Sociology of Education, v43 n5 p718-736. This article problematises the discourse on 'immigrant parents' against the backdrop of a broader transformation of the welfare state in migration societies such as Germany. While studies have shown that post-welfare rationalities play a prominent role in shaping perceptions of what constitutes a 'good parent', little research has been conducted on how these dynamics influence political perceptions related to diversity in school and to 'immigrant parents' in particular. To fill this gap, the article presents results from a discourse analysis of the culturalist framing of 'immigrant parents' — in interaction with assignments regarding social background and gender — within the field of education as gleaned from political documents from the post-war period. By exploring developments in political narratives around the school-parent relationship, the study highlights how current educational reforms foster processes of parents' 'exclusionary participation' in schools by emphasising and… [Direct]
(1996). Cultural Reciprocity: Exploring the Impacts of Cross-Cultural Instruction on Professorial Self-Reflection. Cultural reciprocity refers to the dynamic and material exchange of knowledge, values, and perspectives between two or more individuals of different cultural (e.g., racial, ethnic, socioeconomic, religious) backgrounds. In this paper, cultural reciprocity is discussed as it pertains to professors of education and their students, based on the history of their interactions and diversity of experiences in cross-cultural settings. The ongoing study is personal and collaborative as a Japanese-Canadian female, and an Anglo-Saxon male engage in self-reflection with respect to their experiences in teaching Canadian College of Education students in a cross-cultural setting. After a substantial literature review, narratives taken from e-mail correspondence and personal notes are used to relate a specific example in which the female teacher used her own experience to discuss the nature of prejudice, racism, and ethnicity in an educational foundations class. Reflection on responses from the… [PDF]
(2005). "What Good is Anti-Racist Social Work if You Can't Master it?": Exploring a Paradox in Anti-Racist Social Work Education. Race, Ethnicity & Education, v8 n4 p409-425 Dec. Anti-racist pedagogies, pedagogies built around the idea of self-reflexivity and the examination of white privilege, confront enormous obstacles in a profession such as social work that defines its mandate as the practical and benevolent treatment of society's marginalized and "unfortunate" individuals and groups. Pedagogy about race and racism within social work education is structured to fit within the accepted parameters of how practice is defined. Yet the day-to-day practices on which the profession rests, and which sustain the profession, reproduce whiteness. Thus "doing" race following this same formula functions to reproduce whiteness and race as one more skill at which to be competent. As long as social work practice is synonymous with diversity management and the development of competencies, we remain unable to reconcile being a "good" social worker with anti-racist practice…. [Direct]
(1990). Postsecondary Education. INAR/NACIE Joint Issues Sessions. National Indian Education Association (NIEA) Annual Conference (22nd, San Diego, California, October 16, 1990). This report summarizes two joint sessions held by the Indian Nations At Risk Task Force and the National Advisory Council on Indian Education to hear testimony on issues in Native American postsecondary education. Issues and problems are: (1) recruiting Native students and helping them choose a college; (2) difficulties Native students face at college, such as racism, lack of support, unfamiliar or uncomfortable social situations, and insufficient academic preparation; (3) inadequate student financial aid and funding for tribal colleges, and problems of Indian identification related to eligibility for financial aid; (4) the need to expand the tribal college system and develop cooperative agreements with four-year institutions; and (5) the need to shift programmatic emphasis at tribal colleges to multicultural education, integration of Native studies throughout the curriculum, and traditional Native values and concepts, and to develop instructional materials that address these areas…. [PDF]
(1979). Education That Is Multicultural for Urban Schools: Rationale and Recommendation. Diverse school populations, desegregation and integration, minority-majority group splits, institutional racism, and the singularity of school norms are significant factors which affect respect for individual differences within urban schools. These facts illustrate the need for adoption of education that is multicultural to effect systematic change within the schools. Essential to this concept is a thorough understanding of the dyanamics of the school as a social system and careful use of planned change strategies for both inservice education and total school change. Equally important is the realization of the problems of the cities and the difficulties educators will encounter as they attempt to make substantive rather than cosmetic changes in schools. By using resistant elements constructively and by working cooperatively with all members of the school community, educators can enhance current plans for integration and initial attempts to make education multicultural, assuring that…
(1995). Student Perceptions of Science Teacher Actions in Two Culturally Diverse Middle-Level Science Classrooms: A Case Study in the American Deep South. The purpose of this study was to give voice to students' perceptions in two science classrooms taught by two white teachers in an urban multicultural middle-level school situated in the American Deep South. Student participants were 35 students of different ethnicities in grades 7 and 8. The theoretical reference used is social contextual, a reference advocated by a growing number of education researchers. Insights emerging from the study are intended to support critical reflection on the part of science teachers practicing in that context and to others who see application in different contexts. It is asserted that students of diverse backgrounds schooling in a context historically associated with racism directed toward African-Americans are sensitive to teacher attitudes and actions that could be interpreted as discriminatory. Implications for science teacher practices and for future research in middle-level contexts are discussed. (Contains 12 references.) (Author/SLD)… [PDF]
