(1997). Latinos and Education: A Critical Reader. Latinos are among the nation's most educationally disadvantaged and economically disenfranchised groups. Addressing this reality within the context of a rapidly changing economy and society, this book links educational practice and the structural dimensions that shape institutional life. Sections focus on the political economy of schooling, historical views of Latino schooling, construction of Latino(a) identities, politics of language, cultural democracy and schooling, and Latinos and higher education. The 25 chapters are: "A Theory of Racial Inequality" (Mario Barrera); "Economic, Labor Force, and Social Implications of Latino Educational and Population Trends" (Sonia M. Perez, Denise de la Rosa Salazar); "The Structure of Inequality and the Status of Puerto Rican Youth in the United States" (Hector R. Cordero Guzman); "Latinos, Class, and the U.S. Political Economy: Income Inequality and Policy Alternatives" (Rodolfo D. Torres, Adela de la…
(1998). The School to Work Transition of Indigenous Australians: A Review of the Literature and Statistical Analysis. This report describes the current educational and employment situation of Australian Indigenous youth in terms of their pathways from school to work. A literature review and analysis of statistical data identify barriers to successful transition from school to work, including forms of teaching, curriculum, and assessment that pose greater educational challenges for Indigenous youth, as well as broader social issues such as racism, poverty, poor health, remote location, incarceration, and absence of employment opportunities. The report also highlights the need for improvements in educational outcomes as the key to improved results in the labor market. The literature review provides an overview of common features associated with successful transitions and programs, systemic weaknesses inhibiting success, relevant government programs, and issues and solutions at various youth transitions: primary to junior high school, junior high to senior high school, school to postsecondary… [PDF]
(1997). Academic Freedom. The strength of academic freedom has always depended upon historical circumstances. In the United States, higher education began with institutions founded and controlled by religious sects. The notion of who gets educated and to what ends expanded as American democracy expanded. By the 1980's, legitimate calls for equality became a general debunking of the culture of 'dead white males' and higher education became highly politicized as multiculturalism came to dominate. The ethics of multiculturalism and academic freedom, however, have often come into conflict, with professors and students being accused of racism in lectures or discussions about race. Closely related to multiculturalism, in terms of academic freedom, is the notion of political correctness, or the adoption of official terminology deemed inoffensive to \victim groups,\ which has had a tremendous effect on the classroom environment and led to censorship of speech. New laws to control computer communication and the… [PDF]
(1988). Teaching the Indian Child. A Bilingual/Multicultural Approach. 2nd Edition. This collection of 20 essays by 21 authors presents teaching methods and resource material promoting productive school experiences for American Indian students. The chapters are organized into five sections. The opening chapter of section 1 emphasizes that teachers must understand and respect the cultures and backgrounds of their students, an attitude essential to a bilingual and multicultural approach to Indian education. Other chapters in this section (1) outline the historical background of Indian education; (2) discuss tribal language policies and the ingredients of a successful bilingual program; and (3) examine multicultural education goals and the value of cultural relativism for minimizing ethnocentrism and eliminating racism. Section 2 (1) describes the stages of oral language development and the role of the first language in second language development; (2) provides practical suggestions for teaching English as a second language; (3) discusses necessary elements for… [PDF]
(2022). School Discipline in the Age of COVID-19: Exploring Patterns, Policy, and Practice Considerations. Peabody Journal of Education, v97 n3 p291-308. Racial disparities in suspensions have acquired greater significance given the substantial lost learning time, additional trauma and stress, and myriad racial inequalities exposed by COVID-19. This study examines how the COVID-19 pandemic is reshaping school discipline patterns and highlights salient policy and practice considerations with an emphasis on racial inequality in exclusionary discipline. The results indicate that each school year (2019-20, 2020-21, and 2021-22) of the pandemic has resulted in distinct changes to disciplinary trends resulting in three eras of school discipline in the ongoing response to the COVID-19 pandemic. In 2020-21, suspensions declined dramatically as most students were in virtual classrooms, yet African American students and students with disabilities disproportionately received exclusionary discipline. In 2021-22, suspensions seem to be on the rise as educators grapple with stress accompanying the return to in-person learning. The commonalities of… [Direct]
