(1998). Racial Inequality in Schools. In spite of considerable progress on racial equality issues and multicultural education made in the schools of the United Kingdom, many areas of disadvantage remain for ethnic minority students and some new ones have emerged. Quite apart from the moral and educational imperatives behind policies against racism, there are legal implications for schools that neglect these areas of concern. The duties of local authorities under the Race Relations Act of 1976 are outlined. Suggestions are also made for things classroom teachers can do to promote racial equality in the whole school. In addition to their role in making whole-school policy, teachers can do much in specific subject areas to enhance equality for all students and combat racist behavior and assumptions. Some ideas are offered for various subject areas. Sensitivity to the languages and culture of students is needed, and educational establishments can take a leading role in the whole area of equal opportunities. (SLD)… [PDF]
(2005). Resilience and Refusal: African-Caribbean Young Men's Agency, School Exclusions, and School-Based Mentoring Programmes. Race, Ethnicity and Education, v8 n3 p243-259 Sep. In this paper I attempt to do three things. Firstly, I explore the concept of resistance in the sociology of youth and education. I raise questions about the power of this concept to provide a descriptive language for understanding the way young people generally, and in this paper, young African-Caribbean men in London schools, deal with the contexts of institutional racism. I then go on to suggest the concepts of "resilience" and "refusal" as providing a more appropriate descriptive language. Drawing on the narratives provided by 15 African-Caribbean young men in three London schools, I explore the power of this descriptive language to capture the sense of youthful agency, but also the ambiguity of that agency. Thirdly, in light of the concepts of "resilience" and "refusal", I ask the question as to whether the school-based mentoring programmes these young men participated in can be regarded as emergent counter-hegemonic projects…. [Direct]
(1990). Visible Minorities and Women in Educational Leadership: A Report of Research in Progress. Preliminary findings from two studies in progress on women and visible minorities in Canadian public and educational administration are presented in this paper, which focuses on the impact of tokenism resulting from differential expectations and their influence on the organizational socialization of managers. Primary data were derived from semistructured interviews, or career histories, with 20 white and minority male and female middle managers in public administration and education. Their experiences and perceptions of opportunities for advancement are described. Findings suggest that differences exist in the ways in which males and women and minorities experience organizational life, and that these differences may significantly impact career outcomes. Responses tend to support the view that women and minorities are seen as tokens and are treated differently from white males. Racism/discrimination was not perceived as such by those managers who have successfully advanced. A…
(1999). Race and Ethnicity in Multi-Ethnic Schools: A Critical Case Study. The Language and Education Library 15. This book explores the representation of race and ethnicity in a multiethnic school. Using a critical case study approach, it appeals to the wider social context to explain the unequal struggle over the meaning of race and ethnicity in the school. In doing so, it examines how stereotyping, curriculum, identity, and language practices provide advantages for some and penalize others. The book also provides suggestions for how educators can introduce discourses that make it possible for traditionally marginalized students and community members to have their voices heard and to shape meanings that work in their interests. The nine chapters are: (1) \Representing Race/Ethnicity in a Multi-Ethnic School\; (2) \Education, Diversity and Representation\; (3) \Representation, Meaning and Discourse\; (4) \Difference, Race and Racism\; (5) \Stereotypical Representations\; (6) \Representations of Race/Ethnicity in Curriculum Resources\; (7) \Representing Oneself: Student Communities and Student…
(1990). Character and Value Education: Teaching Strategies. There is a widespread belief that new and more extensive efforts should be made in the public schools to teach values. Public schools are a major institution aiding the integration of diverse groups in U.S. society. Furthermore, there are serious problems in U.S. society that values education should address as shown by the incidences of drug abuse, violence, persistent racism, teenage sexual behavior, and teenage parenthood. Changes in the structure of families and communities also create problems that schools are expected to address. Both the nature and purpose of schools necessitate the teaching of values. The following values are presented in this guide: (1) altruism; (2) courtesy; (3) democracy; (4) honesty; (5) human worth; (6) justice; (7) knowledge; (8) respect; (9) self-discipline; and (10) tolerance. A definition is given for each value along with an operational concept, objectives, and activities for students in various grade levels. These ideas may be incorporated into…
