(1993). Race, Identity and Representation in Education. This book presents 24 essays, written by scholars in the humanities and social sciences, that offer cultural and poststructural appraisals of race. The essays illustrate the range, scope, diversity, appeal, and power of work currently underway in the field. They attempt to intervene in the increasingly acrimonious debate over racial inequality and educational reform. Essays and their authors are as follows: "On the Theoretical Concept of Race" (Michael Omi and Howard Winant); "The New Cultural Politics of Difference" (Cornel West); "Constructing the 'Other': Rightist Reconstructions of Common Sense" (Michael W. Apple); "Traveling To Teach: Postcolonial Critics in the American Academy" (Ali Behdad); "Racism, Sexism, and Nation Building in Canada" (Roxana Ng); "Notes on Understanding Curriculum as a Racial Text" (William F. Pinar); "White is a Color! White Defensiveness, Postmodernism, and Anti-Racist Pedagogy"…
(2003). The Experience of a Native American English Professor in Central Pennsylvania. American Indian Quarterly, v27 n1-2 p412-415 Win-Spr. The author is a part-time English faculty at a wealthy, 95 percent Anglo, liberal arts college in Pennsylvania, and she is a candidate for a PhD in Native American studies. College administrators and her colleagues know that she is a tribally enrolled Native American (Shawnee). She used her tribal enrollment card for Form I-9 identification when she became employed there four years ago, and she (used to) speak often of her academic endeavors in the Native American discipline. She teaches Native writers and culture as part of her English composition courses, and the course description appears in the college catalog. Despite this general knowing on campus, everything Native American about her and around her is invisible to her coworkers: her personhood, her discipline, Native colleagues in the field, Native owned and produced publications (including her own), and ultimately all Native people and Native history. College administrators proudly laud a campus "Native presence"… [Direct]
(1991). How Policy Makers Address Minority Student Retention: Whose Interests Are Being Served? ASHE Annual Meeting Paper. A study examined policies addressing minority student retention in higher education at the national, state, and institutional level in order to clarify how the discourse surrounding minority student retention in higher education is related to social and political purposes and existing power arrangements. The study proceeded by critically examining two documents issued by national groups, reports issued by state level educational bodies in Arizona and Texas, as well as reports prepared by the University of Texas at Austin and by the University of Arizona. For each set of documents representing either the national, state, or institutional level the study looked at the following questions: (1) Who is authorized to speak on minority student retention? (2) Who listens? (3) What can be said? (4) What remains unspoken? (5) Which metaphors, modes of argumentation, explanation, and description are valued? and (6) Which ideas are advanced as foundational to the discourse? This content…
(1969). The New Minnesota State College System. Many of the nation's youth believe that the country's colleges and universities are insensitive and even hostile to their demands for an end to racism, militarism violence and poverty, and to their insistence on relevant curricula. If educational paralysis and alienation of this nation's most talented youth is to be avoided, many of our institutions' treasured traditions and beliefs will have to undergo examination and modification. The Minnesota State College System, consisting of 6 state colleges, has experienced a rapid increase in enrollment in the last 10 years, and though the academic quality has improved substantially in the past few years, much is left to be done. Efforts will be made to (1) increase the number of PhDs on the faculty; (2) move to "year-found" operations; (3) employ more supportive personnel; (4) develop a more sophisticated management information system; (5) strengthen the Common Market operation of the System; (6) improve academic and physical… [PDF]
(2005). A Report on the Status of Asian Americans and Pacific Islanders in Education: Beyond the "Model Minority" Stereotype. National Education Association In January 2005, the National Education Association (NEA) partnered with the Asian Pacific American Institute for Congressional Studies (APAICS) to host the National Summit on Asian and Pacific Islander Issues in Education. The Summit brought together over 50 researchers, leaders of national organizations, and NEA members to discuss the status of Asian American and Pacific Islander (AAPI) students in U.S. schools. Presentations and discussion groups focused on the diversity of backgrounds, experiences, and achievement levels among AAPI students, the impact of the federal No Child Left Behind Act on AAPI students, challenges of teaching to and teaching about AAPIs, and recommendations and resources for advocating change. This report draws on the presentations, discussions, and resources from the Summit. This report will go behind the model minority stereotype in an effort to reveal the complex and diverse realities of Asian American and Pacific Islander students. It will examine the… [PDF]
