Choi, Yoonjung (2012). Are They "American" Enough to Teach Social Studies?: Korean American Teachers' Social Studies Teaching Experiences in American Public Schools. ProQuest LLC, Ph.D. Dissertation, Columbia University. This study explores three Korean American social studies teachers' experiences of teaching social studies, focusing on their curricular and pedagogical perceptions and practices. Framed by sociocultural theory, this study aims to shed light on the heterogeneous stories and socially and culturally contextualized teaching experiences of Korean American social studies teachers, which have been largely undocumented in the social studies scholarship. The major research question for this study is: How do three Korean American social studies teachers perceive social studies curriculum and implement pedagogy in the realities of their classrooms? Subsidiary questions are: (a) What are these Korean American social studies teachers' perceptions and experiences of teaching profession in American public schools?; (b) How do these Korean American social studies teachers perceive social studies curriculum and implement pedagogy in the realities of classrooms?; and (c) How do sociocultural… [Direct]

Mitsumura, Masakazu (2012). Transforming Multicultural Teacher Education through Participatory Theatre: An Arts-Based Approach to Ethnographic Action Research. ProQuest LLC, Ph.D. Dissertation, Arizona State University. Multivariate forms of social oppression, such as racism, linguicism, and heterosexism, are manifested in schools that, as part of our communities, reflect the societal stratification and structural inequalities of a larger society. Teacher educators engaged in multicultural education are responsible for providing pre-service teachers with opportunities to critically examine the intricacies of cultural diversity in U.S. classrooms, developing critical multicultural dispositions. What are effective pedagogical strategies that encourage pre-service teachers to develop such critical multicultural practices? The researcher has found that participatory theatre, including Boalian theatre games, Forum Theatre, Image Theatre, and ethnodrama, can be a transformative, emancipatory pedagogical tool to engage students in critical and creative exploration of cultural diversity. The primary objective of this study is to illustrate how pre-service teachers develop critical consciousness through… [Direct]

Simmons, Robert W., III (2010). Pursuing Racial Equity in Our Schools: Lessons Learned from African American Male Teachers in a Suburban School District. AILACTE Journal, v7 p33-47 Fall. In a "Multicultural Teaching and Learning" course, racial equity is one of the many issues explored. When discussing racial equity in our schools, teacher education students in the course focus their attention on such issues as the achievement gap, referrals to special education of African American and Latino males, the racism of low expectations. When faced with these issues, the mostly White student population is often times silent, color-blind, or oblivious to the racialized dynamics of schooling. In an effort to expand student understanding of racial equity, but also explore the complexity of race in schools, seven African American male teachers in a suburban school district were interviewed. As a result of these interviews, it is apparent that racial equity conversations must also assist teacher education students in understanding the relationships between African American and White teachers. (Contains 1 figure.)… [Direct]

Brown, Anthony L.; Crowley, Ryan M.; King, LaGarrett J. (2011). Black Civitas: An Examination of Carter Woodson's Contributions to Teaching about Race, Citizenship, and the Black Soldier. Theory and Research in Social Education, v39 n2 p278-299 Spr. In this article the authors interrogate the historical meaning of the African American soldier in order to widen the discussion of race and citizenship in the field of social studies education. The article has two overarching purposes. First, the authors attend to the recent call in the field of social studies for a more rigorous analysis of issues of race and racism. The authors focus attention on the history of the Black soldier in order to document the nuanced and paradoxical ways in which race and citizenship have intersected in the lives and military service of these men. Second, the authors situate the work of Carter G. Woodson as foundational to discussions about race and citizenship. They give specific attention to Woodson's textbook writings in order to highlight how he employed the genre of curriculum writing to challenge the historical narratives found in K-12 texts and in the academic literature about the Black soldier. (Contains 2 notes.)… [Direct]

Freeman, Sydney, Jr.; Wolfe, Brandon (2013). A Case for Administrators of Color: Insights and Policy Implications for Higher Education's Predominantly White Institutions. eJEP: eJournal of Education Policy, Fall. The underrepresentation of administrators of color in higher education is one of the most important ethical dilemmas facing colleges and universities today. Arguably, in no place is this more evident than at historically white colleges and universities (majority institutions). Prior to the 1960s, the lack of administrators of color in higher education's Predominantly White Institutions (PWIs) was viewed as common place and a cultural normative due to the existence of segregation and widespread racism during that era. It was not until the American Civil Rights Movement that higher education was forced to expand, at which point, state and federal civil rights mandates–prompted by social justice concerns–began to challenge institutions that excluded minorities (Chang, 2005). Many of these mandates became known as affirmative action policies. Mostly race-sensitive in nature, these affirmative action policies aimed to increase access and opportunities for promotions, salary increases,… [PDF]

Hensley, Phyllis; Loomis, Corey; Mirci, Philip (2011). Social Justice, Self-Systems, and Engagement in Learning: What Students Labeled as \At-Risk\ Can Teach Us. Educational Leadership and Administration: Teaching and Program Development, v23 p57-74 Sep. When students are marginalized, excluded, negatively labeled, and do not fit what is considered to be normative, they may experience social injustice because of the ways in which oppression have been institutionalized within the education system. In schools, students face social injustice when they are oppressed based on racism, sexism, heterosexism, classism, ableism, audism, sizeism, ageism, and religious intolerance. It is incumbent upon professors who guide and prepare individuals aspiring to leadership positions to recognize and understand the need to ensure equity and support for all students. The goal of this article was to examine student perceptions in order to identify ways in which educational leaders, teachers, and those aspiring to leadership positions might become more effective student advocates who promote social justice. Insights arising from understanding how beliefs influence learning may help educators work with K-12 students in supportive ways given the current… [PDF]

Wheeler-Davenport, Veronica (2014). Effects of Teacher Certification on the Educational Achievement of African American Students. ProQuest LLC, Ed.D. Dissertation, Walden University. The purpose of this nonexperimental quantitative study was to explore the effects of teachers' certification on the achievement of African American students. The impetus for this exploration resided in the reading achievement disparities between African American and Caucasian students in the study district. Guided by the principles of total quality management in education to address educational quality, as well as by the critical race theory to examine the effects of race and racism, this study contributed to research on reading achievement gaps for African American students by addressing whether teacher certification levels have effects on student achievement and whether there are racial disparities in access to highly certified teachers. Archived state reading data on African American students in 100 schools were analyzed using an independent-measures t statistic to identify statistical significance between achievement and teacher certification levels, and percentage of Advanced… [Direct]

Sensoy, Ozlem (2011). Picturing Oppression: Seventh Graders' Photo Essays on Racism, Classism, and Sexism. International Journal of Qualitative Studies in Education (QSE), v24 n3 p323-342. This study, situated in an inner-city school in Western Canada, involved 20 seventh graders producing photo essays about living with racism, classism, or sexism. Two questions guided the study: (1) How do students working with a critical pedagogue conceptualize their own experiences with race, class, and gender in ways that either interrupt or reinscribe dominant mainstream curricular narratives?; and (2) To what extent can visual methods serve to open up and expand researchers' understanding of students' conceptions of their lived experiences in the context of a critical pedagogy classroom? This study drew upon critical pedagogy, critical multicultural education, and visual methodology. Issues of societal curriculum and identity were central to this work. Students' photo essays not only revealed some patterns of mainstream discourses related to race, class, and gender, but also revealed some very sophisticated understandings of how social issues play out in institutional systems…. [Direct]

Housee, Shirin (2008). Should Ethnicity "Matter" when Teaching about "Race" and Racism in the Classroom?. Race, Ethnicity and Education, v11 n4 p415-428 Dec. Teaching about "race" and racism to a diverse student group can lead to some very interesting exchanges. Some of these moments are much to do with the subject content. Learning about racism often pulls on our emotional strings: black students sometimes express their hurt and anger, while white students sometimes remain silent or express their hurt, shame and discomfort. The lecturer's racialised identity is an important factor in these emotional exchanges. Black lecturers are sometimes judged for their "loyalties and sensibilities" with the black community, while white lecturers are questioned for their understanding and sympathies with "race"/racism issues. This paper considers how social identities and physical appearances impact on the teaching and learning process and issues of student and lecturer positionalities and identities in the Higher Education context. In particular, it examines how much being white or black can "matter" in… [Direct]

O'Dowd, Mary (2010). "Ethical Positioning" a Strategy in Overcoming Student Resistance and Fostering Engagement in Teaching Aboriginal History as a Compulsory Subject to Pre-Service Primary Education Students. Education in Rural Australia, v20 n1 p29-42. The paper describes and analyses the issues that impacted on pre service Primary Education students' engagement with the subject "Aboriginal culture and history" at a rural university. The paper identifies how issues including pioneer identity and local "conversations" about race related strongly to this particular rural context. It names and demonstrates "ethical positioning" as an effective pedagogy in shifting often unrecognised racist values and attitudes, thus enabling students to move beyond ethnocentricity. The paper highlights the openness of the students to becoming transformative educators when issues of identity, racism and its ethical implications are reflected on overtly. (Contains 13 footnotes.)… [Direct]

Thomas, Emel (2012). Beyond the Culture of Exclusion: Using Critical Race Theory to Examine the Perceptions of British "Minority Ethnic" and Eastern European "Immigrant" Young People in English Schools. Intercultural Education, v23 n6 p501-511. In England there are minority ethnic students with past family connections to the former British Empire, as well as recent Eastern European students, economic migrants, asylum seekers and refugees. One may wish to ask, do newly emerging racial identities conceptualise race and race relations in similar ways to existing minority ethnic communities? This paper is based on ongoing research examining the perceptions and experiences of British "minority ethnic" and more recently migrated Eastern European "immigrant" youth. Findings from a qualitative study conducted in two Buckinghamshire secondary schools examine everyday experiences, perceptions, practices, and barriers that validate stereotypes of 30 young people (ages 12-16). The primary aims in this paper are: (1) to illustrate some articulations of both inclusion and exclusion within the English educational system, particularly in relation to the recent comparative and temporal dimensions of migration and (2) to… [Direct]

Jessop, Tansy; Williams, Anne (2009). Equivocal Tales about Identity, Racism and the Curriculum. Teaching in Higher Education, v14 n1 p95-106 Feb. This paper is based on a small-scale study of the minority ethnic student experience at a small mainly "white" university in the south of England. Students described their experience as broadly positive but suggested clashes of values in some areas of campus social life. Where the curriculum explored notions of culture, students valued the space to reflect on and nurture their identity, but most described the curriculum as patchily diverse. Students were ambiguous about racism, giving anecdotal evidence of its existence whilst downplaying its significance. The findings suggest that the Higher Education (HE) curriculum is a powerful but under-utilised tool in developing a more inclusive experience for all students. They further suggest that legal and institutional procedures are not a strong enough framework to combat racism, and that campuses with few minority ethnic students need to take a much more intentional approach to transforming the institutional culture. (Contains… [Direct]

