(1991). World War II, Past and Present. Curriculum Development for History Teaching in the Netherlands. This paper discusses a project that was designed to explore Dutch student attitudes about World War II and how the War is portrayed in Dutch history textbooks. The project was undertaken as part of an effort to help teachers provide Dutch students with better insight into the causes, background, and aftermath of World War II; and to develop in the students a greater awareness of the values that were at stake. With the project, students come to understand that the values at stake during World War II are relevant to the expressions of racism and fascism that exist in the world today. The project includes an examination of the portrayal of World War II in seven Dutch textbooks. Ideas for helping students undertake historical research including primary sources are presented, as are ideas for helping teachers deal with various dilemmas they may face in teaching about World War II. Additional discussion questions that are addressed include: What image do students have of World War II?…
(1991). 'Outside of the Norm': Equity and Management in Educational Institutions. Final Full Report. Findings of a study that explored the experiences of women and black and/or ethnic minority men in United Kingdom educational institutions are presented in this paper, with a focus on the strategies, and personal and institutional obstacles, experienced by those groups as well as the management strategies that enhanced their administrative advancement. In-depth interviews were conducted with 38 senior managers, principals, headteachers, and academics from England and Scotland. Eight respondents were black men, 10 were black women, and 20 were white women. Other data were derived from consultations with other educators and representatives from commerce and industry. Overall, respondents used a democratic, or "flat," management style, though differences existed among subgroups. A continuum of institutional adoption of equal opportunity practices was identified, which indicated that smaller, lower-status educational institutions made greater progress. Nonwhite staff were… [PDF]
(1997). Teenage Refugees from Guatemala Speak Out. In Their Own Voices Series. In December 1996, a peace accord ended 30 years of civil war in Guatemala, during which an estimated 200,000 people were killed and over 1 million were displaced. Most of the war's victims have been indigenous (Maya) Guatemalans–who make up about 65 percent of the population–and other supporters of economic and political reforms. In this book, seven young Guatemalan refugees in the United States and Canada tell their stories. These boys and girls are 13-18 years old and include legal and illegal immigrants, students and dropouts, Maya Indians and "ladinos" (culturally Hispanic persons), and permanent immigrants and those who plan to return to Guatemala. They speak about fleeing the war and entering a new country, learning English, educational experiences in Guatemala and the United States, work experiences, efforts to stay in touch with family members, family survival strategies, racism, personal interests, culture conflict, acculturation, and aspirations for further…
(1995). Career Counseling with Native Clients: Understanding the Context: ERIC Digest. The contextual considerations outlined in this digest provide a framework for career counseling with Canadian Native youth, a process which requires an unusually large range of cultural understanding and an appreciation of diversity and uniqueness. Counselors need to be aware of individual diversity within Native groups. Four Native "cultural-self" definitions presented are: (1) traditional; (2) assimilated; (3) transitional; and (4) bi-cultural, each of which have profound implications for the career counseling process. Ways in which dominant society schools impede the career development of Native youths are discussed, as well as reasons why training in multicultural counseling is inappropriate for those working with Native youth. Research suggests at least five ways in which career work with Native youth can reduce racism and dominant society suppression of Native identity and give Native youth a greater voice in the formulation of career conceptions which are sensible… [PDF]
(1994). Classroom in Conflict: Teaching Controversial Subjects in a Diverse Society. SUNY Series, The Philosophy of Education. This book address the underlying problems of teaching controversial subjects in the college and university history classroom. The volume criticizes both sides of the debate, rejects calls for a uniform, chronological history curriculum, and rejects the claims that only ethnic or racial 'insiders' are qualified to teach about their communities. The book offers rules of discussion by which sensitive issues can be discussed with diverse audiences, addresses the relationship of U.S. pluralism to a world perspective, and suggests what can be accomplished through an education in pluralism. The 16 chapters include: (1) \One Classroom: An Introduction\; (2) \Conflicting Views of the Classroom Revolution\; (3) \The Teacher's Pitch and the Student Audience\; (4) \Insiders and Outsiders\; (5) \The Colonizer and the Colonized\; (6) \The Uses of Comparative History\; (7) \Teaching a Racially Sensitive Subject\; (8) \On Understanding the South African Freedom Struggle\; (9) \Imperialism\; (10)…
