(2000). Ethnicity and Culture in Russian Schools. This paper presents a brief overview of education in the Soviet Union during the Marxist era and states that one result of the Communist system collapse in 1991 was that it became imperative to democratize Russian society and schooling. The paper notes the need to reevaluate the legacy of "international upbringing" along the line of true humanism, to bring new multicultural and multiethnic dimensions into theoretical discourses, and to educate the younger generation of Russia. With "Soviet person" and "Soviet people" identities gone, education remains a powerful tool in assisting Russian people in their difficult searches of new racial, ethnic, political, ideological, gender, and other cultural identities. The paper is then organized into sections on race; racism and discrimination; ethnos, nation, nationality, ethnic, and national identity; ethnocentrism; biethnicity and multiethnicity; cultural shock; and children of refugees and migrants from the… [PDF]
(1992). The Philosophy and Politics of Multicultural Education and Anti-Racist Education: An Analysis of Current Literature. Multicultural education emerged as a curriculum and pedagogical movement in the late 1960s but it has yet to be clearly understood. Several distinct approaches to multicultural education constitute a range of curricular, pedagogical, and social justice perspectives each with significantly different political, social, and economic goals. A healthy discourse between theorist and practioner is necessary for the continued growth of the field. Anti-racist education is a parallel approach that focuses on the issues of social justice and inequality. Anti-racist theorists argue that multicultural approaches to schooling have focused on the curriculum and the classroom at the expense of examining the wider social, political, and economic influences on inequality and racism, and that multiculturalists misunderstand the causes of social inequality when they understand it exclusively in terms of culture. At present, however, there is a very limited amount of research available on functioning… [PDF]
(1986). Successful Behaviors of Black Women Administrators in Higher Education: Implications for Leadership. Successful strategies and behaviors used by black women administrators to acquire and maintain their leadership positions in higher education were examined. A review was undertaken of qualitative research on black women administrators from both two- and four-year colleges that are non-church related. Three major barriers to women seeking administrative positions were identified: sex-role stereotypes, organizational barriers, and women internalizing traditional female behaviors. In general, successful administrators were typically defined as those who had obtained their doctoral degree. They were described as committed, independent, dominant, active, adventurous, sensitive, secure, and self-confident. In addition to mastering the skills that are crucial to all leaders, black women administrators may experience both sexism and racism. All the literature concurred on the importance of self-confidence, technical and interpersonal skills, awareness of organizational attitudes, conforming… [PDF]
(1976). Race Education/Training: The State of the Art; Issues and Dilemmas. The two papers comprising this conference report serve the following purposes: (1) to alert practitioners and consumers in race relations and anti-racism endeavors to the major issues in the field; (2) to facilitate continuing dialogue; and (3) to provide impetus for a more thorough assessment of the state of the art. The first, by John F. Coffey, reflects the views of the consensus of symposium participants on the state of the art of race education/training. Among the topics discussed are the history of race relations, participant philosophies, and issues and concerns about race educators and trainers. The second paper, by Dr. Mark Chesler, discusses issues and dilemmas in the area of race relations and race education. The paper focuses on the following questions: (1) Who are the appropriate agents or staff for training and change? (2) What are the critical elements for a training/education program? (3) What should an organizational diagnosis include? (4) What are some important… [PDF]
(1978). The State of Black America, 1978. In this report seven scholars (Bernard Anderson, James Dumpson, Charles Hamilton, Robert Hill, Vernon Jordan, Jr., Bernard Watson and Robert Weaver) appraise the social, economic, political, and educational status of blacks and black families. Minimal gains and poor prospects for black female heads of families in the current recession job market are discussed. It is noted that in the area of education, despite substantial gains in the struggle for equality, black Americans \must continue to run fast just to stand still.\ The Carter Administration's fiscal conservatism is cited as a threat to Federal urban and housing programs. Racism is pointed to as it constitutes an ongoing denial of power and self fulfillment to the great majority of black people. It is said that 1977 was a year that demonstrated the necessity to understand politics as a long but promising process. Final recommendations to the American government comprise the issues of unemployment, urban policy and housing,…