Chassels, Caroline (2010). Participation of Internationally-Educated Professionals in an Initial Teacher Education Bachelor of Education Degree Program: Challenges and Supports. Canadian Journal of Educational Administration and Policy, n100 Feb. This paper examines challenges and supports experienced by internationally educated immigrants who participated as adult students in an Initial Teacher Education Bachelor of Education degree program in Ontario as part of their strategy to begin new careers as teachers. The narrative of one participant, a Chinese-educated meteorologist and journalist is presented as a powerful illustration of the challenges, supports and common themes described by the study participants. Her story communicates challenges related to: time; language; the culture of the teaching profession in Ontario; intra-cultural racism; feelings of inadequacy, inferiority, isolation and invisibility related to "otherness"; and a competitive labour market that disadvantages immigrant teachers. Her story also describes support through: constructive mentoring, a course developed specifically for internationally educated student teachers; and, supportive peer colleagues. (Contains 2 footnotes.)… [PDF]

Rollock, Nicola (2012). The Invisibility of Race: Intersectional Reflections on the Liminal Space of Alterity. Race, Ethnicity and Education, v15 n1 p65-84. It has been argued that racialised Others occupy a liminal space of alterity; a position at the edges of society from which their identities and experiences are constructed. Rather than being regarded as a place of disadvantage and degradation, it has been posited that those excluded from the centre can experience a "perspective advantage" as their experiences and analyses become informed by a panoramic dialectic offering a wider lens than the white majority located in the privileged spaces of the centre are able to deploy. In this article, I invite the reader to glimpse the world from this liminal positioning as I reflect critically on how the intersections between social class, race and gender variously advantage or disadvantage, depending on the context, the ways in which Black middle classes are able to engage with the education system. While I make reference to findings from a recent school-focused ESRC project "The Educational Strategies of the Black Middle… [Direct]

Van de Kleut, Geraldine (2011). The Whiteness of Literacy Practice in Ontario. Race, Ethnicity and Education, v14 n5 p699-726. In the spring of 2008, the Literacy and Numeracy Secretariat of the Ontario Ministry of Education in Canada released a DVD that was one in a series designed to train literacy teachers in what the Ministry referred to as "high-yield" comprehension strategies. Using the lens of Critical Race Theory, this article analyses the picture book used in the model lesson as well as the teaching methods recommended for all Ontarian teachers in the DVD. While the selection of the picture book fits the present policies of multiculturalism in Ontario, its romanticized portrayal of an indigenous people serves to perpetuate racism, particularly in the uncritical reading demonstrated in the DVD. In addition, the teaching methods demonstrated as "high-yield" arise from the global movement towards standardization in education, and establish measurable student achievement, in a classroom portrayed as socially neutral, as the end goal of education. Nowhere in this model lesson, given… [Direct]

Chyrikins, Mariela; Vieyra, Magdalena (2010). Making the Past Relevant to Future Generations. The Work of the Anne Frank House in Latin America. Intercultural Education, v21 suppl 1 pS7-S15. This paper provides the context and outlines the barriers and opportunities for developing promising Holocaust education programmes in Latin America, especially working with diverse communities and societies. In particular, the conflictual history of Latin American and recent democratization processes present opportunities for educational work. It is argued that teaching about the history of the Holocaust through a human rights and anti-racism lens can be an especially effective tool. The authors take the work of the Anne Frank House in Latin America as a case study of how Holocaust education can be connected to human rights education in an attempt to help young people in Latin America confront their past as well as their present situation. The insights gained from such work in Latin America can help educators to develop future programmes in various Latin American countries, as well as in other post-conflict societies. (Contains 8 notes.)… [Direct]

K√∂ksal, Din√ßay; Ulum, √ñmer G√∂khan (2019). Ideological and Hegemonic Practices in Global and Local EFL Textbooks Written for Turks and Persians. Acta Educationis Generalis, v9 n3 p66-88 Dec. Introduction: Studies on the relationship between ideology, hegemony and textbooks in applied linguistics have been incremental in recent decades because emergence of critical theory, critical pedagogy, and critical thinking skills from the 1920s on has led scholars to develop a critical perspective towards EFL (English as a Foreign Language) textbooks taking the elements of ideology and hegemony into consideration. These two terms encompass an innumerable number of elements or compounds ranging from nationalism to religion. The importance of meta-narratives originating from the tenets of modernism or modernization has been downgraded from 1960s on because it has been postulated that the world has entered a new age called postmodernism and post-structuralism that have emphasized the role of individuals and criticized the efforts to reinforce post-colonialism, the effects of which can be seen in EFL textbooks. Therefore, it remains crucial to analyze EFL textbooks taking the main… [Direct]

Revilla, Anita Tijerina (2012). What Happens in Vegas Does "Not" Stay in Vegas: Youth Leadership in the Immigrant Rights Movement in Las Vegas, 2006. Aztlan: A Journal of Chicano Studies, v37 n1 p87-115 Spr. Students calling themselves the Las Vegas Activist Crew shut down the city's famed Strip on May 1, 2006, with an immigrant rights protest that was one of the largest demonstrations in Nevada's history. This research analyzes the ways that students engage in activism to improve their own social conditions and those of their communities. The theoretical framework for the study is critical race theory and Latina/o critical theory in education, which examine the intersection of race with ethnicity, class, gender, sexuality, language, immigration status, culture, and color. Data for this study were collected over five years, starting with the immigrant rights mobilization of 2006 and continuing to the present. A multitiered approach was used, including participatory action research, one-on-one interviews, and focus group interviews. This research reveals the importance of youth leadership and contests deficit thinking about Latina/o students. It supports the notion that advocacy for… [Direct]

Rosen, Yigal; Salomon, Gavriel (2011). Durability of Peace Education Effects in the Shadow of Conflict. Social Psychology of Education: An International Journal, v14 n1 p135-147 Mar. Value-oriented instructional programs, such as anti-racism, may often face societal barriers. A case in point are peace education programs in conflictual contexts. Close analysis of peace education programs in regions of conflict and tension suggest that they face formidable barriers that would appear to prevent the attainment of their goals of mutual legitimization, changed attitudes and empathy. However, positive research findings suggest otherwise. A possible solution of this contradiction is the distinction between strongly held and not easily changeable attitudes and beliefs, called "convictions" (Abelson, "American Psychologist" 43: 267-275 1988) and more regular attitudes. Possibly, the barriers facing peace education may pertain to convictions while the positive impact of peace education may pertain to less strongly held attitudes and beliefs. The present study examined the possible differential changes in more or less central beliefs when Israeli Jewish… [Direct]

Abrams, Elizabeth M.; Todd, Nathan R. (2011). White Dialectics: A New Framework for Theory, Research, and Practice with White Students. Counseling Psychologist, v39 n3 p353-395 Apr. This article presents White dialectics, or the tensions that White students experience as dominant group members in the United States, as a new framework to understand and intervene with White students and counselor trainees. Developed from and supported by our qualitative analysis, the authors present the six dialectics of (a) Whiteness and self, (b) connection in multiracial relationships, (c) color blindness, (d) minimization of racism, (e) structural inequality, and (f) White privilege. They demonstrate that White students exhibited dialectical movement, shifting along these dialectics as they reflected on their race. Moreover, they identified their dialectical tensions as investigators that may parallel tensions experienced by those working with White students. They conclude by discussing White authenticity, or the continual struggle with the White dialectics as an educational goal, with suggestions for intervention. A focus on White dialectics holds promise for the field of… [Direct]

Gillborn, David (2006). Critical Race Theory and Education: Racism and Anti-Racism in Educational Theory and Praxis. Discourse: Studies in the Cultural Politics of Education, v27 n1 p11-32 Mar. What is Critical Race Theory (CRT) and what does it offer educational researchers and practitioners outside the US? This paper addresses these questions by examining the recent history of anti-racist research and policy in the UK. In particular, the paper argues that conventional forms of anti-racism have proven unable to keep pace with the development of increasingly racist and exclusionary education polices that operate beneath a veneer of professed tolerance and diversity. In particular, contemporary anti-racism lacks clear statements of principle and theory that risk reinventing the wheel with each new study; it is increasingly reduced to a meaningless slogan; and it risks appropriation within a reformist "can do" perspective dominated by the de-politicized and managerialist language of school effectiveness and improvement. In contrast, CRT offers a genuinely radical and coherent set of approaches that could revitalize critical research in education across a range of… [Direct]

LaMastra, Kevin (2010). Haiti: From Charity to Justice. Rethinking Schools, v24 n3 p42-43 Spr. It is not easy to learn the "real story" of Haiti; mainstream historical accounts are often told through a distorted lens of racism and colonial exploitation. Even today, in the aftermath of the quake, Haiti's poverty is blamed on poor leadership, a lack of democratic traditions, and isolation due to language. Commentators describe it as a dangerous place requiring foreign intervention, its people incapable of running their own affairs. This, claims this author, lays the groundwork for those who will try to use the disaster as an opportunity to "reshape" Haiti's government and economy in a manner that will further impoverish its people while continuing to deny Haiti its rights to self-determination. So as the Haitian people courageously struggle to respond to the disaster with little besides their bare hands, there is something else one must learn, and teach, from this tragic moment in history. Students feel sympathy for the Haitian people. But that is not enough…. [Direct]

Pollard, Tyler J. (2014). "True Blood," a Critical Pedagogy of Conjuration, and Mediating Racial Histories in the Classroom. Review of Education, Pedagogy & Cultural Studies, v36 n2 p144-155. The Texas Board of Education's sweeping approval of roughly one hundred changes to the social studies and history curriculum, a ban on so-called "interpretive history" in Florida, and a vitriolic campaign of book-banning in Arizona, indicate the extent to which American education and curriculum is currently under assault by a forced historical amnesia (Giroux 2012, 2013). In particular, the historically formative role that racial discrimination and violence have played in shaping the contemporary economic, cultural, and political landscape is being suppressed by a postracial and dehistoricizing cultural pedagogy. In this article, author Tyler J. Pollard contends that it is absolutely imperative that youth learn to live historically and politically in the present, and wagers that this learning can be cultivated in the classroom through the practice of what he is calling a "pedagogy of conjuration." Given the recent haunting of vampires, zombies,… [Direct]

Perkins, Linda M. (2010). The Black Gender Achievement Gap: A Historical Perspective. The Claremont Letter. Volume 4, Issue 2. Claremont Graduate University (NJ1) Recent studies have discussed the growing gap of college attendance and graduation rates of women and girls. While the rate of White women's college attendance and graduation now surpasses that of men, this has been the case for Black women for over a century. Throughout the twentieth century until the present, Black women have earned more college degrees than Black men except for the decade between 1920 and 1930. This paper shall discuss the intersectionality of race and gender and how they have impacted the education of Black women and men from the nineteenth century to the present. It will shed light on the role of race and racism in reducing Black males' college attendance beginning early in the twentieth century and the consequences of the tremendous gap in Black male and female higher education attainment. (Contains 14 notes.)… [PDF]

