(1993). Multicultural Teaching in the University. This book provides a collection of papers that address the enhancement of faculty teaching and learning in an increasingly interconnected multicultural society. Three interconnected dimensions of multicultural teaching are focused upon: content, process and discourse, and diversity of faculty and students. Papers and their authors are as follows: "Teaching About Ethnic Identity and Intergroup Relations" (David Schoem); "Continuing the Legacy: On the Importance of Praxis in the Education of Social Work Students and Teachers" (Edith A. Lewis); "Teaching With and About Conflict in the Classroom" (Ximena Zuniga and Mark A. Chesler); "Latinos in the United States: A Framework for Teaching" (Robert M. Ortega et al.); "Reflections on the Teaching of Multicultural Courses" (Luis F. Sfeir-Younis); "Anti-Racism and Multiculturalism in a Law School Class" (T. Alexander Aleinikoff); "Our Lives, Our Histories" (K. Scott Wong);…
(1988). More Recent Literature on Urban and Minority Education. ERIC/CUE Digest No. 49. This document reviews the following books on urban and minority education: (1) \Communicating Racism: Ethnic Prejudice in Thought and Talk\ (Teun A. van Dijk), which discusses the ways that prejudice and negative stereotypes are conveyed in discourse and then socially reproduced in everyday thought, talk, and action; (2) \American Business and the Public School: Case Studies of Corporate Involvement in Public Education\ (Marsha Levine and Roberta Trachtman, Eds.), which presents case studies that provide a good cross-section of local environments, school agendas, and business efforts that can define and help determine the success of the school-business relationship; (3) \Human Rights and Education\ (Norma Bernstein Tarrow, Ed.), which contains 13 essays that address both the universal right to be educated, and education abut human rights; (4) \Young, Black, and Male in America: An Endangered Species\ (Jewell Taylor Gibbs, Ed.), which contains essays discussing the social and… [PDF]
(2007). The M/M Center: Meeting the Demand for Multicultural, Multilingual Teacher Preparation. Teacher Education Quarterly, v34 n4 p9-25 Fall. The Multilingual/Multicultural Teacher Preparation Center (M/M Center), a teacher preparation program offered by the Bilingual/Multicultural Education Department (BMED) at California State University, Sacramento, is entering its third decade of operation. The M/M Center was established by a group of progressive teacher educators, most with a history of activism and advocacy around democratic education, immigrant rights, and the elimination of racism and other forms of discrimination in local schools and our own university. The Center founders developed a comprehensive program to prepare teachers to be change agents actively working towards social justice in low-income and culturally and linguistically diverse classrooms, schools, and communities. Race-conscious and language-conscious policy-making and program development characterize the program's history and current operations. Multicultural content and the application of theory into practice through extensive field experiences in… [PDF] [Direct]
(1992). Tender Feelings, Hidden Thoughts: Confronting Bias, Innocence, and Racism through Case Discussions. [Revised.]. This analysis of a pilot study in inservice teacher education seminars provides insight into the potential of case-based methods in multicultural education and exposes some of the difficulties that accompany this approach, for both discussion leader and participants. Rather than passively listening to generalized knowledge on multiculturalism through lectures, teachers have an opportunity to explore key issues in the context of real classrooms. They can make explicit their beliefs about teaching and learners; they can test out their assumptions about practice; they can confront their personal biases through a shared, socially constructed, and deeper understanding of issues related to race, class, gender, and culture; and they can transform what they learn into effective instructional practices. The intensity of participants' contributions during the discussions, while at times difficult for both the participant and the facilitator, indicates how important this vehicle is for… [PDF]
(2004). The Legacies of Liberalism and Oppressive Relations: Facing a Dilemma for the Subject of Moral Education. Journal of Moral Education, v33 n1 p3-22 Mar. In modern Western moral and political theory the notion of the liberal subject has flourished as the locus of moral experience, interpretation and critique. Through this conceptual lens on subjectivity, individuals are enabled to shape and regulate their interactions in arguably desirable ways, e.g. through principles of respect for persons and the constraints of reciprocal rights, and moral education has largely adopted this perspective. However, this article argues that some kinds of morally significant relations–those framed by social groups related to each other through structures of hierarchical power–constitute a different kind of subjectivity that needs more theoretical and empirical attention. In contrast to four core characteristics of liberal subjectivity, a view of subjectivity that can be located in how individuals are members of particular kinds of social groups is offered. It is argued that unless it can accommodate working with attention to this form of subjectivity… [Direct]