(1988). Opportunity with Excellence: The American Community College. Coombe Lodge Report, v20 n8. This report presents the impressions of three British further education specialists about American community colleges, articles by two American educators, and insights on the applicability of features of U.S. community colleges to Great Britain. First, "Community Colleges and Post-Secondary Education in the U.S.A.," by Geoffrey Melling, provides an overview of American higher education, discussing features distinguishing American and British higher education; the comprehensive community college mission; management, planning, and finance; and Miami-Dade Community College. Next, "Cash + Change = Survival + Success," by Leslie Koltai, discusses the effects of quality control, cultural diversity, institutional flexibility, financial control, demographic shifts, technological change, and changing life styles. "Success under Duress–The College and the Community," by Brunetta Reid Wolfman, describes Roxbury Community College in terms of historical background,…
(2005). Perceptions of Behaviour and Patterns of Exclusion: Gypsy Traveller Students in English Secondary Schools. Journal of Research in Special Educational Needs, v5 n2 p55-61 Jun. This paper draws on a recent and unique longitudinal study of Gypsy Traveller students in fifteen local education authorities in England. Gypsy Traveller students are less likely to complete secondary education than any other minority ethnic group and it is estimated that up to 12 000 young Travellers in England are not registered at any secondary school. The study tracked a sample of 44 students over a three-year period, using a multi-perspective, phenomenological design to explore the complex interplay of attitudes, expectations and relationships that might impact on secondary school engagement and retention. Findings indicate that, although the students' behaviour was perceived to be good by their primary school teachers, problems began to emerge during the first year at secondary school and twenty-four pupils had self-excluded by the age of fourteen. Furthermore, almost one in three of the students in the study were temporarily excluded by their schools on at least one occasion… [Direct]
(1995). The Theory of Experiential Education. A Collection of Articles Addressing the Historical, Philosophical, Social, and Psychological Foundations of Experiential Education. Third Edition. This anthology is a compilation of 46 articles on the foundations of experiential education, previously published in the \Journal of Experiential Education.\ Section I covers philosophical foundations of experiential education, definitions, objectives, influences of John Dewey and Kurt Hahn, and the role of spirituality in the wilderness adventure experience. Section II examines historical foundations, including a history of the Association for Experiential Education, a profile of Kurt Hahn, change and continuity as exemplified by a case study of Outward Bound, and cultural considerations in experientially-based educational reform. Section III addresses psychological perspectives and issues, including the appropriate mix of experiential learning and information assimilation, the transfer of learning in adventure education, internalization of learning, a Piagetian rationale for experiential education, the spiritual core of experiential education, and teaching for psychological… [PDF]
(2001). Community Organizing for School Reform in the Mississippi Delta. Racism is still the central problem in Mississippi. The White community resists participation by African Americans in every aspect of political, economic, educational, and cultural life. Education is the key to breaking the system, and it is no secret that the state's school boards, legislators, and corporations want to keep Black children and other children of color undereducated. Mississippi maintains a dual, segregated education system: Whites attend private academies, and Blacks attend public schools. Educational problems facing Mississippi Blacks include high-stakes testing with no accountability for teachers or schools, corporal punishment, and criminalization of students. Empowerment of the African American community is essential. The Mississippi Education Working Group (MEWG) is a coalition of grassroots community organizations working in their local school districts to improve educational opportunities for African Americans. MEWG trains grassroots organizations to impact… [PDF]
(1998). Investing in Our Future: A Southern Perspective. Notes From the Field, n6 Fall. This report focuses on the role Southern philanthropy can play in addressing racism, poverty, and inequality by supporting education and workforce improvement. "Framing the Conversation" takes input from George Autry (MDC), William Bynum (Enterprise Corporation of the Delta), Lynn Walker Huntley (Southern Education Foundation), and Martin Lehfeldt (Southeastern Council of Foundations) on the philanthropic agenda to address these issues. A section on philanthropy documents: (1) efforts of the Lyndhurst Foundation to engage more fully in public life by supporting quality public education, decent and affordable housing, and community revitalization efforts in Chattanooga, Tennessee; (2) reflections of duPont Fund Executive Director Sherry Magill on lessons learned in Jacksonville, Florida, about creating "safe space" for difficult conversations, the role of racist history, engaging the corporate community, access to power, and public education; and (3) lessons… [PDF]