Covarrubias, Alejandro; Liou, Daniel D. (2014). Asian American Education and Income Attainment in the Era of Post-Racial America. Teachers College Record, v116 n7 2014,. Background: Prevailing perceptions of Asian Americans as model minorities have long situated this population within postracial discourse, an assumption that highlights their educational success as evidence of the declining significance of race and racism, placing them as models of success for other people of color. Despite evidence to repudiate the model minority thesis, the visibility of Asian Americans in higher education continues to reinforce essentialist paradigms about their presumed success while rendering invisible the educational experiences and diminished educational earning power of low-income, women, and noncitizen Asian populations. Research Design: Drawing from the March Supplement of the Census' 2010 Current Population Survey (CPS), we carried out multiple cross-tabulations that allowed us to disaggregate the educational attainment and earning power for Asian Americans across various social categories. The March Supplement of the CPS, referred to as the Annual… [Direct]

Wilson, Brandy (2012). Connecting Past, Present and Future: How African American Teacher Candidates' School Experiences Inform Their Motivations to Teach, Educational Philosophies, and Identities as Future Teachers. ProQuest LLC, Ph.D. Dissertation, University of South Carolina. The stories of students and teacher candidates of Color hold powerful lessons and tremendous insight for educational reform efforts. Yet, rarely do educators and policymakers solicit or critically engage the educational narratives of students of Color. Indeed, despite resurgence in a four-decade long conversation regarding the shortage of teachers and preservice teachers of Color in the United States, public and academic discourses have failed to reflect a genuine understanding of their school experiences. In particular, research confirms that we know little about how their educational experiences are impacted by race(ism) and culture, or how those experiences subsequently inform their motivations to enter the teaching field, their developing educational philosophies, and their views of themselves as future teachers. I argue that there is much to be gained through deepening our understanding of African American preservice teachers' past and present educational experiences,… [Direct]

Kahlenberg, Richard D. (2013). How Much Do You Pay for College?. Chronicle of Higher Education, Feb. At Middlebury College–and on campuses throughout the country–class is coming out of the closet. Long hidden from view, economic status is emerging from the shadows, as once-taboo discussions are taking shape. The growing economic divide in America, and on American campuses, has given rise to new student organizations, and new dialogues, focused on raising awareness of class issues–and proposing solutions. With the U.S. Supreme Court likely to curtail the consideration of race in college admissions this year, the role of economic disadvantage as a basis for preferences could further raise the salience of class. Today's young people have grown up in a world unlike that of their parents. Class inequality has taken on much greater salience than racial inequality. Today's youth didn't grow up seeing fire hoses being trained on peaceful civil-rights demonstrators. Instead they have grown up in a country where racism continues to exist, but where voters elected and then re-elected a… [Direct]

Ali, Mehrunnisa Ahmad; Kilbride, Kenise Murphy (2010). Striving for Voice: Language Acquisition and Canadian Immigrant Women. Current Issues in Language Planning, v11 n2 p173-189 May. Under headings such as finances, child care, cultural challenges, location, racism, teachers, and accents, 30 immigrant women speaking either Mandarin, Cantonese, Punjabi, or Urdu told their stories of arriving in Canada without English, and the obstacles they faced in trying to acquire English. While differing in their goals for learning English, they had a unanimous desire to become fluent in English. The women, who were interviewed in their first language, discussed the impact of a lack of English on their lives, including their health, family responsibilities, education, and ability to integrate into their new country. They were very specific in identifying what could help them overcome the obstacles they faced, and in their recommendations for policy-makers and service providers. (Contains 4 notes.)… [Direct]

Galvin, Maryanne; Read, Donald A. (1983). Combating Racism and Sexism in Health Education: Some Issues, Responsibilities, and Possibilities. Health Education (Washington D.C.), v14 n2 p10-14 Mar-Apr. The need to combat racism and sexism through health education is pointed out, and program/curriculum goals are suggested. Methods for teaching these sensitive topics, for making teachers more aware of their own attitudes, and for creating an atmosphere of openness and trust in the classroom are discussed. (PP)…

Leonardo, Zeus; Porter, Ronald K. (2010). Pedagogy of Fear: Toward a Fanonian Theory of \Safety\ in Race Dialogue. Race, Ethnicity and Education, v13 n2 p139-157 Jul. In education, it is common to put the condition of \safety\ around public race dialogue. The authors argue that this procedural rule maintains white comfort zones and becomes a symbolic form of violence experienced by people of color. In other words, they ask, \Safety for whom?\ A subtle but fundamental violence is enacted in safe discourses on race, which must be challenged through a pedagogy of disruption, itself a form of violence but a humanizing, rather than repressive, version. For this, the authors turn to Frantz Fanon's theory of violence, most clearly outlined in \The Wretched of the Earth.\ First, the article outlines the basic assumptions of Fanon's theory of revolutionary, as opposed to repressive, violence. Second, we analyze the surrounding myths that an actual safe space exists for people of color when it concerns public race dialogue. Third, we critique the intellectualization of racism as part of the concrete violence lived by people of color in the academy, which… [Direct]

Hulan, Nancy; McIntyre, Ellen (2010). Teachers' Developing Understandings about Race and Achievement in a Graduate Course on Literacy Learning. Teacher Education and Practice, v23 n2 p194-209 Spr. In this article, we describe a study of teachers' constructions of understandings about race and achievement in the context of a course on literacy learning and instruction. We documented the course activities, the readings, the assignments, and the teachers' responses related to race during the semester course. The lead researcher also interviewed a few teachers after the course. We analyzed all statements that teachers made concerning race and education and found that while some new understandings emerged during the course, some students' viewpoints moved toward more explicit racism. The views presented in these findings will likely resonate with other teacher educators, which may inspire them to intervene when views of teachers are not in the best interest of the students they teach. (Contains 1 table.)… [Direct]

Reddie, Anthony G. (2010). Teaching for Racial Justice: A Participative Approach. Teaching Theology & Religion, v13 n2 p95-109 Apr. This article outlines an ongoing method the author developed for seeking to enable predominantly White students in theological education (those training for authorized public ordained ministry) to engage with the central tenets of racial justice. The quest for racial justice has been an important part of the mission of the major church denominations in the United Kingdom over the past twenty years, as they have declared that "Racism is a sin." Ordained ministers are now charged with the task of seeking to lead church congregations into faithful, anti-racist forms of practice–namely, the quest for racial justice. This paper outlines the working method the author has developed in order to conscientize ministers in training for this significant task…. [Direct]

Bullen, Pauline E. (2012). The Continued Relevance of \Teaching to Transgress: Education as the Practice of Freedom\. Journal of College Teaching & Learning, v9 n1 p21-26 1st Qtr. In 1994, bell hooks' work, Teaching to Transgress–Education as the Practice of Freedom was first published and this work re-examines it for its intent to counter the devaluation of teaching and on the basis that it addresses the urgent need for changes in teaching practices. Because of the intransience of racism and the various \isms\ that are part of our everyday culture, hooks' work remains relevant, particularly for those who find themselves in the position of the lone soldier in the war to effect equitable system change–forever conspiring and scheming in order to accomplish equity in education. This re-examination of hooks' work is also offered to those who face \disempowered collective backlash\ (p.31)–backtracking, ostracization and belittlement designed to dissuade paradigm shifts. It is offered to individuals who are seeking \freedom\–individuals who are seeking to define and contextualize their experiences, their struggle, and to those trying to cope with a society eager… [Direct]

Bryan, Audrey (2010). Corporate Multiculturalism, Diversity Management, and Positive Interculturalism in Irish Schools and Society. Irish Educational Studies, v29 n3 p253-269 Sep. This article offers an empirical critique of recent social and educational policy responses to cultural diversity in an Irish context, with a particular focus on anti-racism, integration and intercultural education policies developed during the so-called "Celtic Tiger" era. Combining ethnographic and discourse analytic techniques, I highlight the centrality of the Celtic Tiger economy and corporate interests in influencing the particular version of interculturalism promulgated by the Irish state. I argue that broader macro processes and discourses operating at the level of Irish state policy can impact the local school level, resulting in negative consequences for ethnic minority students, particularly those who are least endowed with the cultural and linguistic capital valued by the school and wider society. (Contains 6 notes.)… [Direct]

Holladay, Jennifer (2008). Mix It up!. Education Digest: Essential Readings Condensed for Quick Review, v74 n3 p21-23 Nov. Today's students are the most racially tolerant generation the nation has ever seen. According to recent studies, they are more likely to have friends or date across racial and ethnic lines than earlier generations. They believe racism is wrong. Despite some progress, racism is still pervasive in American schools. This article describes what schools can do to promote tolerance and equality. It discusses four areas that schools should focus on their effort to promote tolerance and equality. These are: (1) use anti-racist curricula; (2) deepen character education; (3) promote cross-group contact; and (4) strive for school equality…. [Direct]

Thibeault, Matthew D. (2012). Ubiquitous Music Learning in a Postperformance World. Yearbook of the National Society for the Study of Education, v111 n1 p196-215. Change growing from technological innovation occasions both excitement and apprehension for all educators. This is especially so in music education. For music educators, as many new wants as new worries accompany these changes. In this article, the author argues for the critical engagement of the music education profession to amplify positive change. This is a pragmatic view of technological change that emphasizes agency within the interplay of wants, needs, values, and practices as people change and are changed by technological innovation. To that end, and to better understand the possibilities and problems inherent in the present, the author reexamines larger trajectories of change over the past century. To do so, the present musical world is conceptualized as postperformance, a term used to capture the gradual decoupling of music from live performance via sound recording and the subsequent rise of the Internet and new media. In regard to learning, the present moment is framed… [Direct]

Bryan, Audrey (2009). The Intersectionality of Nationalism and Multiculturalism in the Irish Curriculum: Teaching against Racism?. Race, Ethnicity and Education, v12 n3 p297-317 Sep. This research explores the interrelationship between the production of national identity and multiculturalism in Irish schools and society. Working from the perspective that ideas about "race" and nation are inextricably linked, I examine how contemporary nationalistic identity projects and processes map onto the current policy drive towards multicultural (or intercultural) education in Ireland. Informed by the intellectual oeuvre of Pierre Bourdieu, my analysis investigates state-level discourses as they are articulated in recent anti-racist policy documents and in the national curriculum, and how these broader discourses are interpreted at the local school level. Combining discourse analytic, observational and in-depth interviewing techniques, I examine how state and school-based intercultural policies and practices construct difference along racial-ethnic and national lines, and consider the implications of these policies and practices for sustaining and contesting… [Direct]

Brainard, Patricia J. (2009). Reflections on the White Privilege Conference. New Horizons in Adult Education & Human Resource Development, v23 n2 p47-53 Spr. What is the work of White adult educators to dismantle racism in our classrooms and training sessions? How are we to engage and influence White people to do what is required to create a more just society? These are some questions that the ninth annual White Privilege Conference attempts to address. This \Perspective on Practice\ essay reviews that conference to share my reflections on its meaning and relevance to adult education and implications for practitioners. (Contains 1 footnote.)… [PDF]