(1978). Education for an Inclusive, Multicultural Society: The Problems and Opportunities of Bilingual, Bicultural Education. Report of a Consultation Held in Hartford, Connecticut, December 2-3, 1977. This document presents the proceedings of a consultation held for the purposes of sharing experience, expertise, problems, and directions in bilingual/bicultural education, and of sharing ways of developing public understanding and support for a pluralistic oriented education. One paper discusses the promise of a multicultural American society. It points out that the notion of the melting pot is a myth that prevents people from dealing honestly with racism and with diversity. Tolerance for diversity and a recognition of the importance of ethnicity are urged. An overview of bilingual, bicultural education is provided by another paper. A third article discusses where the state of Connecticut stands on the question of meeting the needs of students in the public schools who do not function well enough in English to benefit from regular classroom instruction. Group participants in this consultation were asked to identify areas of importance stemming from their discussions. The areas…
(1991). The Bonfire of the Buffalo Commons: A Multicultural View from the Mid-Continent. Much of today's multicultural education is ethnocentric and has little apparent concern for cross-cultural contacts, our best hope in ameliorating racism. Increasingly, multiculturalism exalts particular racial and ethnic pride at the expense of social cohesion of the American society as a whole. However, the notion of a "common American culture" has become suspect because it is seen as white, Eurocentric, and elitist. Since most people agree that no one can learn much without content, the question becomes, Whose history is taught? In reviewing debates on multicultural education, the fact that the United States social and economic system is based on the western tradition is emphasized. Another issue in multicultural education is that educators are generally not comfortable with teaching about alternate cosmologies or religions, but these are essential elements for understanding other cultures. Management education in both business and public administration has generally…
(1977). Sourcebook of Equal Educational Opportunity. Second Edition. This reference book offers current information about equal opportunity in education through the elimination of racial, cultural, sexist, and linguistic barriers facing minority groups. The volume consists of seven parts, plus subject and geographical indexes. The first section includes a general demographic overview of the U.S., with statistics on income, employment and education. It also discusses cultural pluralism versus the melting pot theory, and examines in a general way the subjects of sexism and racism. The second section deals with both historical roots and contemporary trends in American Indian/Native Alaskan education. Part three presents data on the Asian American/Pacific Islander populations, with specific information on bilingual and bicultural educational projects. The fourth section focuses upon desegregation efforts with regard to Black Americans and discusses standardized testing in relation to the black student. Part five deals with higher education programs for…
(1988). Speaking Our Own Voice. Report of the Conference for Literacy Practitioners (Toronto, Ontario, November 26, 1988). This report summarizes the proceedings of a day-long conference for adult literacy practitioners in Toronto. The conference addressed the many ways in which education can become more inclusive of adult learners. During the seven different workshops, participants explored questions of \voice.\ Common concerns included the following: (1) many people are denied choices and chances in education because of their culture, language, race, gender, physical disability, or economic class; (2) adult literacy, basic education, English-as-a-Second-Language, and mother tongue literacy classes are forced to operate with inadequate resources, support, and funding; and (3) adult learners must be actively consulted when programs are developed for them, in order to ensure that programs are meeting the needs of the literacy learners. The report covers the seven workshop themes: empowering language; addressing sexism; integrating adults with disabilities; furthering cross-cultural communication;… [PDF]
(1977). In Defense of Revisionism. This paper discusses the misuse of historical data in attacks on educational revisionism and describes the contributions made by revisionists. Maintaining that the works of historical revisionists must be critically analyzed and their inadequacies recognized if they are to have lasting value, the author presents a textual criticism of a recent work which contains all of the complaints which conservative scholars generally level against works by revisionists. The book, by Columbia education professor Diane Ravitch, is entitled "The Revisionists Revised: Studies in the Historiography of American Education." The review describes Ravitch's technique as one which discovers presumed errors in the works of revisionist authors and attempts to discredit them on grounds of poor scholarship and/or incorrect interpretation. The author maintains that Ravitch clouds issues raised by revisionists by refusing to recognize contributions made by progressive writers on social and… [PDF]