(2023). Native American Youth Finding Self through Digital Story Telling. Literacy, v57 n3 p234-248 Sep. This holistic single-case study aimed to understand the impact of digital story telling (DST) on the identity expressions of Native American youth. The question that guided the study asks, 'How do Native American adolescents in a rural, tribal-run after-school programme for Indigenous youth explore and express who they are through digital story telling?' Five Indigenous youth enrolled in a tribal-run after-school programme participated in the study and completed a digital story telling project that contained multiple components and interviews. Data sources included funds of knowledge maps, shields, story scripts, storyboards, interview transcripts, and digital videos. Thematic analysis was the overarching method used to identify themes. The researchers also conducted constant comparison, content analysis, and/or intertextual transcription to analyse specific data types. Findings indicate the youth enjoyed the DST process, explored and solidified their personal identities, and… [Direct]
(2001). Lessons from Exceptional School Leaders. Leadership is situational and cannot be predicted or necessarily taught. This book is the distillation of ideas and practices derived from interviews with some of education's top leaders. Chapter 1, \Forming Beliefs,\ makes the point that teachers and administrators must carefully learn about excellence and then find the elements of excellence that most attract them. Chapter 2, \Staff Development,\ goes to the heart of how a school renews itself. Chapter 3, \Broadening Leadership,\ argues that a program or method will fail as soon as primary/influential leaders leave the school, find themselves unable to withstand the inevitable criticism, or are unable to pique the interest of others in becoming involved. Chapter 4, \Situational Mastery,\ explains why there is no template for leadership and how to go about developing skills and fitting them to specific needs in an environment. Chapter 5, \Discrimination, Racism, and Poverty,\ looks at how the \have\ and \have-not\ gap adversely…
(2006). Racialization in Early Childhood: A Critical Analysis of Discourses in Policies. International Journal of Educational Policy, Research, and Practice: Reconceptualizing Childhood Studies, v7 n1 p95-113. A large portion of the early childhood literature in the area of cultural, racial, and linguistic diversity addresses the practices of institutions for young children, immigrant/refugee parents' understandings of their situation, and provides recommendations for more inclusive practices. This body of literature has proved very useful in bringing issues related to young children and families from racialized minorities to the forefront of discussions in early childhood. What has not been widely discussed (and problematized) are the assumptions made in policies that guide early childhood services. Most of the existing critical policy analyses that have been conducted in the field do not directly address racialized discourses There are, however, important exceptions that focus primarily on welfare reforms. This article attends to this gap in the literature by reporting on a study conducted in British Columbia, Canada that addressed the following questions: (1) How do discourses that… [PDF] [Direct]
(1998). Good Education: The Virtues of Learning. By focusing on education and the development of four moral virtues (friendship, honesty, courage, and justice), this book presumes that the exercise of these virtues is an integral part of good educational practice and that anyone concerned with promoting excellence in education must also be committed to promoting these virtues. Part 1, "First Teachers," discusses the parent-child relationship by examining the dynamics of friendship, responsibility, and separating right from wrong. Part 2, "The Teacher's Moral Authority," argues that, when developing programs for schools, moral education must adhere to the educational mission in the context of public accountability. Part 3, "In the Classroom: Doing It Right," discusses issues such as indoctrination, participation, disruption, cheating, grades, and reform; and stresses that, by shaping the classroom climate to promote the four virtues, teachers also advance academic learning. Part 4, "Good Thinking:… [PDF]
(1994). Bibliography of Learning and Teaching Resources To Support Cultural Diversity. This annotated bibliography was created as a result of ongoing collaboration between Alberta (Canada) Education and Alberta Community Development on the topic of multiculturalism. It identifies some of the best resources which are available to schools in order to make these resources known to teachers and principals. The entries have been selected and evaluated to ensure a good curriculum fit, practicality, availability, and balance across grades. The approximately 500 print and audio-visual resources form a base on which to build programs and library collections. Each entry contains the following information (if available): grade level; author; title; publication information; ISBN; and annotation. The material has been organized into the following sections: Teacher References; Bibliographies and Catalogues; Africans; Afro-Americans (includes Canada); West Indians; Chinese; Japanese; South East Asians; South Asians; People of the Near and Middle East; Central and South Americans;… [PDF]