Fierros, Edward Garcia (2009). Using Performance Ethnography to Confront Issues of Privilege, Race, and Institutional Racism: An Account of an Arts-Based Teacher Education Project. Multicultural Perspectives, v11 n1 p3-11 Jan. Preservice student teachers engaged in a collaborative research initiative to examine the memory of the 1954 \Brown v. Topeka Board of Education\ decision that culminated in a public performance. Ethnographic data were translated into performance texts through students' performances that confronted issues of privilege, race, and institutional racism in their university context. Critical examinations of the memory of the \Brown\ court decision in their university learning community led to implications for teacher education. Students' use of performance ethnography as an arts-based educational research approach is discussed as a valuable means of alternative assessment. (Contains 1 table and 1 footnote.)… [Direct]

Cruz, Jessica (2013). Undergraduate Latina/o Student Organizations: A Latina/o Critical Theory Analysis. ProQuest LLC, Ed.D. Dissertation, Teachers College, Columbia University. Latina/o college enrollment is on the rise, but degree attainment continues to be an obstacle. In fact, Latin@s continue to hold the lowest levels of educational attainment (Fry, 2011). Therefore, it is important to better understand factors impacting their higher education journey. One of these factors includes involvement in registered student organizations. Hence, the purpose of this study is to explore the role of Latin@ student organizations (LSOs) in the experiences of Latin@s in higher education as perceived by current and former Latin@ students as well as current faculty and staff at a predominantly White institution. To this end, interview, survey, focus group, observation, and document data were used to answer the following research questions: (1) What are the internal dynamics of undergraduate LSOs? (2) Why do certain Latin@ students choose to participate in LSOs while others do not? and (3) How does LSO involvement foster or hinder Latin@ students' journey through higher… [Direct]

Bouchereau Bauer, Eurydice; S√°nchez, Lenny (2020). Chapter 5: Living "nan lonbraj la"–Haitian Immigrant Young People Writing Their Selves into the World. Teachers College Record, v122 n13. Background: Immigrant young people face many challenges in reconciling sociocultural differences that exist in their day-to-day experiences (e.g., school, home, peers), which raises important questions for how school settings can support these students' navigation of these experiences. Much is yet to be learned about the manifestation processes for these young people. This is especially true for Haitian immigrant young people as they encounter racio-cultural dynamics in the U.S. (e.g., through racism and classism) as they work to construct their Haitianness and straddle the different cultural domains they live out. Context: This article focuses on understanding the lived experiences of three Haitian immigrant young people. The young people included two siblings (ages 22 and 16) and a third child (age 8). Interview methodology was used in order to capture stories from the viewpoint of the young people. The mothers of these young people were also interviewed in order to corroborate the… [Direct]

Keddie, Amanda (2011). "Much More than a Basic Education": Supporting Self-Determination and Cultural Integrity in a Non-Traditional School for Indigenous Girls. International Journal of Inclusive Education, v15 n9 p1001-1016. This paper presents data from an interview-based case study of a secondary school located in a suburban area of Queensland (Australia). The school is a non-traditional education site designed to support disadvantaged girls, many of whom are Indigenous, and is highly regarded for its holistic approach to gender and cultural inclusion and equity. Through lenses that align Nancy Fraser's theories of redistributive and recognitive justice, with Indigenous feminists' equity priorities, the paper identifies and analyses the structures and practices at the school that support the girls' capacities for self-determination and their sense of cultural integrity. The paper is an important counterpoint within the context of mainstream gender equity and schooling discourses that continue to homogenise gender categories, sideline the multiple axes of differentiation that interplay to compound gender (dis)advantage and deflect attention away from marginalised girls. In particular, it provides… [Direct]

Davila, Erica R.; Peterson, Rochelle R. (2011). Are the Walls of Injustice Tumbling Down?. Educational Foundations, v25 n3-4 p37-58 Sum-Fall. The discussion of multicultural education in teacher preparation dates back several decades. \The historical roots of multicultural education lie in the civil rights movements of various historically oppressed groups\ (Gorski, 1999, p.1). As communities of color resisted institutional racism, schools became one of the sites of struggle. Thus, the concept of multicultural education is a response rooted in reforming education for liberation. However, according to Nieto and Bode (2008) many courses are not translating into culturally competent teaching. Although the authors believe it is very complex to find the \magic\ in providing teachers and pre-service teachers with the tools to engage in multicultural education as practice, they do believe that they can offer a piece in the mosaic that may bring one a step closer to producing culturally competent teachers. Just like most reform ideas in education, multicultural education is defined differently from one city or town to the next,… [PDF] [Direct]

Del Razo, Jaime Liborio (2012). Echandole Ganas: Undocumented, Latino Students Fighting for Collegiate Survival in Their United States Homeland. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. This study examines the college aspirations and access of Latino, undocumented students. In a time when college access is limited and a college education is necessary, the issue of academically qualified, undocumented students trying to enter the higher education system under tremendous odds is one that deserves a closer study. This dissertation unearths the methods that undocumented, Latino students utilize to gain access and succeed in U.S. colleges despite the financial constraints and social stigma associated with being an undocumented, Latino student in the U.S. The theoretical lens of Critical Race Theory is used to analyze the stratification of immigration status in the U.S. along with examining the consequences of racialization of the term "undocumented". Utilizing a mixed methods approach that uses qualitative and quantitative methods, this study benefits from 16 in-depth interviews with undocumented Latino students from Arizona and California and 290 complete… [Direct]

De Lissovoy, Noah (2012). Education and Violation: Conceptualizing Power, Domination, and Agency in the Hidden Curriculum. Race, Ethnicity and Education, v15 n4 p463-484. This article offers a theory of a process of \violation\ that connects macropolitical effects to the intimate terrain of subject production. I describe power, as violation, in terms of a simultaneous process of construction and destruction, which seeks its satisfaction in an injury to the very identities it is complicit in producing. Starting from analyses of power and racism in the historical Black radical tradition, and in particular the work of W.E.B. Du Bois and Frantz Fanon, and in contrast to prevailing conceptualizations in critical and poststructuralist theory, I describe violation as active and motivated rather than the mere by-product of a more fundamental imperative of reproduction or normalization. This analysis foregrounds the continuous process of assault that characterizes the hidden curriculum of schooling for students of color and other marginalized students, particularly with regard to the contemporary clinical and academic discourses that work to name, know, and… [Direct]

Earnest, Jaya; Mohajer, Nicole (2010). Widening the Aim of Health Promotion to Include the Most Disadvantaged: Vulnerable Adolescents and the Social Determinants of Health. Health Education Research, v25 n3 p387-394 Jun. Growing numbers of adolescents are marginalized by social factors beyond their control, leading to poor health outcomes for their families and future generations. Although the role of the social determinants of health has been recognized for many years, there is a gap in our knowledge about the strategies needed to address these factors in health promotion. Drawing on a review of literature on health promotion for marginalized and out-of-school adolescents, this paper highlights some urgent areas of focus for researchers and policy makers addressing adolescent health. Social determinants of health affecting marginalized adolescents identified by the review were education, gender, identity, homelessness, poverty, family structure, culture, religion and perceived racism, yet there is little solid evidence as to how to best address these factors. More systematic research, evaluation and global debate about long-term solutions to chronic poverty, lack of education and social… [Direct]

Vaught, Sabina Elena (2009). The Color of Money: School Funding and the Commodification of Black Children. Urban Education, v44 n5 p545-570. This article explores the roles of racism and Whiteness in the decentralized governance structure and practice of a weighted student formula funding policy in an urban, West Coast school district. Specifically, it examines the ways in which a racialized struggle for fiscal authority played out at one urban high school where the immense racial disparities in education and achievement were starkly highlighted. The analysis of this struggle is framed by Critical Race Theory and suggests that Whiteness operates as a form of property that maintains White racial dominance in schooling and achievement. (Contains 2 notes.)… [Direct]

Oller, Judith; Vila, Ignasi; Zufiaurre, Benjamin (2012). Student and Teacher Perceptions of School Involvement and Their Effect on Multicultural Education: A Catalonian Survey. Race, Ethnicity and Education, v15 n3 p353-378. In multilingual schools students have diverse identities, cultural backgrounds, perceptions, capacities and linguistic experiences. The space for teaching and learning is also mediated by stereotypes and prejudices associated with this diversity. Diversity, stereotypes and prejudices shape how teachers and learners operate in a world of complex social relationships. In this survey we explore the hidden attitudes of immigrant students and teachers in secondary education in Catalonia (Spain). The research uses the distinction between explicit and implicit attitudes to analyse immigrant students' perceptions and teachers' subconscious perceptions about school involvement. The sample includes 4078 immigrant students with more than six months of residence in the host country that were attending linguistic support classes in secondary schools of Catalonia during the year 2006-2007, and also their regular classroom teachers and support teachers. The survey aims to establish if is there any… [Direct]

Blanchett, Wanda; Zion, Shelley D. (2011). [Re]Conceptualizing Inclusion: Can Critical Race Theory and Interest Convergence Be Utilized to Achieve Inclusion and Equity for African American Students?. Teachers College Record, v113 n10 p2186-2205. Background/Context: Even though not fully realized, in legislation and theory, the requirements of the Individuals With Disabilities Education Improvement Act and the No Child Left Behind Act have created pressure to address the historical inequity in educational opportunity, achievement, and outcomes, as well as disparities in achievement between students of color and White students; disproportionality in special education referral, identification, and placement; high dropout rates for students of color; and disproportionate discipline and referrals for students of color, students from lower socioeconomic backgrounds, students from immigrant families, and students in urban areas. Purpose/Objective/Research Question/Focus of Study: The authors argue that inclusive education never had the potential to be truly inclusive because it is built on the premises of an inferiority paradigm. Issues of race, class, and privilege have rarely been incorporated into the inclusive education… [Direct]

Gonzalez, Ileana A. (2012). An Examination of the Relationship between Practicing Urban School Counselors' Colorblind Racial Ideology and Social Justice Factors Such as Supports, Barriers, Self-Efficacy and Outcome Expectations, and Social Justice Interest and Commitment. ProQuest LLC, Ph.D. Dissertation, University of Maryland, College Park. Groups of American students are learning at alarmingly different rates. This disparity in education is seen disproportionately in schools in urban areas, where students of color and low income students are concentrated in highly segregated areas. In urban areas, the effects of poverty, racism, and isolation are compounded by stressful environments that make learning difficult for students as is evidenced by the various educational gaps. The inadequate and under-resourced education provided for children in urban schools results in a dramatic loss of human potential and economic loss to the nation's economy. Professional school counselors, who work in the urban context, are in a unique position to remove systemic barriers and create equitable opportunities for learning for these students. School counselors need multicultural counseling competence in order to provide appropriate services to these diverse urban student populations; however, multicultural awareness, knowledge and… [Direct]

McCoy, Shuntay Z. (2013). Navigating Racialized Contexts: The Influence of School and Family Socialization on African American Students' Racial and Educational Identity Development. ProQuest LLC, Ph.D. Dissertation, University of North Carolina at Greensboro. Within the United States, African American students experience school socialization that exposes them to racial segregation, economic stratification, and route learning masked as education. Consequently African American families are compelled to engage in socialization practices that buffer against the adverse influences of racism, oppression, and dehumanization that threaten African American students' pro-social identity development within a racialized society. To investigate how African American students' develop their racial and educational identity within this racialized context I conduct a qualitative investigation to (a) explore African American students' perceptions of the socialization experiences they identify as salient influences on their racial and educational identity; (b) theoretically deconstruct the racialized contexts (i.e., secondary educational institutions) within which African American students are socialized prior to entering college; and (c)… [Direct]