(2003). Completion of Twelve Years of Schooling or Its Equivalent. Interviews and focus group meetings were held at 24 schools and 3 nonschool sites across Queensland (Australia) to identify current success experienced by Aboriginal and Torres Strait Islander students, as well as effective practices that promote such success. School statistics are of limited value because Indigenous identification is not mandatory; these data suggest that if Indigenous students are retained until year 10, their chances increase of completing year 12. However, Indigenous students have considerably lower retention rates than non-Indigenous students and are subject to disciplinary action at 2-3 times the rate of their non-Indigenous peers. Opinions were gathered from a range of stakeholders, including parents, students, Indigenous community members, teachers, and other school staff. In some schools, Indigenous student success was obviously increasing, and many teachers were consciously seeking to be better teachers of Indigenous students. Indigenous Studies programs… [PDF]
(1972). New Designs: Prevent Educational Casualties, Promote Educational Growth. This report suggests that through the promotion of student unity, students can gain the necessary power to engage in representative conflict which will change the monolithic nature of higher education and prevent open, destructive conflict with the system. Legitimizing student safety-values can complement representational conflict by promoting the release of tension and thereby enabling students to turn their efforts toward constructive endeavors. Student withdrawal can be prevented with new designs that promote student responsibility, authority, and participation in the higher education system. Racism on campus can be prevented through the promotion of a celebration of ethnic differences. New designs imply that mental health delivery systems on campus will have to become more open and involved with community programming and participation. A brief questionnaire by which services can judge how responsive they are to community involvement and how prepared they are to adjust… [PDF]
(1985). Race and Gender: Equal Opportunities Policies in Education. This reader is one of four parts of the Open University (in the United Kingdom) Course E333, "Policy-making in Education." The ten articles included focus on the patterns of race and gender inequalities in British education, and the methods used by central and local government and educational institutions to address those inequalities. Articles were chosen to present the range and diversity of policies and approaches. The five articles (and their authors) on the topic, "Perspectives on Race and Educational Policy" are the following: (1) "Education and the Race Relations Act" (Andrew Dorn); (2) "Racial Inexplicitness and Educational Policy" (David L. Kirp); (3) "Multiracial Education in Britain: from Assimilation to Cultural Pluralism" (Chris Mullard); (4) "Anti-racism as an Educational Ideology" (Robert Jeffcoate); and (5) "The 'Black Education' Movement" (Sally Tomlinson). The five articles on the topic,…
(2003). Psychological Effects of Technological/Human-Caused Environmental Disasters: Examination of the Navajo and Uranium. American Indian and Alaska Native Mental Health Research: The Journal of the National Center, v11 n1 p19-45. Disasters can be defined as catastrophic events that challenge the normal range of human coping ability. The technological/human-caused disaster, a classification of interest in this article, is attributable to human error or misjudgment. Lower socioeconomic status and race intersect in the heightened risk for technological/human-caused disasters among people of color. The experience of the Navajo with the uranium industry is argued to specifically be this type of a disaster with associated long-standing psychological impacts. The history of the Navajo with uranium mining and milling is reviewed with a discussion of the arduous efforts for compensation. The psychological impacts of this long-standing disaster among the Navajo are organized around major themes of: (a) human losses and bereavement, (b) environmental losses and contamination, (c) feelings of betrayal by government and mining and milling companies, (d) fears about current and future effects, (e) prolonged duration of… [PDF]
(1983). Vocational Education for Immigrant and Minority Youth. Information Series No. 257. Efforts of immigrant and minority youth to make the school-to-work transition successfully are adversely affected by social, psychological, cultural, familial, and individual factors. Complicating their struggle to attain a sense of competence and personal identity, which is common to all youth, are "outsider status," language problems, and cultural misunderstandings. Social factors that affect their successful transition are the degree of the society's egalitarianism, cultural pluralism, racism, sexism, and class stratification. Also significant are the society's attitudes toward youth, political stability, governmental structure, legal system, rate of economic growth, and employment structure. Social institutions, especially schools, can help students make the transition. Preschool programs provide support that pays off in the early working years. The quality of primary, secondary, and vocational education is especially significant for immigrant and minority youth…. [PDF]