(1995). Practicing What We Teach: Confronting Diversity in Teacher Education. This work probes the confines of traditional approaches to teaching about diversity, and it explores the possibilities for redefining links between theory and practice, thereby presenting an alternative repertoire for teacher education that emphasizes the relationship between ideology and pedagogy. The publication is in 3 sections. Part 1, Alternative Templates: Building New Foundations, contains 5 chapters: (1) "Teaching Controversial Issues in Higher Education: Pedagogical Techniques and Analytical Framework" (Julie Andrzejewski); (2) "Thinking about Diversity: Paradigms, Meanings, and Representations" (Robert Muffoletto); (3) "Teaching about Diversity through Reflectivity: Sites of Uncertainty, Risk, and Possibility" (Kathleen S. Farber); (4) "Deconstructing Myth, Reconstructing Reality: Transcending the Crisis in Teacher Education" (Renee J. Martin); and (5) "What s All This White Male Bashing?" (Carl Allsup). Part 2, Impact and…
(1990). Making Uncommon Sense: Critical Revisioning Professional Knowledge about Diverse Cultural Perspectives in Teacher Education. One aspect of the Alverno College (Wisconsin) teacher education program focuses on the critical treatment (critical revisioning) of popular approaches to teaching across lines of race, class, gender, culture, and power. To illustrate the development of prospective students' ability to think critically about such teaching, this discussion explores the revisioning of learning styles and cognitive styles, with a focus upon the potential for miscommunications in learning interactions, rather than the ascription of cognitive characteristics to individuals or to groups of minority students. The paper examines four assertions in critical revisioning as they apply to the constructs of cognitive style and learning style: (1) styles are reified constructs best understood as patterned dynamics of interaction with parents, teachers, and learning situations, not as static characteristics ascribable to learners themselves; (2) the application of styles research must be grounded in a critical…
(1980). Problems in Urban Centers. Oversight Hearings before the Committee on the District of Columbia. House of Representatives, Ninety-Sixth Congress, Second Session on Problems in Urban Centers, Washington, D.C., and the Federal Government Role (June 25, 26, 27, July 23, 24, 30, and September 30, 1980). [Volume I]. Serial No. 96-16. This is a transcript which documents 1980 hearings of the House of Representatives Committee on the District of Columbia. The transcript compares past and present conditions in Washington, D.C. and other American cities; surveys how Federal assistance has helped or hindered the ability of cities to confront urban problems; and explores how Federal government resources can best aid cities. Washington, D.C. receives the most attention (it is called a "prototype of America's major urban central cities"). Other urban centers considered in relative depth are Atlanta, Miami, Watts, and Detroit. The 35 witnesses whose testimony is presented came from universities, research centers, community programs, and government. Special material is presented from newspapers, the U.S. General Accounting Office, the District of Columbia police department and school system, the Congressional Research Service, the National Community Action Agency, the National Urban League, the National Urban… [PDF]
(1979). Puerto Rican Task Force Report: Project on Ethnicity. A model of mental health service delivery to the low-income Puerto Rican population in areas of the mainland United States where Puerto Ricans are concentrated is presented in this report. The model, designed for use by family service agencies and other similar mental health facilities, assumes that Puerto Ricans are at great risk for mental health problems and are victims of social pressure and racism. The first section of the report represents an effort to develop a conceptual framework upon which to base a design of a service delivery model. This framework utilizes systems and ecological concepts. The second section of the report presents one service model justified by the conceptual base. The model suggests that mental health service delivery programs should anticipate a period of community testing before referrals are made, be located in an accessible physical facility, be established as a separate Puerto Rican program, employ a bicultural staff, and provide special staff…
(2000). New Perspectives in Evaluation. Symposium 6. [Concurrent Symposium Session at AHRD Annual Conference, 2000.]. This document contains three papers from a symposium on new perspectives in education that was conducted as part of a conference on human resource development (HRD). \A Systems Model for Evaluating Learning and Performance\ (Hallie Preskill, Darlene Russ-Eft) describes a model for HRD developers to use in evaluating learning and performance that takes into account not just the processes of evaluation but also the internal and external variables that affect evaluation design, implementation, and utilization. \Economic Analysis of Human Resource Development: Update on the Theory and Practice\ (Richard A. Swanson) reviews economic research related to the contribution HRD makes to the success of organizations and emphasizes the importance of assessing HRD functions in terms of their overall contribution to the organization. According to \Evaluating HRD Research Using a Feminist Research Framework\ (Laura L. Bierema, Maria Cseh), which reports on an analysis of more than 400 Academy of… [PDF]