Chu, Mayling; Jones, Terry; Phan, Phu; Vugia, Holly; Woods, Dianne Rush; Wright, Paul (2009). A Social Work Program's Experience in Teaching about Race in the Curriculum. Journal of Social Work Education, v45 n2 p325-333 Spr-Sum. Teaching about race, racism, and oppression presents higher education programs with complex challenges. This article reports on the experiences of a new MSW program in designing a gateway \race, gender, and inequality\ course. Embracing a theoretical base of culturally competent practice and solutions to the inherent difficulties of discussing race and oppression in diverse student groups is suggested along with six rules of engagement. Recommendations are based on the interactive experience of a highly diverse faculty and student body, literature review, student focus groups, faculty retreats, expert consultation, and curriculum refinement. (Contains 1 table.)… [Direct]

Cowan, Paula; Maitles, Henry (2011). '"We Saw Inhumanity Close up." What Is Gained by School Students from Scotland Visiting Auschwitz?. Journal of Curriculum Studies, v43 n2 p163-184. As the education for citizenship agenda continues to impact on schools in the UK and with the Holocaust Educational Trust (HET) in conjunction with the Scottish Government introducing its Lessons From Auschwitz (LFA) project for students and teachers in Scotland, this article focuses on the Scottish context and investigates the school processes by which students are chosen to participate in the LFA project, the impact the LFA project has on student personal growth, and the range of follow-up activities in their schools and communities. The methodology employed online questionnaires and face-to-face interviews which were designed to ascertain student perceptions of the LFA project and the impact that this project had on student participants, their schools, and their communities. Findings demonstrate that the student cohort were highly academic students who took their responsibilities on return to their schools very seriously and organized a wide range of events, both in their schools… [Direct]

Houston, Akil (2011). Tasseography: Reading Post-Racial Resistance to Teaching. Philosophical Studies in Education, v42 p76-87. This article focuses on developing a progressive philosophy of praxis that challenges, what the author argues is, a post-racial resistance to teaching about racial injustice. Post-racial resistance to teaching can lead to forms of enlightened racism and sexism in the classroom. In this essay, the author develops and extends the use of the metaphor of tasseography as a critically analytical practice to consider the impact of Tea Party politics on higher education teaching pedagogy. By considering forces that help to construct and frame certain forms of student ideology, particularly Tea Party rhetoric, tasseography emerges as a way to read the sediments of popular discourse. The philosophy and practice of tasseography provides a means to interpret, understand, and analyze the significance of the Tea Party for post-racial resistance to teaching, deconstructing its relations of power and racist ideology. As such, tasseography as a critical practice can offer ideas and solutions around… [PDF]

Benesch, Sarah (2008). \Generation 1.5\ and Its Discourses of Partiality: A Critical Analysis. Journal of Language, Identity, and Education, v7 n3-4 p294-311 Jul. This is a critical discourse analysis of \generation 1.5,\ a term used to refer to students born outside the United States who received part, or most, of their formal education in the United States. The analysis reveals that surrounding \generation 1.5\ are 3 interconnected discourses of partiality: a discourse of demographic partiality, a discourse of linguistic partiality, and a discourse of academic partiality. Claiming that these discourses are grounded in a monolingual/monocultural ideology, I offer counterdiscursive evidence that self-described \generation 1.5\ writers see themselves not as partial but as visible minorities who experience racism in their daily lives. To address racism, I offer strategies for promoting multilingualism and multiculturalism on U.S. college campuses. (Contains 3 endnotes.)… [Direct]

Curry, Kristal (2013). The Silenced Dialogue and Pre-Service Teachers. Multicultural Education, v20 n2 p27-32 Win. In this article, the author reflects on the 1988 article "The Silenced Dialogue," by Lisa Delpit, which described the lack of communication dividing Black and White educators when it comes to the issue of race, specifically due to the disparity between reliance on theory (White) and reliance on cultural understanding (Black). Nearly a quarter century has passed since that article was written, but research about the attitudes, beliefs, and experiences of both Black and White educators seems to indicate that the Silenced Dialogue continues to exist in teacher education programs as well as in the broader world of the American education system (Dickar, 2008; Hayes & Juarez, 2012). As a Diversity course instructor in a teacher education program, this author began to wonder where she and her students fit into this dynamic of the Silenced Dialogue. Thinking back on her teaching tended to indicate that the Black and White students in her reflection-heavy and discussion-heavy… [PDF]

Mapp, Karen L.; Warren, Mark R. (2011). A Match on Dry Grass: Community Organizing as a Catalyst for School Reform. Oxford University Press The persistent failure of public schooling in low-income communities constitutes one of our nation's most pressing civil rights and social justice issues. Many school reformers recognize that poverty, racism, and a lack of power held by these communities undermine children's education and development, but few know what to do about it. "A Match on Dry Grass" argues that community organizing represents a fresh and promising approach to school reform as part of a broader agenda to build power for low-income communities and address the profound social inequalities that affect the education of children. Based on a comprehensive national study, the book presents rich and compelling case studies of prominent organizing efforts in Chicago, New York City, Los Angeles, Denver, San Jose, and the Mississippi Delta. The authors show how organizing groups build the participation and leadership of parents and students so they can become powerful actors in school improvement efforts. They… [Direct]

Graham, Evol (2009). Public School Education: The Case for Reduced Class Size. Why the Present Class Size is Not Working and What Can We Do about It?. Online Submission By reducing class size we will close the achievement gap in public school education, caused by prior neglect especially since the civil rights era of the sixties. Additional, highly qualified and specialized teachers will more effectively manage a smaller class size and serve more individual student needs in the crucial early grades, where a solid foundation helps learning. Research supports closing the achievement gap with smaller classes and an increased number of qualified teachers. (Promising Initiatives to Improve Education in Your Community–February 2000, Class-Size Reduction) A history of racism, sexism, and ethnic prejudice was commonly ignored in American social life and schools, as we embraced the myth that everyone shared a happy society made up of people with the same cultural values. Class size was not an issue at the time because there was far less diversity. The typical class size in the 1950s was 35 to 40 per teacher. The 1964 Civil Rights Act would also integrate… [PDF]

Beckett, Ann; Hassouneh-Phillips, Dena (2003). An Education in Racism. Journal of Nursing Education, v42 n6 p258-65 Jun. Interviews explored experiences of nine women of color in a nursing doctoral program. The pervasive influence of racism at personal/interpersonal, institutional, and cultural levels was evident. Themes included wearing masks, maintaining the status quo, and moving on. (Contains 20 references.) (SK)…

Arce, Sean; Cammarota, Julio; Romero, Augustine (2009). A Barrio Pedagogy: Identity, Intellectualism, Activism, and Academic Achievement through the Evolution of Critically Compassionate Intellectualism. Race, Ethnicity and Education, v12 n2 p217-233 Jul. In this paper we forward our experiences and understanding of how we have used critical race theory (CRT) in our classrooms; more importantly, we bring forth the voices of students as a method of conveying the impact of our CRT classroom exercises. These exercises are parts of three structures that we created to counter the reality of racism and subordination within the American education system. These creations are: the Social Justice Education Project (SJEP); the Critically Compassionate Intellectualism Model of Transformative Education (CCI); and CCI's Third Dimension. An explanation and description of the SJEP and CCI are forthcoming in the next section of this paper, and in last section of this paper we explain CCI's Third Dimension. (Contains 3 figures and 1 note.)… [Direct]

Carr, Paul R. (1999). Transforming the Institution, or Institutionalizing the Transformation?: Anti-Racism and Equity in Education in Toronto. McGill Journal of Education, v34 n1 p49-77 Win. Reports on the manner in which the Toronto (Canada) Board of Education responded to racial diversity and anti-racist education from 1970 to 1995. Highlights three findings: (1) the evolutionary nature of attempts to deal with equity issues; (2) the systemic nature of discrimination; and (3) the inability to clearly define anti-racist education and equity. (CMK)…

Dray, Barbara J.; Wisneski, Debora Basler (2011). Mindful Reflection as a Process for Developing Culturally Responsive Practices. TEACHING Exceptional Children, v44 n1 p28-36 Sep-Oct. Becoming a culturally responsive educator has been at the forefront of the movement to reduce inappropriate referrals to special education and disproportionate representation of students of color within special education. However, for many educators, working with a diverse student population can be more difficult when the student comes from a background that is unfamiliar to the teacher. As teacher educators who prepare educators for inclusionary settings in diverse urban areas, the authors have noticed that issues often arise when a teacher or teacher candidate attempts to make meaning of behavior in the classroom, particularly a behavior that concerns student engagement, classroom management, or discipline of students with whom the teacher has a cultural disconnect. Teachers need to self-reflect to unpack attributions that are potentially linked to racism, power, or privilege so that they can work more effectively and fairly with diversity in the classroom. In this article, the… [Direct]

Blythe, Betty; Goforth, Kassie; Lee, Eun-Kyoung Othelia (2009). Can You Call It Racism? An Educational Case Study and Role-Play Approach. Journal of Social Work Education, v45 n1 p123-130 Win. Social work education has long struggled to acknowledge cultural diversity and identify teaching methods to prepare students to work effectively with diverse populations. This article describes an educational technique designed to teach students how to recognize racism and social injustice–in this instance, by examining an educational case study located in a multicultural human services agency in Chiapas, Mexico. One session of a multicultural social work course was devoted to a role-play based on a real incident that had occurred in this agency. Student feedback and the authors' observations address the usefulness of this educational intervention…. [Direct]

Collins, Michael (2010). Catholic Schools and the Immigrant Community: A Look Backward and Forward. Catholic Education: A Journal of Inquiry and Practice, v13 n3 p392-402 Mar. Michael Collins, F.S.C., Ed.D. is a member of the Brothers of the Christian Schools, or Christian Brothers. He currently serves as the president of his alma mater, DeLa Salle High School, in Minneapolis, Minnesota. In 2007 Br. Collins received the National Catholic Educational Association Sr. Catherine McNamee Award for outstanding leadership in diversity. What follows is Br. Collins's address to attendees at the first Catholic Higher Education Collaborative conference (CHEC), held at Loyola Marymount University (LMU) in January 2009. In his address, Br. Collins recounts instances of racism and prejudice in his years as a student and later teacher and administrator in Catholic schools. He expands the notion of immigrant to include those brought to this country by force. He maintains that Catholic educators have an obligation to welcome and assimilate those who find themselves in a new place regardless of circumstance…. [PDF]