(1980). Key Competencies: African and Afro-American Studies, Secondary Education. This booklet identifies major competencies for African and Afro-American studies courses in grades seven through 12 in the Philadelphia school system. Afro-American studies are viewed as (1) developing students' ability to gain insights and destroy stereotypes and (2) providing a frame of reference for understanding the forces which have shaped social problems based on race and color. Between two and five major competencies are outlined for each grade level. Each competency is followed by up to 15 behavioral objectives or learning activities by which mastery can be evaluated. The competencies include knowledge of modern and traditional African history; colonialism and slavery; contributions of Black people to science, music, art, education, and government; significant Black leaders of the 20th century; major cultural influences of African peoples to world history; important Supreme Court decisions which have affected Black people in America; and the impact of racism in American…
(1995). Multicultural Education in Germany: Historical Development and Current Status. Multicultural education in Germany has been profoundly affected by history and the consequences and burdens of war. As Germany has always understood itself to be a monocultural country, there was initially little room for unpopular multicultural approaches to school organization and curriculum. Depending on the political orientation of state government, there have been diversified attempts to deal with educating a permanently increasing number of immigrant students. The four main approaches to children speaking a first language other than German, an ever-increasing group in Germany, have been: (1) separation in like-group schools; (2) assimilation; (3) a cooperative policy of trying to preserve mother tongue identity, literacy, and values; and (4) a United Europe policy to try to replace old nationalism with new Eurochauvinism. Multicultural education in Germany today must take into account changes in race relations in recent years, the growing numbers of immigrants and their…
(1994). The Recruitment and Retention of Aboriginal Teachers in Saskatchewan Schools. SSTA Research Centre Report #94-10. This report examines recruitment and retention of Aboriginal teachers in Saskatchewan (Canada) a decade after principles of equity were voluntarily adopted by some public school divisions. Data were gathered via questionnaires completed by 25 teachers of Aboriginal ancestry, 17 graduates of the Saskatchewan Urban Native Teacher Education Program, and 15 directors of education as well as interviews with 6 teacher education program graduates and 6 directors of education. Forces that restrain and drive the successful recruitment and retention of Aboriginal teachers are outlined. Relevant issues are discussed, including the need for education equity, the Aboriginal teacher as role model, special recruitment efforts, demographic considerations, improving hiring and retention, Aboriginal teachers and school improvement, racism and discrimination, improvement for Aboriginal students, and improvement for Aboriginal teachers. The study concludes that the successful recruitment and retention… [PDF]
(2004). Against the Undertow: Language-Minority Education Policy and Politics in the \Age of Accountability\. Educational Policy, v18 n1 p142-168 Jan. This article reviews historical and contemporary policies, ideologies, and educational prescriptions for language-minority students. It notes language and literacy policies historically have been used as instruments of social control and that racism and linguistic intolerance have often been closely linked with antecedents in the colonial and early nationalist periods as well as in nativist thought of the 19th century. The article concludes that the contemporary English-only and antibilingual education movements share features reminiscent of the restrictionism of earlier periods. The article next assesses policies of the federal and state governments in accommodating language-minority students. Current debates over appropriate assessment of language-minority students are backgrounded against the history of the testing movement. Recent research on high-stakes testing is reviewed with the conclusion that it is not improving the quality of teaching and learning and appears to be having… [Direct]
(1992). Southeast Colloquium of the Association for Education in Journalism and Mass Communication. Proceedings (17th, Stone Mountain, Georgia, March 26-28, 1992). This record of proceedings presents papers and abstracts of papers from the newspaper, law, and history divisions of the Southeast Colloquium of the Association for Education in Journalism and Mass Communication. The two papers in the history division are: "Southern Editors Say 'No' to 'Lo the Poor Indian'" (Kenneth Rystrom); and "'Got No Souls…': Racism in Southern Reconstruction Newspapers" (Donna L. Dickerson). The law division is represented by "The Buckley Amendment and Campus Police Reports" (Ellen M. Bush). "Measuring Mass Media Orientation" (Dorothea Howe and Gerald Stone); and "Making the Best of a Tough Job: Pulitzer Prize Winning Correspondent Eddy Gilmore" (Maury M. Breecher) are the newspaper division's contributions to the full-text portion of this record. The proceedings also presents 67 abstracts of papers, and a list of 8 papers for which abstracts were not available. (RS)… [PDF]