(2021). Digital Literacy, the Pandemic, and Racism: A Cascade of Inequitable Events Demanding Action from Adult Education. COABE Journal: The Resource for Adult Education, v9 n2 Article 12 p93-108 Win 2020-2021. The 2020 COABE Digital Literacy and Technology Integration Strand Meeting convened in highly unusual times. Firstly, adult basic skills programs across the country were in the midst of operating completely remotely due to the COVID-19 pandemic and, additionally, the country was searching for a path forward after a national racial reckoning motivated by a surge of protests against White supremacy in the U.S. in the aftermath of the murder of George Floyd. The two events made existing racial inequities and related economic, social, education, health care and other endemic disparities impossible to ignore and catalyzed a broad movement to protest against them. As a strand, we decided to convene in to explore how we might help to mitigate issues of digital exclusion in the Black, Indigenous, and people of color (BIPOC) communities of learners we all serve…. [Direct]
(1991). WISE: Winning with Stronger Education. ACCESS Research Final Report [and] Executive Summary. The Winning with Stronger Education Project (WISE) was designed to develop new ways of educating and training the multicultural population of Anchorage, Alaska. Data were obtained from several sources: a mail survey of 1,600 Anchorage residents (which procured a 62 response rate); personal interviews with 25 key Alaska business leaders; a telephone survey of 375 Anchorage businesses; focus-group sessions with Anchorage school district teachers; and qualitative research with hard-to-reach residents. Two-thirds of the residents who responded to the mailed survey said that they would be willing to spend more on education if they knew where the money was going. They said that the source of this revenue should come from reduced government spending and/or increased taxes. The qualitative research showed that hard-to-reach residents placed a high value on education; yet ethnic and racial minorities described problems due to racism and discrimination among students, teachers,… [PDF]
(2004). W. E. B. Du Bois and the Socio-Political Structures of Education. Negro Educational Review, The, v55 n1 p9-26 Jan. Family involvement in education often has been justified in terms of parental rights or positive educational outcomes. Such justifications are often cast as models and useful strategies to follow. Yet largely absent from the practical advice are the contextual dimensions that condition involvement in the first instance: namely, race, class, gender, among other demographic aspects. This paper focuses on understanding a way to ground the role of family involvement for African Americans today. The paper's theoretical point of departure is W.E.B. Du Bois, the tireless fighter for African-American rights and freedoms. Du Bois utilized a structural approach in both his social science research and his political commentaries. It is an approach which situates the phenomena under study, such as individuals or social groupings, within the contexts of their lives and interactions. As a theoretical consequence, we can better understand how "facts" emerge from specific conditions and how… [Direct]
(2007). Hope and Learning: The Outcomes of Contemporary Student Activism. About Campus, v12 n2 p2-9 May-Jun. For years, educators and politicians have sought to foster a sense of hope among students–a hope that moves them beyond cynicism about society and incite them to envision better days ahead. Yet as Princeton University professor of religion and author Cornel West discusses in his 2004 book "Democracy Matters", many students today are disillusioned with the minimal progress that has been made since the various civil rights movements of the mid-twentieth century. As college students experience changes in their identity, values, beliefs, and career aims, many must grapple with disappointment. Working to define who they are, what they believe, and how they want to relate with others, they can become upset or disheartened by the problems they see plaguing society: wealth inequality; covert and blatant acts of discrimination and intolerance; dishonesty and corruption among politicians; campus environments that are still unwelcoming to various racial and ethnic minority groups,… [Direct]
(1981). Linking Faith and Justice: Reflections on Institutional Conditions and Educating for Justice. Approaches to promoting justice education on a Catholic university campus are considered. A model of experiential learning for the sake of justice, based on the insights of liberation theology and research on cognitive development and style, suggests that there are a variety of instances within campus life where skills of justice can be learned. Another approach is that of programming centers, which can be utilized on campus to educate for justice and to make justice education an integral part of the mission of the university. The conditions for institutionalizing these programming centers, for insuring an appropriate resource base for them, and staffing approaches are examined. The experiential learning model has four major movements: awareness of institutional dilemmas and success (experiences of injustice and justice); critical reflection on dilemmas and successes to understand the social context of these experiences; creative formation of change models; and testing implications… [PDF]