(1980). The Press is Failing the Cities. The failure of today's newspapers to provide creative leadership in successfully integrating our cities is tragic. White racism has become a critical factor in the neglect of our cities, as has the reluctance of some newspeople to involve themselves more deeply in efforts to explain today's urban crisis. Much of the journalism profession's disappointing performance in urban affairs reporting can be blamed on journalism education's failure to provide the requisite expertise in urban affairs to aspiring journalists. During the past few years, most of the special programs in urban affairs that were created in the late 1960s and early 1970s in schools and departments of journalism around the country have been dismantled. Some examples of progress can be seen, however, as the subject of urban affairs creeps slowly back into the agenda of conventions and other meetings of journalistic organizations. The progress is, however, slow and slight. (AEA)…
(1999). Ethnocentrism and Black Students with Disabilities: Bridging the Cultural Gap, Volume I. This book investigates the educational methods, achievements, and teacher expectations among black and white students with disabilities. It finds that poverty, racism, cultural differences between blacks and whites, and inferior socioeconomic conditions are the main causal factors that result in black children being \labeled\ as exceptional and placed in special education classes at an alarmingly disproportionate rate. Historical legislation and events are cited which have resulted in case law, along with current research findings, that support the thesis that the disparity in academic achievement levels and self-esteem between black and white students has been systematically polarized. It is argued that the black family's child-rearing practices and cultural differences may be viewed with contempt by the majority race and that the unfavorable view of black culture has created hurdles for black students which result in low self-esteem and low academic performance. The need to…
(2024). The Big Lie about Race in America's Schools. Race and Education. Harvard Education Press "The Big Lie About Race in America's Schools" delivers a collective response to the challenge of racially charged misinformation, disinformation, and censorship that increasingly permeates and weakens not only US education but also our democracy. In this thought-provoking volume, Royel Johnson and Shaun Harper bring together leading education scholars and educators to confront the weaponized distortions that are currently undermining both public education and racial justice. The experts gathered in this work offer strategies to counter these dangerous trends and uphold truth in education. In focused, practical chapters, the contributors examine efforts both broad and specific, from restrictive education legislation, to book bans, to twisting terminology like Critical Race Theory (CRT) and diversity, equity, and inclusion (DEI), that are obscuring truth in public education. They demonstrate how this narrowing of allowable ideas does a disservice to all students and… [Direct]
(1978). Puertorriquenas as Hispanics in the United States. Although the Hispanic woman finds herself in a minority status within a minority population, her persistence and resiliency attest to her readiness for change. She bears the triple brunt of sexism, racism, and colonialism. She is victimized by poverty, prejudice and rejection by the dominant population. Like women in the population at large, her income is far below that of males, the expectancy levels for her achievement are quite low, and she finds she is often rejected as a fully participating citizen. Being a minority, as well as a woman, she has low social status and consequently low self-esteem. Her language is often mistaken for illiteracy or, at least, is the sign of the unwanted immigrant. Although her educational attainment is lower than that of women in general and that of Hispanic men, there are some hopeful signs. Her participation in secondary education is on the rise and increased education is a key element in improving her chances for jobs not presently open to her….
(1992). Class, Race and Gender in Schools. A New Agenda for Policy and Practice in Scottish Education. Practitioner MiniPaper 12. The Educational Institute of Scotland, a trade union representing approximately 80% of Scottish teachers, is committed to an anti-racist, anti-sexist education system which, in pursuing excellence for each learner, will also advance social equality. The conference reported in this document was designed to further this commitment. Papers presented in this collection include: (1) "Research and Practice in Pursuit of Social Justice in Education" by Sheila Riddell and Sally Brown; (2) "Social Class in Scottish Education" by Lindsay Paterson; (3) "Social Class and Educational Disadvantage: Are the Schools to Blame?" by David Hughes; (4) "Racism and Education: Issues for Research and Practice" by David Gillborn; (5) "Turning a Multi-Cultural and Anti-Racist Education Policy into Practice" by Helene Witcher; (6) "Gender and Education: Progressive and Conservative Forces in the Balance" by Sheila Riddell; (7) "Gender Issues:…
(2003). Focus on Basics: Connecting Research & Practice. Volume 6, Issue B. National Center for the Study of Adult Learning and Literacy (NCSALL) \Focus on Basics\ is the quarterly publication of the National Center for the Study of Adult Learning and Literacy. It presents best practices, current research on adult learning and literacy, and how research is used by adult basic education teachers, counselors, program administrators, and policymakers. \Focus on Basics\ is dedicated to connecting research with practice, to connecting teachers with research and researchers with the reality of the classroom, and by doing so, making adult basic education research more relevant to the field. The theme of this issue of \Focus on Basics\ is \-isms.\ Articles appearing in this issue are: (1) YES! A Literacy Program's Antiracist Journey (Margery Freeman and Lou Johnson); (2) Multicultural Education: Connecting Theory to Practice (Allison Cumming-McCann); (3) Idealism and Realism in the Formation of a Culturally Sensitive Classroom (KayTee Niquette); (4) A Conversation with FOB: Addressing Racism, Gender, and Classism in ABE (Jereann… [PDF]