(2002). Racism in the Classroom: Case Studies. This book presents 20 cases that address racism in one form or another. Many of the cases are from actual experience. They are intended to bring out actual or possible solutions so that student teachers, novice teachers, and seasoned teachers can find ideas for solving racist problems in their classrooms. The first part focuses on the early years, including cases on parent participation in a neo-Nazi group, cultural influences on parental reactions to student problems, name calling, and stereotypes. The second part focuses on the middle years, offering cases on such issues as cultural differences in expectations for girls, who is honored and why, the new student in class, and the socioeconomically disadvantaged. The third part looks at the high school years and presents cases on such issues as responding to racist comments; us versus them; mainstreaming, gangs, and racial differences; biracial feelings; historical discrimination; lessons learned from Pearl Harbor; who needs help on…
(1998). Hurtful Words; Addressing Name Calling at School and Home. By understanding why children engage in name calling and responding thoughtfully to such events, parents and teachers can help both the name caller and the victim to grow in their abilities to understand themselves and others. In their own social interactions, children mirror the negative evaluations they have observed. Left unchecked, such beliefs and attitudes can become the foundation of life-long prejudices. Name calling doesn't have to be part of childhood. Children can learn that words do hurt. When a child has been hurt by someone else's language, it is important for the child not to internalize the negative messages he or she has received. The parent or teacher should assure the child that the name caller was wrong. If name calling or exclusion is a frequent problem in school, teachers can implement character-education lessons that help all the children in the class be more sensitive to and accepting of each other. Those who work with children must be sure that they model… [PDF]
(2005). The Experiences of Parents of Gifted African American Children: A Phenomenological Study. Roeper Review, v27 n4 p215 Sum. There is little research literature that focuses on the parents of gifted African American children. Given the paucity of research examining parents raising gifted children of color in an urban school district, this study documented the unique perspective of parents of gifted African American children, with a specific focus on a qualitative exploration of their experiences and concerns. This study investigated the perceptions and experiences of parents of gifted African American children. Their stories have not been represented in the research prior to this exploration. As a result, the perspectives elucidated here may be considered a starting place for researchers and educators interested in extending the present understanding of gifted African American children and their families. This study uncovered a number of experiences and perceptions that merit consideration and discussion. First, neglect of African American parents' experiences in the research parallels their similar…
(1997). Education for Activism: Mississippi's Freedom Schools in the 1960s. Self-consciously activist education has a long history among African-Americans; however, it is one of the least well-understood aspects of African American struggle. This paper addresses one chapter in that history, the Freedom Schools that operated in Mississippi during the summer of 1964 and for a while thereafter. The schools were the creation of the Student Nonviolent Coordinating Committee (SNCC) and the Council of Federated Organizations (COFO), a coalition of the civil-rights organizations working in Mississippi. From 1961-64, the SNCC and COFO waged a campaign for African-Americans' right to vote. The idea for the schools came from Charlie Cobb, a Howard University student. The schools marked a turning point in the radicalization of the SNCC in that they became part of a larger discussion of parallel institutions. If American institutions would not work for black people, African-Americans would create institutions that would. The Freedom Schools offered traditional subjects… [PDF]
(1991). Speaking of Our World. This guide is designed for adults who want to improve their literacy and basic numeracy skills in English. The guide is partly a workbook, providing room for learners to write directly on the pages. It contains facts and figures of interest to both learners and teachers, and it encourages discussion and provides its users with an opportunity to share a wide variety of experiences. The guide consists of learner-centered material that reflects the experiences of many people who live in public housing. Stories, poems and factual information form a basis for discussion. The materials on percentages and fractions offer an opportunity to strengthen numeracy skills in a living context. Backgrounds materials provide important information for a better understanding of the experience of some immigrants to Canada, the Native experience in Canada, the realities confronting people living on inadequate incomes, and the impact of racism on community life. Some material is written in a mixture of…