(1999). Popular Education and Social Movements in Scotland Today. The following papers are included: "Foreword" (Colin Kirkwood); "Introductory Essay: Popular Education and Social Movements in Scotland Today" (Ian Martin); "Popular Education and the Struggle for Democracy" (Jim Crowther); "Social Movements and the Politics of Educational Change" (Lindsay Paterson); "Learning from Popular Education in Latin America" (Liam Kane); "Women, Adult Education and Really Useful Knowledge" (Jean Barr); "The Significance of the Scottish Generalist Tradition" (Murdo Macdonald); "With 'Real Feeling and Just Sense': Rehistoricising Popular Education" (Tom Steele); "A Critical History of the Workers' Educational Association in Scotland, 1905-1993" (Robert Duncan); "Muslims in Scotland: Challenging Islamophobia" (Elinor Kelly, Bashir Maan); "'A Band of Little Comrades': Socialist Sunday Schools in Scotland" (David Fisher); "Defiant Sisters: Exploited…
(1988). Bennett, Bloom and Boyer: Toward a Critical Discussion. An overview is provided of the educational philosophies of Allan Bloom, Lynne V. Cheney, William Bennett, and Ernest Boyer, with special focus on their political underpinnings. The essay begins with an examination of the issues discussed in "The Closing of the American Mind," by Allan Bloom. Concern and disagreement is expressed about: (1) Bloom's rejection of an "education of openness,""liberalness," and academic concern with racism, sexism, and elitism; (2) the use of the charge of "nihilism" beyond the boundaries of its genuine applicability; and (3) his attitude toward the superiority of this country and its history which resists self-criticism and approaches an ethnocentric adoration of the American way of life. Concluding comments in this section assert that Bloom is actually calling for the closing of the American mind around what he believes is the only real common good–liberal learning in the classic sense that has traditionally…
(1998). TIME for Change–Life Long Learning and a Black Inner City Community. The TIME Project was an effort to improve the access to and use of higher level vocational education and training among the black communities of Nottingham (England). The emphasis was on the city's community of African Caribbeans. This paper discusses the development of the TIME Project from the perspectives of a white academic community from the University of Nottingham, the university associated with the project, and a black community development worker. Their different perspectives reflect both an outsider's view of the situation of the African Caribbean community and the view of an insider. The paper's central argument is that the development of the TIME Project revealed new forms of racist practices that required project workers to rethink the scope of access programs in the African Caribbean community. These practices were new forms of racism in that they arose within contexts of policy and practice that did not exist until relatively recently and they were not primarily… [PDF]
(1990). Racist-Sexist-Hate Speech on College Campuses: Free Speech v. Equal Protection. On college campuses today, the debate rages over whether self-restraint and tolerance for nonconformity is overriding a need to protect certain individuals and groups from objectionable speech. Some administrators, students, and alumni wish to prevent "bad speech" in the form of expressions of racism, sexism, and the like. Advocates for limiting "bad speech" argue that such expressions do not deserve first amendment protection because the messages cause irreparable harm and are meant to do so. Some researchers argue that the right to privacy which has been identified within the equal protection clause of the fourteenth amendment can limit sexist-racist-hate speech, but the Supreme Court's integrationist reading of the clause contradicts such a view. More speech, not less, is needed to break down the walls of classification, educate others, and provide for equality. Banning hate speech creates an exception to the first amendment which denigrates its meaning…. [PDF]
(1990). Bigotry and Violence on Missouri's College Campuses. A Summary Report. This publication reports on the bigotry and violence on Missouri's college campuses based on the perspectives of 15 persons at a community forum held March 22, 1989. Participants included representatives of federal and state government agencies, human rights organizations, law enforcement agencies, and faculty, staff, students, and administrators from two- and four-year institutions of higher education. The federal official gave information on perpetrators of hate crimes on campus and a process for conflict resolution. Community and media consultants provided views on the collection of data for properly informing and educating the public on hate crimes and anti-semitism. Law enforcement officials told the forum why and how information on hate crimes is or is not reported. Two students described their thoughts and responses on the issue of racism. Faculty, administrators and staff provided different views of bias-motivated incidents, complaints, and harassment on their campus. Some… [PDF]