Palmer, Deborah (2010). Race, Power, and Equity in a Multiethnic Urban Elementary School with a Dual-Language \Strand\ Program. Anthropology & Education Quarterly, v41 n1 p94-114 Mar. Dual-language education is often lauded for providing high-caliber bilingual instruction in an integrated classroom. This is complicated, however, when a dual-language program does not include all members of a school community. This article examines a \strand\ dual-language program that attracts middle-class white students to a predominantly black and Latino community; yet, only some Latino students and almost no black students are included in the dual-language program. Although rarely directly discussing race, teachers and parents simultaneously commend the program for bringing diversity and enrichment to the campus, and accuse it of exacerbating inequities in the educational experiences of different children at the school. Taking a critical race perspective, and in particular using the principle of \interest convergence\ and the frames of \color-blind racism\ (Eduardo Bonilla-Silva 2006), this article works to uncover the forces underlying these tensions. (Contains 1 table and 1… [Direct]

Chareka, Ottilia (2010). A Matter of Prior Knowledge: Canadian Young Children's Conceptions about the Future in the Global Community. International Electronic Journal of Elementary Education, v2 n2 p287-304 Mar. Young Canadian boys and girls aged nine to eleven were asked to consider their personal futures, the future of their community and the future of the world. Mixed methods were employed for data collection and analysis. Responses were compared with those given by children in eight countries and the discussion focused on the importance prior knowledge, in this case, prior knowledge of global issues, holds for effective teaching and learning about global issues. Canadian children were optimistic about the future for themselves and their community but less so for the globe. More so than other children, Canadian children were concerned with issues of social justice, issues such as discrimination and racism, and with improving the environment, which might be attributed to the emphasis that is placed on these issues in their school curriculum. Assessing prior knowledge should be a priority for those considering development and implementation of global education curricula…. [PDF]

Roxas, Kevin; Roy, Laura (2012). \That's How We Roll\: A Case Study of a Recently Arrived Refugee Student in an Urban High School. Urban Review: Issues and Ideas in Public Education, v44 n4 p468-486 Nov. This critical case study of one, Somali Bantu male high school student illuminates the struggle for recently arrived refugees at the high school level. Few educational research studies describe how recently arrived refugee students and their families make their transition to US schools (Ngo et al. in \Hmong Stud J\ 8:1-35, 2007; Hones and Cha in \Educating new Americans: immigrant lives and learning.\ Erlbaum, Mahwah, 1999; Igoa in \The inner world of the immigrant child.\ Erlbaum, Mahwah, 1995). Studies that examine how race, county of origin, and low socio-economic status affect refugee students also are few in number. Specifically Kamya (\Soc Work\ 42:154-165, 1997) argues that there is a compelling need for research that investigates how racism and stereotypes of Black Americans affect the experiences of African black immigrants and refugees. Rong and Brown (\Educ Urban Soc\ 2:247-273, 2002) add that black newcomers students often face a triple disadvantage of being black, having… [Direct]

Randolph, Adah Ward; Sanders, Stephanie (2011). In Search of Excellence in Education: The Political, Academic, and Curricular Leadership of Ethel T. Overby. Journal of School Leadership, v21 n4 spec iss p521-547 Jul. This article examines the educational leadership of the first African American female principal in Richmond, Virginia: Mrs. Ethel Thompson Overby. It seeks to ascertain, through a historical framework utilizing critical race theory, how this particular educational and instructional leader conceptualized academic achievement given the context of segregation, known for its lack of resources, physical inadequacies of facilities, underfunded schools, underpaid teachers, and limited social, political, and economic power of students and their communities. More important, this research assesses what measures Overby as a school leader developed to foster the academic achievement and excellence of urban African American youth at the Elba School. We argue that this research documents how one African American female principal and her teachers conceptualized achievement beyond test scores to include other measures of achievement, such as educational access, critical and cultural literacy,… [Direct]

van Dijk, Lutz (2010). Examples of Best Practice 3. Holocaust Education and Sexual Diversity: A Positive Link between Teaching about the Persecution of Jews and Sexual Minorities. Intercultural Education, v21 suppl 1 pS81-S84. Holocaust education has been most successful in creating empathy, historical understanding and present responsibility against racism/antisemitism and towards human rights by telling true stories of children, women and men who were victims of these crimes during the Nazi period, while also raising awareness of the consequences for the present. The same holds true for education against the discrimination of sexual minorities and for sexual diversity. Stories of young people who were members of sexual minorities during Nazi times are available, as are a growing number of international experiences and good practices around teaching sexual diversity. For all children and young people, it is not only important to deal respectfully with all minorities, but to understand and to learn from the struggle of different minorities for human rights in the past as well as the present. This article discusses two important lessons on the persecution of homosexuals during World War II based on the… [Direct]

Coffin, Juli; Cross, Donna; Larson, Ann (2010). Bullying in an Aboriginal Context. Australian Journal of Indigenous Education, v39 p77-87. Aboriginal children appear to be more likely to be involved in bullying than non-Aboriginal children. This paper describes part of the "Solid Kids Solid Schools" research process and discusses some of the results from this three year study involving over 260 Aboriginal children, youth, elders, teachers and Aboriginal Indigenous Education Officers (AIEO's), and an Aboriginal led and developed Steering Committee. It is the first study that contextualises Aboriginal bullying, using a socio-ecological model where the individual, family, community and society are all interrelated and influence the characteristics and outcomes of bullying. This paper demonstrates that for Aboriginal children and youth in one region of Western Australia, bullying occurs frequently and is perpetuated by family and community violence, parental responses to bullying and institutional racism. Addressing bullying requires actions to reduce violence, foster positive cultural identity and reduce… [Direct]

Brust Nemet, Maja, Ed.; Bushati, Jozef, Ed.; Mlinarevic, Vesnica, Ed. (2015). Intercultural Education: The Position of Roma in Education=Obrazovanje za interkulturalizam: Polo≈æaj Roma u odgoju i obrazovanju. Online Submission Faculty of Educational Sciences has recognized the importance of education for interculturalism, and it organizes the conference entitled "Education for interculturalism" every five years, so that all participants could gain new insights about interculturalism and strengthen their intercultural competencies. Modern interculturalism, as a modern and current topic in scientific and public educational policy, appears in the 20th century in the United States as an expression of pragmatic interest for international convergence of majority and minority ethnic groups. Education must be directed to the full development of the humans and strengthen respect for human rights and fundamental freedoms. It must promote understanding, tolerance and friendship among all nations, racial or religious groups, and further support the United Nations work on the maintenance of peace. Pedagogy as a scientific discipline has an important role in the development of intercultural society. It cannot… [PDF]

Hylton, Dahlia Gabrielle (2012). In Her Own Voice: A Narrative Study of the Persistence Strategies of Eight African American Women Vice Presidents for Student Affairs at Predominately White Institutions. ProQuest LLC, Ph.D. Dissertation, Auburn University. This narrative study explored the personal and professional experiences of eight African American women vice presidents for student affairs (VPSA) employed at predominately White institutions (PWIs) and the persistence strategies they used while working at a PWI. Through the use of narrative inquiry methods, I utilized a purposeful sample of eight full time African American women VPSA to reflect accurately the true experiences of this marginalized group. All participants varied in their educational background, career progression and gained experience in student affairs by their exposure to different facets of university administration. With this newfound information, higher education institutions will be better able to attract and retain African American women administrators to their institutions, thus increasing the scope of diversity. Further, this information could serve as a framework for developing a more diverse presence of student affairs administrators within higher… [Direct]

Bennett, Jessica C.; Griffin, Kimberly A.; Harris, Jessica (2011). Analyzing Gender Differences in Black Faculty Marginalization through a Sequential Mixed-Methods Design. New Directions for Institutional Research, n151 p45-61 Fall. In this article, the authors demonstrate how researchers can integrate qualitative and quantitative methods to gain a deeper understanding of the prevalence and nature of cultural taxation among black professors. In doing so, they show how the impact of cultural taxation on the experiences of black faculty in the academy is best captured using both quantitative and qualitative methods–allowing researchers to generate a picture of how faculty spend their time, how they characterize interactions within their institutions, and narratives of how these have an impact their experiences throughout their career. The authors also explore how black male and female faculty experience cultural taxation in higher education differently. Despite the increased attention and discussion of the similar ways in which high service expectations, discrimination, and challenging campus environments negatively influence the salary, satisfaction, productivity, and opportunities for professional advancement… [Direct]

McDermott, Morna; Shelton, Nancy Rankie (2010). Using Literature and Drama to Understand Social Justice. Teacher Development, v14 n1 p123-135 Feb. Enlisting pre-service teachers to engage in critical thought about diversity, equity, democracy, and power relationships is a challenging responsibility. The authors' work at a large urban community's metropolitan university in the mid-Atlantic region of the United States is designed to help pre-service teachers understand these concepts at a deeper level, thereby initiating (re)conceptualizations of the complex dimensions of multicultural education. The authors encourage beginning educators to rethink their interpretation of words and images used to construct their thinking about these issues. This essay explores a series of workshops that combined children's literature and drama to help pre-service teachers understand the parts they play in inequality, oppression, and racism and to recognize their role in larger societal constructs. The authors suggest, supporting Freire's notion that "reading the word = reading the world," that reinforcing children's literature with… [Direct]

Slay, Kelly E. (2017). Choosing Colleges in a Post-Affirmative Action Era: Black Students' Perceptions of Institutional Diversity and Campus Climate. ProQuest LLC, Ph.D. Dissertation, University of Michigan. Highly selective public institutions affected by affirmative action bans have struggled to enroll Black students despite myriad attempts at alternative strategies. Bans likely shift university recruitment practices and shape both campus climate and portrayals of institutional commitment to diversity. Increasingly public racial incidents on college campuses suggest the possibility that Black students' underrepresentation in selective post-affirmative action contexts may also be a function of choice–Black students' decision to opt out of institutions they do not perceive to be diverse or inclusive. I conducted an in-depth case study focusing on practices used to encourage Black student enrollment as well as Black students' appraisals of institutional commitment to diversity and racial climate–both underexplored–as a way to understand the enrollment decisions of Black students admitted to the University of Michigan, a battleground for affirmative action. Guided by an… [Direct]

Anderson, David (2010). Closing the Achievement Gap on ACT & SAT. Education Partnerships, Inc. Research has focused on four groups of factors and the achievement gap: (1) student characteristics (high school GPA, attendance patterns, courses taken in high school, participation in extra-curricular activities, etc.); (2) family characteristics (family structure, in home, parents' level of education, mobility, etc.); (3) school-based characteristics (instructional strategies, class size, expectations, curriculum, staff-collegiality, etc.); and (4) socio-cultural factors (cultural attitudes, racism, differential social "privileges," etc.). The factors with the consistently largest impact on SAT and ACT scores are student academic characteristics: their grade point average, their coursework, their academic preparation. While you can't discount the impact of the other factors it is clear that school-level factors account for the greatest portion of the achievement gap. To reduce the SAT/ACT achievement gaps it is important to have students take rigorous high school classes… [PDF]