(1974). Black Perspectives on Social Work Education: Issues Related to Curriculum, Faculty, and Students. This monograph represents the continued efforts of the Council on Social Work Education to give major attention to issues related to ethnic minorities in social work education. The papers included were compiled from a variety of sources: three were presented at the Council's 1973 Annual Program Meeting; one was a paper originally presented at the Western Interstate Commission on Higher Education Workshop on Faculty Development; one was an outgrowth of two seminars on minority groups and social work education sponsored by the Council; one was orginally presented at a faculty workshop; and one was solicited specifically for this publication. These papers are: (1) \Can Social Work Education Prepare Practitioners to Contribute to a Cogent Challenge to American Racism?\, June Brown; (2) \Integrating Minority Content into the Social Work Curriculum: A Model Based on Black Perspective and Principles,\ Jay Chunn; (3) \Increasing Minority Enrollment in a Predominantly White University,\…
(2023). Shareholder Schools: Racial Capitalism, Policy Borrowing, and Marketized Education Reform in Cape Town, South Africa. Comparative Education Review, v67 suppl 1 p66-88 Feb. Marketization of education in South Africa accelerated at the crossroads of the postapartheid democratic transition and global neoliberal turn, reflecting both educational policy impacts of the country's protracted negotiated settlement and transnational trends. A controversial 2018 provincial amendment further entrenched marketization in the Western Cape by introducing "collaboration schools," public-private partnerships modeled on charter schools from the United States and academy schools from the United Kingdom. This article employs critical policy ethnography to argue that racial capitalism shapes transnational policy borrowing and to illustrate that a perceived portability of marketized reforms rests on racialized notions of the function of schooling for marginalized youth across contexts. I draw on Cedric Robinson's analysis of capitalism as a ubiquitously racialized, interconnected global order and Neville Alexander's insistence that antiracism must be… [Direct]
(2023). Assessment of Demographic Biases Associated with the Ground Rules System in a Large Undergraduate Engineering Course. Journal of College Science Teaching, v52 n3 p46-54 Jan-Feb. Despite more women and underrepresented students entering engineering, there are still gaps in achievement. A potential remedy is to establish equitable team dynamics during groupwork. Groupware systems have been implemented in the workforce and, recently, piloted in undergraduate lowerdivision education to establish team norms. Our prior work found that there was a significant association between gender and the utility of rules systems to establish team norms. To assess biases regarding gender and minority groups in the rules system, we examined the differences between rules chosen by individuals and teams based on demographic characteristics in a large engineering course. Students individually identified which rules were most important when working in a team, then formed teams and performed a "negotiation" to choose which rules the team would follow. We used statistical analyses to determine whether certain demographic factors predicted how influential an individual was… [Direct]
(1985). Revenue Producing Athletes: An Annotated Bibliography. An annotated bibliography on revenue producing sports is presented, with attention to: Proposition 48, exploitation of athletes, legal proceedings, research related to athletes and academic performance, psychological characteristics of athletes, and counseling programs for athletes. Introductions to each of the six topics are included. The section on Proposition 48 includes a summary of articles from the "Chronicle of Higher Education," presented in chronological order, as well as articles presenting alternatives to Proposition 48. Higher academic standards for athletes were stipulated by Proposition 48, which was adopted by the National College Athletic Association (NCAA) in 1983. Several ways young athletes are exploited include extravagant promises, the lure of television and national recognition, abuse of transcripts, and practices that dilute academic standards. The section on legal proceedings, which is a compilation of recent cases, law review articles, and articles…
(1992). 39 Flavors: The Community College Classroom. Multicultural education can be defined as an educational process that promotes an understanding and appreciation of the cultural diversity within a pluralistic society. By the year 2000, the number of minorities in the United States will increase dramatically. To respond appropriately and effectively to these emerging demographics, educational institutions must adopt multicultural education. The five stages leading to the establishment of multicultural education are Awareness; Analysis; Acceptance; Adoption; and Actualization/Advocacy. Awareness includes an acknowledgement that a Eurocentric educational model undergirds the U.S. public school system. The Analysis stage includes an examination of the five social ills of racism, sexism, elitism, ageism, and handicappism. A principal goal of multicultural education is to eliminate these social ills from the school curriculum. The third stage in the development of multicultural education, Acceptance, involves increasing faculty…