(1998). Marginalization, Decolonization and Voice: Prospects for Aboriginal Education in Canada. In Canada, Aboriginal people remain highly disadvantaged relative to the general population. Structural factors operate in conjunction with cultural factors and other social practices like racism, such that they cannot be explained away through conventional analysis and isolated interventions. Schooling for Aboriginal people must incorporate and maintain Aboriginal cultures and prepare students for success in modern society. The strongest benefits are observed when Aboriginal culture is integrated into all aspects of programming and school culture, regardless of improvements fostered by specific initiatives or interventions. Teachers and administrators successful in working with Aboriginal students and communities are those who maintain active engagement with their learners. This involvement requires continual sensitivity to cultural and social factors outside and inside the school setting, open and caring relations with students, and the ability to serve as facilitator and… [PDF]
(1999). Appalachian College Students & a Multicultural Curriculum. A study explored the multicultural predispositions of Appalachian college students. Surveys addressing 23 variables related to demography, ideology, race perceptions, and university were returned by 437 students in 12 majors at Moorehead State University (Kentucky). Results indicate that the students of Eastern Kentucky gave tepid support to multicultural goals. Most agreed that multicultural information should be available at the university and that the college should hire more minority faculty/staff. Substantial segments favored the availability of multicultural classes, but most were reluctant to make these obligatory. Only about one-fourth said they felt personally compelled to learn more about cultural diversity. When every variable was simultaneously addressed, none of the demographic or ideological variables showed any impact. Students who held derogatory notions of minorities and insisted that racism had disappeared were those who generally rebuked a multicultural education…. [PDF]
(2003). How Do Educators' Cultural Belief Systems Affect Underserved Students' Pursuit of Postsecondary Education? PREL Briefing Paper. The academic success of underserved students depends on their experiences within the education system. These experiences are influenced by the degrees to which their own culture and language are acknowledged and integrated into the school program, how engaged they become and are encouraged to become, and how well educators support them in instruction, guidance, and assessment. Tracking sets disadvantaged students on a course for failure. School counselors' preconceived assumptions color not only their interactions with students, but also their decisions about how to offer advice on coursework and academic paths. Parents' participation in their children's schools has been proven to make a difference in students' academic success, but many minority parents perceive barriers to participation. Despite court rulings, racial and ethnic segregation continues in U.S. schools. Five reform initiatives that educators can undertake to open pathways to college for undeserved students include… [PDF]
(1977). The Demise of Black People in a White America: The Perpetuation of Economic Racism. This paper provides an assessment of socioeconomic and political trends during the 1970's. The data support those scholars who predicted that the the socioeconomic condition of blacks would deteriorate in the sixties and early seventies. Evidence shown indicates that a combination of racism and economics supports an educational system that is not only divided along racial lines but is economically debilitating for black education. Key economic indicators also portend serious difficulties for blacks. There is a resurgence of poverty stricken households among black families. The number of poor blacks increased by 600,000 between 1969 and 1972, while white poverty declined by 500,000. Housing for blacks continues to deteriorate, while the population density for blacks, unlike whites, worsened considerably during the 1960's. Black unemployment has risen throughout the nation. Official statistics show that the black rate still persists at twice the pace for whites. Another area of…
(1988). Social Fraternities and Sororities Are Not Conducive to the Educational Process. Concerns about college fraternities and sororities and student values are identified for student personnel administrators. It is noted that fraternities and sororities are exclusionary by practice, sexist in nature, and gender specific by design. They reinforce, without reexamining, the values that their members possess upon entering. Attention is directed to the role of higher education in determining the values of its students, the way that colleges and universities contradict their stated values dealing with the reality of the behavior of the fraternity and sorority life of today, and reasons that campuses should reflect the same values they explicitly profess. It is maintained that part of the job of student personnel officers is to transmit value messages to students. A second role is to develop morals as part of the overall development of students. It is also claimed that alcohol abuse, sexism, racism, destruction of property, and rape are kinds of problems that are more…