(1970). Going to Work: An Analysis of the Determinants and Consequences of Entry into the Labor Force. To trace the process whereby Americans enter the labor force, work and education histories were collected from a random sample of about 1,600 Americans, with blacks oversampled. The two variables examined most closely were race and social class. The level of entry into the labor force as measured by occupational prestige was found to be strongly affected by the race and educational attainment of the individual; for whites it was also affected by pre-entry work experience. Social class had little effect. When subsequent jobs were examined, the process of entry was shown to have a continuing and significant effect on occupational attainment; while the effect of educational attainment quickly diminished, that of previous jobs increased, particularly for blacks. Controlling for educational experience and family background status, blacks are clearly disadvantaged. They are successively worse off compared to whites at each stage of their occupational histories; the more schooling they… [PDF]
(2006). Including the Silent Minority. Research Article. Perspectives in Education, v24 n1 p87-98 Mar. It is now recognised that inclusive schools must recognise and respond to the needs of learners regardless of any difficulties they may have. Similarly, the South African Constitution (1996) requires education to be "transformed and democratised in accordance with the values of human dignity, equity, human rights and freedom, non-racism and non-sexism". Notions of transformative learning partly derive from critical social theory which was developed by thinkers and philosophers who were influenced by Marxist theory. Educational research which draws on this theory focuses on a discussion of the empowerment of students and the transformations which pupils and schools can undergo to become sites of "democratic and liberating learning". This article draws on research carried out in the UK to explore issues related to social inclusion and educational participation in the classroom. Premised on a socio-cultural view of learning which emphasises that communication between… [Direct]
(2006). Closing the Doors on the Maori Schools in New Zealand. Race, Ethnicity & Education, v9 n3 p307-324 Sep. For 100 years a system of Native Schools operated in New Zealand, the principal objective of which was to support a state policy of assimilation. Decisions to disband the system were made in a context of social, economic and demographic change, and were rationalized as providing a positive step forward for Maori. Also influential was the growing international debate on issues of racism. The juxtaposition of Maori and Pakeha systems, albeit within an official policy of non-segregation, was posited by education officials as being potentially dangerous socially, and attention came to be focused not on the benefits of an integrated system, but on the dangers of an increasingly segregated one. This paper examines the politics of transfer that marked the absorption of individual schools into the mainstream system, and the ultimate disestablishment of the Maori Schools system. Drawing on interviews from an oral history project, it juxtaposes understandings of the system as it was officially… [Direct]
(1979). Politics and Teacher Preparation: Trouble and Transition. In Louisiana, the state rated fiftieth in literacy, racism has been legitimized under an educational credo. The Louisiana legislature has established requirements for teacher certification that are insidious and far-reaching, among them laws that affect an undergraduate education major's curriculum, academic standing, student teaching experience, and certification. Legislation requires, for example, that education majors take courses in teaching reading and have three hours professional counseling on careers in teaching (without funding positions to teach those sessions), and that education majors possess a minimum overall grade point average that is higher than that required of science majors and achieve a specified score on the National Teacher Examination (NTE). The effects of such legislation are that enrollment is increased in upper level and graduate courses to free sections, that could be converted to reading courses, that group counseling sessions with panel presentations…
(1996). Beyond the Popular and Politically Correct: Multicultural Education and the Reform of Theatre Pedagogy. Multicultural education is still a relatively new trend in the American system of higher education. As with any new pedagogy, there is a tendency to reduce the genuine possibility of educational reform to mere superficiality–good intentions lacking substance. Behind the "camouflage" of politically correct language and actions, individuals need not admit their attitudes of racism, sexism, and classism. In contrast, multiculturalism seeks to acknowledge such attitudes by providing a space where open dialogue and learning can occur. Assuming that multiculturalism is a worthwhile goal, then the role of teacher takes on a new meaning–teachers are called to become cultural reformers. As educators become aware of various learning styles and possible tendencies among specific cultures or groups, they can make adjustments to accommodate a variety of learners. Changes can be made within a dramatic literature course for undergraduate theater majors and minors. Areas of concern in… [PDF]