(1983). New Technology: Servant or Master of Social Science Education?. The introduction of computer technology into social science education in elementary and secondary schools in England stands to inhibit some of the positive developments in these subjects in recent years. Currently, objectives of social science education for the multicultural society in Britain are the enhancement of respect for self and of respect for others. The Inner London Education Authority has sponsored educational programs to promote peace, reduce racism, and increase the toleration of homosexuals. Women's studies and religious studies are further examples of this trend. Classroom methods foster a pluralism of values, beliefs, and strategies. However, the use of computers in the social sciences has created shifts in objectives and contents from affective and qualitative to cognitive and quantitative. The content of subject matter has been rearranged to that which is teachable by computers. Further, the introduction of this new technology is premised not on educational…
(1972). User Agency Policies and Mechanisms for Utilizing the Resources of Institutions of Higher Education. Higher education institutions have the potential for creating and advancing programs for the betterment of society, but the programs should not be chosen haphazardly and without great thought. Universities, more specifically, can be involved in the areas of production of knowledge and research in domestic affairs, urban and environmental problems, issues of population growth and migration, poverty, and racism. Some guidelines for participating in such programs include: (1) universities should not enter into local political activities in such a way as to upset local power constellations; (2) user agencies and universities should hold each other accountable for the maintenance of high standards of performance; (3) universities should develop more imaginative approaches to the utilization of personnel; (4) universities should emphasize interdisciplinary research and interinstitutional collaboration; (5) universities should utilize discretion in the selection of affiliating user… [PDF]
(1974). Cultural Competence and Confidence: A Quest for Effective Teaching in a Multicultural Society. In order to develop teachers who are able to provide effective education to all youth in general and culturally distinct youth in particular, it is necessary that teachers have a commitment to the goal of effective education for all and that they meet this goal by demonstrating competence in the manipulation of content in cultural context. Historically, educators have agreed that: (a) schools should be concerned with the process and the product of education; (b) affective learning should be stressed as much as cognitive learning; (c) the focus of schooling should be on the development of the student as a social and civic human being; and (d) students should learn the basic values claimed by the \American Culture.\ However, many would agree that the goals expressed by American educators are rhetoric rather than actual educational practice, especially as they relate to the education of students who are members of minority groups. Competency-based teacher education may be a way of… [PDF]
(1975). Racial Balance Policy in Utica: A Case Study. This is an historical study of the attempts to achieve racial balance in the public schools of Utica, New York between 1963 and 1975. The methodology of the study is basically historical and also uses participant observation. The overriding issue in the attempt to develop a racial balance plan was the controversy over forced busing. The study poses the question, "why wasn't a plan to implement racial balance developed by Uticans?" In answering this question, census data, the political and social composition and behavior of various groups in the city, and the complex relationships between the local school board and two Commissioners of Education of New York State are discussed. It is concluded that compulsory busing was met with opposition due to a variety of factors such as racism, fear of loss of power, loss of security, loss of status, loss of freedom and loss of physical safety. (Author/AM)…
(2022). Community Colleges Collaborate to Advance Racial Equity in Manufacturing. Industry and Inclusion. Century Foundation The Century Foundation (TCF) and the Urban Manufacturing Alliance (UMA) announced the convening of the second cohort of their Industry and Inclusion project to develop solutions to advance racial equity in manufacturing. The second Industry and Inclusion Cohort includes representatives from twelve community colleges who will participate in a learning community over the next two years, all focused on improving outcomes for their Black, Hispanic, Asian, Indigenous, women, and other underserved students and communities. As part of the cohort, these colleges, along with workforce, industry, and community partners, will collaborate to deepen the impact of their manufacturing credentialing programs and increase equity and inclusion in their local manufacturing workforce. This learning community will leverage expertise from a diverse advisory board, findings from the first Industry and Inclusion Cohort, and local partnerships to develop a set of best practices for increasing the number of… [PDF]