Macris, Vicki (2012). Towards a Pedagogy of Philoxenia (Hospitality): Negotiating Policy Priorities for Immigrant Students in Greek Public Schools. Journal for Critical Education Policy Studies, v10 n1 p298-314 Apr. This paper reflects and supports the focus of my doctoral research that aims to identify, underscore and examine some of the key challenges and policy barriers that are shaped or hindered by socio-political, ethno-cultural and economic factors that subsequently impede immigrant students' transition and future academic and social success in their new school environments. I begin with an overview of the discourses of hospitality (philoxenia) and xenophobia–how these two notions relate to Greece's responsibility toward the emerging and (in) flux of immigration, and how citizenship education can be instrumental in the fight against xenophobia, racism, aggressive nationalism and related intolerance in Greek public schools. My interest in this research topic has evolved from my own experience as a repatriated immigrant student in the Greek public (state) school system. My personal experience as a child of repatriated immigrants entering a highly homogeneous and exclusionary (to… [PDF]

Baptiste, Maxine; Cherkowski, Sabre; Despres, Blane; Ragoonaden, Karen (2009). "Sntrusntm i7 captik[superscript w]lh": Unravel the Story, the Okanagan Way. Alberta Journal of Educational Research, v55 n3 p382-396 Fall. This study raises the question of how the Canadian educational system can avoid promoting cultural or ideological racism in a student population that is increasingly Indigenous and immigrant. It responds to this question by pointing to the need to expand knowledge systems in teacher education programs, presenting a multi-thematic discussion that explores how contemporary ways of teaching and learning can be transformed into a diverse, sustainable, and global curriculum. The focus of the article is on school culture, specifically the Aboriginal way of knowing about language-learning, creating multicultural teachers, leadership for a culture of inclusion and diversity, and the idea of resistance to change…. [Direct]

Andrews, Rhys; McGlynn, Catherine; Mycock, Andrew (2010). National Pride and Students' Attitudes towards History: An Exploratory Study. Educational Studies, v36 n3 p299-309 Jul. Recent debates about "Britishness" have drawn increasing attention to the inculcation of national values within the school history curriculum. To date, however, few studies have explored young people's attitudes towards history or how these are related to their sources of national pride and shame. This paper draws on a survey of over 400 undergraduates' experiences of secondary education, investigating their attitudes towards the history curriculum and how these relate to their feelings of national pride. Using principal components analysis we found that students' attitudes towards history loaded on to two distinct factors: traditional/conservative and multicultural/liberal. Bivariate correlations then revealed that pride in national sporting and economic achievements and a sense of shame about immigration were positively associated with a traditional attitude towards history. Pride in British civil liberties and social diversity and a sense of shame about racism and UK… [Direct]

Kraehe, Amelia McCauley (2012). Creating Art, Creating Selves: Negotiating Professional and Social Identities in Preservice Teacher Education. ProQuest LLC, Ph.D. Dissertation, The University of Texas at Austin. This critical ethnographic collective case study examined the process of becoming a teacher in the context of visual art education. This longitudinal study was grounded in larger educational concerns regarding the preparation of teachers for socially and culturally diverse U.S. public schools. This framing of teacher learning went beyond traditional dichotomies in educational research that maintain an artificial boundary between learning to teach content and learning to teach all students effectively and equitably. In order to re-integrate the study of teacher learning, this research foregrounds the transactional relationship between a preservice art teacher's social locations (e.g., race, class, sex-gender, language) and how s/he makes sense of what it means to be an "art teacher." Specifically, the study asked (a) how preservice art teachers negotiated their emerging art teacher identities in a university-based teacher education program, (b) how their social positions… [Direct]

Corona-Ordonez, Hercilia B. (2013). Experiences of Latina First Generation College Students: Exploring Resources Supporting the Balancing of Academic Pursuits and Family Life. ProQuest LLC, Ph.D. Dissertation, University of Massachusetts Boston. This study used a qualitative interview approach and thematic analysis (Braune and Clark, 2006) to interview first generation college student Latinas, exploring their experiences with higher education, their navigation/negotiation of resources for academic success and for wellness of self and family, and barriers they face as they attempt to both safeguard self and family wellness and reach their academic goals. It also directly explored the potential resources participants would find useful and ways in which colleges/universities might support them in these pursuits. With this method, this study identified 6 major themes in the lives of first generation college student Latinas: 1) Contextual stressors/systemic disadvantage, involving the tendency for participants to be at a disadvantage within higher education than mainstream society, including participant's being the targets of racism/negative stereotypes, complications related to documentation concerns, their need to navigate… [Direct]

Tunstall, Dwayne A. (2008). Taking Africana Existential Philosophy of Education Seriously. Philosophical Studies in Education, v39 p46-55. This essay addresses the concerns educators and philosophers of education might have about an Africana existential philosophy of education by first defining Africana existential philosophy. Then, it performs a brief phenomenological investigation of the lived experiences of persons of African descent in the United States. This essay concludes by offering a few valuable insights for educators and philosophers of education on how to identify and perhaps transcend the anti-black racism embedded in most of the U.S. educational institutions from kindergarten to graduate school…. [PDF]

Kadi-Hanifi, Karima (2009). Using Critical Pedagogies from Adult Education to Inspire and Challenge Higher Education Students. Learning and Teaching: The International Journal of Higher Education in the Social Sciences, v2 n1 p80-103 Spr. This interdisciplinary paper is about applying Adult Education methods of learning and teaching to higher education. I argue that higher education students need to be stimulated via interactive methods that improve their motivation and lead them to question the value system/s that exist around them. A Freirean approach as used in the teaching of Adult Literacy and English for Speakers of Other Languages (ESOL) was applied to a group of "elite" students at the University of Birmingham who were taking a language foundation course. As a sociolinguist and ESOL practitioner from a black perspective, I argue that the understanding of concepts of language and racism, imperialism and social class can best be facilitated using such an approach. Taking groups of students through this learning journey is challenging for higher education practitioners and the results add a relatively new dimension to the collective reflection on learning and teaching in higher education today…. [Direct]

Payne, Charles (1984). Multicultural Education and Racism in American Schools. Theory into Practice, v23 n2 p124-31 Spr. A historical review of racism provides insight into the development and objectives of multicultural education. Basic steps in the legal process that have helped promote equal education are discussed. A sample unit on multicultural education dealing with the topics of oppression, prejudice, and racism is included. (DF)…

Chang, Jacquelyn B.; Diamond, Ronald J.; Lim, Russell F.; Lu, Francis G.; Primm, Annelle B. (2008). Using Non-Feature Films to Teach Diversity, Cultural Competence, and the DSM-IV-TR Outline for Cultural Formulation. Academic Psychiatry, v32 n4 p291-298 Jul. Objective: Feature films have been used for teaching in psychiatry for many years to demonstrate diagnoses, but the use of documentary and instructional films in resident and staff cultural competence training have not been extensively written about in the medical and psychological literature. This article will describe the films that have been used by the authors and suggest methods for their use in cultural competence and diversity training. Methods: A literature search was done using MEDLINE and PsychINFO and the authors were asked to describe their teaching methods. Results: One article was found detailing the use of videotapes as a stimulus but not for cultural competence education, and two articles were found documenting the use of The Color of Fear as a stimulus for the discussion of racism. However, many educators use these films all across the country for the purpose of opening discussion about racism. Conclusion: Documentary, instructional, and public service announcements… [Direct]

DeLeon, Dennis; Nieto, Bolivar X.; Spieldenner, Andrew R.; Stroman, Carolyn A.; Vega, Miriam Y. (2011). SOMOS: Evaluation of an HIV Prevention Intervention for Latino Gay Men. Health Education Research, v26 n3 p407-418 Jun. Latino gay men face multiple barriers to human immunodeficiency virus (HIV) prevention, in particular a lack of intervention programs that integrate prevention messages with cultural norms and address issues of social marginalization from multiple communities (gay community and Latino community), homophobia and racism. In order to address these specific issues, a multilayered HIV intervention was designed to incorporate and integrate psychosocial and community factors through multiple session groups, social marketing and community presentations. Participants learned strategies for effective community leadership and were encouraged to provide HIV education and address internalized homophobia in their communities. There were a total of 113 Latino gay male participants. Pretests and post-tests at 90-day follow-up were administered to measure knowledge, attitudes and behaviors related to HIV infection, self-efficacy, internalized homophobia and connectedness (i.e. gay community… [Direct]

Heer, Kal (2015). I Thought You Were One of Us! Triumphs and Crisis When Teaching Your Own. Review of Education, Pedagogy & Cultural Studies, v37 n4 p359-372. Authoritative knowledge produced by white acacemics has forged much of the cannon in educational research. Recently, scholars of color, have been asserting their unique positionalities to conduct research and teach among their own communities. As a result they have provided a challenge to normative privilege whiteness in education. Claims of neutrality, colorblindness and scientific objectivity in regards to conducting research in communities of color have been significantly scrutinized by these scholars. Immersed in this critique are concerns about new forms of colonialism, invisibility of white privilege, and the exclusion of researchers of color who work within self-identified communities from a broad research agenda. These debates have extended into the classroom as educators of color have noted the lack of diversity in the teaching profession. Others have noted that teachers of color are not the only ones capable of educating students of color in meaningful ways but instead… [Direct]

Bradley, Deborah (2009). Oh, That Magic Feeling! Multicultural Human Subjectivity, Community, and Fascism's Footprints. Philosophy of Music Education Review, v17 n1 p56-74 Spr. This paper examines how significant musical moments, occurring within singular contexts, may be performative to the development of community. While community is often viewed within music education as an unequivocal good, I argue that this result may not always be beneficent. In this paper, I look at one unique performative moment through the lens of anti-racism education as the potential for community conceived as multicultural human subjectivity. Drawing upon the arguments of Theodore Adorno, Paul Gilroy, and others, I then examine this same moment as one in which the seeds of fascistic community may also be sewn. From this background, I examine the ongoing project of the National Association for Music Education (MENC) known as the National Anthem Project (NAP) as an identity building project, questioning where the lines blur between solidarity, nationalism, and fascistic forms of community within the potentially significant musical moments that NAP may also foster…. [Direct]

Brown, Milton; Burton, Sonya; Renner, Adam; Stiens, Gina (2010). A Reciprocal Global Education? Working towards a More Humanizing Pedagogy through Critical Literacy. Intercultural Education, v21 n1 p41-54 Feb. Dehumanizing tendencies within the present neo-liberal era provide the backdrop against which the authors have developed an 11-year partnership in the Global South. The economic context encourages competition over community and, while portending to bring people closer together through technological advances, it only facilitates the flow of commerce and capital while stemming the movement of consumers and workers. The authors provide a nuanced historical perspective leading up to the neo-liberal moment, which notices the emergence of patriarchy, Christianity, racism, and capitalism as particular forms of social control, oppression and dehumanization. Recognizing the constructed nature of these forms, the authors propose community, consciousness, and courage as liberating ways forward towards the creation of an alternative form–a more reciprocal global education. While documenting some of their 11-year partnership, the authors reveal the contribution of the following theorists who… [Direct]