(1998). Traveling the Transfer Path: Student Experiences at City College of San Francisco. This study was conducted in order to reveal the nature of community college life at City College of San Francisco (CCSF) and investigate the transfer process through the "eyes" of CCSF students. Interviews were conducted on approximately 30 faculty, 15 administrators, and 60 students to discover the motivations behind decisions to transfer from certain urban community colleges to baccalaureate institutions. Interviews revealed that some students enter the community college without intending to transfer, but are inspired by caring faculty or special school programs to pursue further education. Faculty outreach appears to make a crucial difference in the lives of students and their transfer goals and success. However, barriers to transfer do exist, among which are college bureaucracy, misinformation from faculty, the ease in dropping courses, racism, and condescending teachers. The report contains suggestions for further research and an appendix, which includes a description… [PDF]
(2002). Race in the College Classroom: Pedagogy and Politics. This collection of essays by college instructors who teach in the humanities, social sciences, science, and education, addresses the challenges faced by professors who believe that teaching responsibly requires an honest examination of race. Papers include "Introduction: Race in the College Classroom" (Maureen T. Reddy and Bonnie TuSmith); "Two Voices from the Front Lines: A Conversation about Race in the Classroom" (Karen Elias and Judith C. Jones); "Teaching in Florida: The End of Affirmative Action and the Politics of Race" (Sarika Chandra); "A Ghost in the Collaborative Machine: The White Male Teacher in the Multicultural Classroom" (Peter Kerry Powers); "Decentering Whiteness: Resisting Racism in the Women's Studies Classroom" (Patti Duncan); "Smashing the Rules of Racial Standing" (Maureen T. Reddy); "When the Political is Personal: Life on the Multiethnic Margins" (Jennifer Ho); "The Entanglements of…
(1976). Lifetime Distribution of Education, Work and Leisure: Research, Speculations and Policy Implications of Changing Life Patterns. The concept of lifelong learning is generally defined as the expansion of formal and informal education from the relatively exclusive life stage of youth and early adulthood. This presentation has two stated purposes: (1) to demonstrate that the success of current proposals for lifelong learning will be highly dependent on their integration with the institutions and human activities concerned with work and leisure; and (2) to outline and demonstrate a belief that progress is combating a wide range of interrelated social problems such as unemployment, over and under education, worker alienation, poverty, racism, sexism, forced retirement and institutional obsolescence will require integrated policies and programs and that the redistribution of education, work, and leisure throughout entire lifetimes may represent an effective means of addressing many of these social ills. The paper deals with four basic areas: (1) a general framework for social analysis based on overall lifetime… [PDF]
(1974). New Directions in Education: Estudios Femeniles de la Chicana. A team of outstanding Mexican American women educators from the Southwest designed these course outlines for college and university levels focusing on "la mujer Chicana" in history, literature, sociology, and higher education. This curriculum guide includes materials aimed to stimulate the student's examination of the Chicana in finding out who and what she is through a study of her culture, language, and heritage. Course outlines include: (1) "La Chicana in Higher Education"–an examination of higher education as an organization designed to prepare the Chicana to participate more effectively within the college and/or university structure; (2) "La Chicana in Literature"–a positive reinforcement for Chicana self-identity designed to motivate women to express themselves through literary works; (3) "Sociology of the Chicana"–a vivid presentation of the struggle against racism and sexism in society in general and in the Chicano community; and…
(1985). Past and Future in Education. A review of the history of changes in emphasis in the educational system covers the period from the 1930's to the present. After World War II the returning veterans attending college as a result of the GI Bill had a lasting effect on higher education. It forced a rethinking of teacher education, and the emerging schools of education and teachers colleges contended that preparation for teaching required a professional curriculum. Curriculum reform after Sputnik centered on "excellence" in science and math curricula. In the 1960's behavioral objectives and competency-based teacher education were espoused. In the 1970's subject matter curricula were attacked, and civil rights legislation and diverse groups charged the schools with the task of removing racism and discrimination in one generation. In the 1980's the emphasis is back to "excellence." The reasons for the swings in educational reform movements may be found in the constant tension between schooling for…