(1986). A Review of Australian Multicultural Education Policy 1979-1986. NACCME Commissioned Research Paper No. 6. This paper is an overview of 64 documents on multicultural education policies from various Australian state education bodies during the period 1979 to 1985. In comparisons between states and across time, these policies are marked by inconsistency in form, scope, status, and content. States vary considerably on: (1) whether English as a second language (ESL) is part of multicultural education or an independent field; (2) the purposes of bilingual education and second language learning; (3) the role of ethnic schools; and (4) approaches to sociocultural education. Nevertheless, important trends are worthy of note. Institutionally, the multicultural education movement developed as a result of initiatives from Canberra, and policy statements began emerging in the late 1970s as part of the administration of tied federal funding. Across all policies, there have been moves toward concepts of mainstreaming: (1) influencing mainstream teachers about the ESL needs of their… [PDF]
(1997). Inner-City Schools, Multiculturalism, and Teacher Education. A Professional Journey. Critical Education Practice, Volume 8. Garland Reference Library of Social Science, Volume 916. This book addresses experientially and theoretically the nature of contemporary urban education, in terms of teaching and in the contexts of U.S. culture and teacher education. Much of it is derived from classroom experience as an inner-city classroom teacher. Chapter 1, "Connecting Inner Cities and Urban Schools: Racism's 'Slippery Slope,'" introduces the inner-city school as an institution and explores the aggregation of minorities in cities. Chapter 2, "When and Where They Enter: Going to School in Urban America," discusses the conditions and forces that distinguish the urban school and introduces approaches to curricula and pedagogical styles suitable for the urban school. Chapter 3, "Teaching in an Urban School: A Personal Narrative," explores one teacher's experiences in a predominantly African American middle school in Los Angeles (California) and shows the assumptions and practices discussed earlier in a real setting. In chapter 4,…
(2000). Katu Kalpa: Report on the Inquiry into the Effectiveness of Education and Training Programs for Indigenous Australians. An inquiry into Indigenous education by an Australian Senate committee examined government reports produced in 1989-99 and conducted school site visits and public hearings. During the inquiry, it became clear that educational equity for Indigenous people had not been achieved, and Indigenous participation and achievement rates lagged behind those of the non-Indigenous population in most sectors. Much of the inquiry focused on rural and remote regions, where Indigenous people have limited access to education. Chapter 1 of this report provides an overview of Indigenous educational policies, historical context, issues of self-determination and community control of schools, and educational funding. Other chapters discuss the evolution of a national Indigenous education policy; social and community issues (poverty, kinship, cultural differences, child rearing, attitudes toward schooling and work, low school attendance, racism, alcoholism, family problems, crime and imprisonment);… [PDF]
(1982). Multiculturalism Film and Video Catalogue–1982 = Repertoire des films et videos sur le multiculturalisme–1982. Multiculturalism and cultural pluralism are the foci of this catalog, which lists over 800 films and videos in one or both of Canada's two official languages, French and English. A subject index gives items by title and cross references titles that deal with more than one subject. Subject areas covered are child adoption, architecture, arts and crafts, bilingualism, children, individual ethnic groups, customs and traditions, dance, education, employment, the family, film, folklore, and folktales, foods and cooking, history, immigrants and immigration, literature, multiculturalism, music, performing arts, prejudice/discrimination/racism, refugees, religion, sports, and women. An alphabetically arranged title index (citations are in the language of the film) includes for each film information such as running time, color or black and white, year of production, production company, the formats in which the title is available, and distributor's name. The final section of the catalog is an…
(1981). Disproportionate Placement of Black and Hispanic Students in Special Education Programs. The paper examines practices and procedures that are seen as contributory to disproportionate placement of Black and Hispanic students in special education programs and discusses various components of the Boston Public School's Remedial Plan. Practices and procedures critical in disproportionate placement are seen to include biased assessment, problems with accountability, racism/racist attitudes, the concept of special education as a dumping ground, inappropriate referrals of minorities to special education as a result of Massachusetts Law Chapter 766 and its relationship to desegregation, and school system/administrative support. Seven components of the Remedial Plan are reported: (1) entrance and exit criteria; (2) prereferral; (3) biracial/bicultural review of resource room students who spend from 25% to 60% of the day in a special education setting; (4) generic specialist (consulting teacher) model; (5) bilingual hiring; (6) parent communication; and (7) regular education…