Baszile, Denise Taliaferro (2008). The Oppressor within: A Counterstory of Race, Repression, and Teacher Reflection. Urban Review: Issues and Ideas in Public Education, v40 n4 p371-385 Nov. In this paper, I offer my own counterstory of matriculating through a teacher education program as an African American student on a predominately White campus as a reference point for thinking through how racism operates through teacher education's dominant discourse and practice of teacher reflection. It is an important story to tell primarily because it touches on a largely unexplored dimension of teacher reflection. While the large majority of the literature has focused on how to prepare White preservice teachers to teach in a culturally and racially complex world, little qualitative attention has been given to the preparation of nonwhite students. While there are a few select and important articles that touch on some of the challenges African American students face in predominately White teacher education programs, including covert and overt racism, none focus on how teacher reflection might reproduce these dynamics. Thus what the literature on teacher reflection often suggests… [Direct]

Leonardo, Zeus (2011). After the Glow: Race Ambivalence and Other Educational Prognoses. Educational Philosophy and Theory, v43 n6 p675-698 Aug. The Right has a long history of questioning the importance of race analysis. Recently, the conceptual and political status of race has come under increased scrutiny from the Left. Bracketing the language of \race\ has meant that the discourse of skin groups remains at the level of abstraction and does not speak to real groups as such. As a descriptor, race essentializes identity as if skin color were a reliable way to perceive one's self and group as well as others, and questions the viability of a social struggle based on race. In other words, race is not real and discourses that insist on its objective status are ensnared in reification. The response–equally from the Left–has been to reassert the centrality and changing dynamics of race in education and society. They argue that we need to develop more, rather than less, complex discourses on race. Orientations that attempt to discredit race analysis are therefore unable to dismantle the racial system because they refuse its… [Direct]

Soudien, C. (2010). Some Issues in Affirmative Action in Higher Education in South Africa. South African Journal of Higher Education, v24 n2 p224-237. The purpose of this article is to attempt a surfacing of the assumptions and discourses surrounding the affirmative action debate in higher education in South Africa. The article draws attention to two dominant discourses–the first being that of the patriotic university, and the second being that of the global university. In terms of the first idea, the argument is made that the university should be a mirror of the society in which it operates and therefore, an instrument for realizing its most important policies and ideals. The second insists that the university as an institution arises out of an international commitment to knowledge production, and that this framework provides it with its legitimacy. The article argues that neither of these discourses is able to fully understand and engage with the complexities of affirmative action and its ancillary challenges of racism and racialisation. The first subsumes the university entirely within the dominant politics of the day, whatever… [Direct]

Schick, Carol (2011). Policy as Performance: Tracing the Rituals of Racism. Review of Education, Pedagogy & Cultural Studies, v33 n5 p465-483. This article examines the relations between two contrasting education phenomena that occur generally and that have come to light in the geographic location where the author teaches and works. This first phenomenon is the proliferation of interest in issues of diversity and equity through education policies, theories, practices, and initiatives. The second is that while the talk about diversity and justice issues gestures toward social change, equity issues have not made significant inroads in areas of public and post-secondary schooling. In light of the considerable gestures toward equity and then the lapse, or what is sometimes called more politely "a lack of political will," the author wishes to offer that one way of understanding the repetition of sameness may be found in the literature describing collective guilt, fear, shame, and transference. To explore this claim, the first part of this article offers Sara Ahmed's (2004) conjecture that by witnessing to what is… [Direct]

Casey, Zachary A. (2013). From White Supremacy to Solidarity: A Pedagogy of Anti-Capitalist Antiracism. ProQuest LLC, Ph.D. Dissertation, University of Minnesota. This dissertation focuses on a pedagogical analysis of the intersections of white racial identity, nationalism, and neoliberalism as they manifest and impact teachers and teacher education. After first detailing how my own family became white, I discuss my method in this work in two ways: first, as a form of Freirean Critical Study (an elaboration of Freire, 2006); and secondly, through an overview of Marxism, Marx's importance for working against neoliberalism, and the anti-capitalist foundations of the work. Next, I provide a conceptual history of white racial identity in the United States focusing on the ways in which whiteness is invented and imagined out of blackness and how this "inventing" functions to secure the material interests of the (white) owners of the means of production. I work to show how whiteness and white supremacy work to normalize and maintain capitalism through a logic of racial hierarchy and exclusion. Using this historical analysis, I shift to… [Direct]

El-Hani, Charbel N.; Munoz, Yupanqui J. (2012). The Student with a Thousand Faces: From the Ethics in Video Games to Becoming a Citizen. Cultural Studies of Science Education, v7 n4 p909-943 Dec. Video games, as technological and cultural artifacts of considerable influence in the contemporary society, play an important role in the construction of identities, just as other artifacts (e.g., books, newspapers, television) played for a long time. In this paper, we discuss this role by considering video games under two concepts, othering and technopoly, and focus on how these concepts demand that we deepen our understanding of the ethics of video games. We address here how the construction of identities within video games involves othering process, that is, processes through which, when signifying and identifying \Ourselves\, we create and marginalize \Others\. Moreover, we discuss how video games can play an important role in the legitimation of the technopoly, understood as a totalitarian regime related to science, technology and their place in our societies. Under these two concepts, understanding the ethics of video games goes beyond the controversy about their violence. The… [Direct]

Lee, Jenny J. (2007). Neo-Racism toward International Students. About Campus, v11 n6 p28-30 Jan-Feb. International students and their dependents contribute more than $12 billion a year to the U.S. economy, yet for institutions of higher education, the greatest gains lie not in dollar amounts but in new insights and perspectives. As international students enter U.S. colleges and universities, they bring with them a wealth of curricular and cocurricular benefits that, if accessed, can substantially contribute to achieving an institution's educational goals. International students who stay in the United States add to the country's intellectual capital, while those who return to their home country tend to take with them a positive regard toward the United States. However, in a case study that the author and Charles Rice recently conducted, they uncovered tremendous discrimination against international students. Their study revealed that students from the Middle East, Africa, East Asia, Latin America, and India endured far greater difficulties in U.S. institutions than students from… [Direct]

Jenkins, Louise; Mansouri, Fethi (2010). Schools as Sites of Race Relations and Intercultural Tension. Australian Journal of Teacher Education, v35 n7 p93-108 Nov. Australia's education system endeavours to provide an environment in which students can learn in a safe and comfortable manner, free of fear of verbal or physical abuse. However, for many schools, the ability to create this safe environment has been undermined by a recent rise in society-wide intercultural tensions that inevitably permeate the school boundary. Empirical data from a national project about racism among Australian youth provides evidence that these intercultural tensions are generating an unsettling level of verbal, and in some cases, physical abuse in Australian secondary schools. These project findings inform the discussion presented in this paper that schools, as sites of intercultural relations, reflect wider societal attitudes. Nevertheless, this paper also contends that schools as microcosms of social realities have the potential to change social attitudes gradually, including those about diversity, culture and race. To do so, schools need to be supported by… [PDF]

DeCuir, Jessica T.; Dixson, Adrienne D. (2004). \So When It Comes Out, They Aren't That Surprised That It Is There\: Using Critical Race Theory as a Tool of Analysis of Race and Racism in Education. Educational Researcher, v33 n5 p26-31 Jun-Jul. Given the insidious and often subtle way in which race and racism operate, it is imperative that educational researchers explore the role of race when examining the educational experiences of African-American students. Critical Race Theory (CRT) is a useful perspective from which to explore such phenomena. In this article, the authors illustrate how CRT can be used to examine the experiences of African-American students. They use the counterstories of African-American students at Wells Academy, an elite, predominately White, independent school. (Contains 6 notes.)… [Direct]

Brown, Keffrelyn D. (2011). Elevating the Role of Race in Ethnographic Research: Navigating Race Relations in the Field. Ethnography and Education, v6 n1 p97-111. Little work in the social sciences or in the field of education has fully explored the methodological issues related to the study of race and racism, yet qualitative researchers acknowledge that race plays (and should play) a role in the research process. Indeed, race frames and informs the context, practices and perspectives of everyday lived experiences in society and schools–even in those instances when race is not expressly recognised. In the case of ethnographic research, race emerges as a pivotal factor that is often undertheorised and sometimes unacknowledged. Though ethnographic research seeks to illuminate \culture\, and often does so in the context of research inquiries that are both racialised and that occur with researchers and participants who come from different racial backgrounds, this work often fails to place race at the centre. Drawing from data collected in a multi-sited ethnographic study on risk and academic achievement and using key insights from narrative… [Direct]

Tucker, Tameka M. (2009). Examining the Impact of Historical/Developmental, Sociodemographic, and Psychological Factors on Passive Suicide among African-American Men. ProQuest LLC, Ph.D. Dissertation, Howard University. Nationally published reports on death rates for substance abuse (drug-alcohol related), violence (homicide), and risky sexual behaviors (HIV/AIDS) among African-American men are deeply concerning. The goal of this study was to examine the relationship between historical/developmental factors (masculine identity, racial identity, racism), sociodemographic factors (income, education, employment status, marital status), psychological functioning (depression, post-traumatic stress, self-esteem, anger), and the impact that they have on passive suicide (substance abuse, risky sexual behaviors, and violence) in a sample of 150 (75 community; 75 incarcerated) African-American males from the Washington D.C. metropolitan area. The purpose of this study was to examine the complex issues that may contribute to passive suicide and begin to understand and conceptualize at-risk behaviors as a form of suicide. All analyses were conducted using the Statistical Program for the Social Sciences [SPSS]…. [Direct]

Miller, Colton D. (2011). Biculturalism among Indigenous College Students. ProQuest LLC, Ph.D. Dissertation, Brigham Young University. "Indigenous" college students in both Canada and the United States have the lowest rates of obtaining postsecondary degrees, and their postsecondary dropout rates are higher than for any other minority (Freeman & Fox, 2005; Mendelson, 2004; Reddy, 1993). There has been very little research done to uncover possible reasons for such low academic achievement and high dropout rates for Indigenous students. Some of the research that has been done indicates that one challenge for Indigenous students is the difficulty in navigating the cultural differences between higher education and their Indigenous cultures. Biculturalism is the ability of an individual to navigate two different cultures (Bell, 1990; Das & Kemp, 1997). Several scholars have suggested that biculturalism is an important construct in understanding academic persistence among Indigenous students (Jackson, Smith & Hill, 2003; Schiller, 1987). This study explored biculturalism among Indigenous college… [Direct]

Jain, Dimpal (2010). Critical Race Theory and Community Colleges: Through the Eyes of Women Student Leaders of Color. Community College Journal of Research and Practice, v34 n1-2 p78-91. While the majority of students at California community colleges are students of color, few complete their schooling and transfer. This study examines how women leaders of color perceive transfer at a diverse, transfer-intensive community college in southern California. Critical race theory is used to analyze how these raced and gendered institutions fulfill their democratic promise of academic transfer. Over the course of a year, I employed semistructured interviews, a focus group interview, and participant observation of 11 women in four racial/ethnic student organizations. Preliminary findings point to a complex relationship between transfer, race, and gender. By utilizing critical race theory (CRT) in community college practice and research, we see the importance of validating students everyday realities as students of color. In addition, the covert and overt issues of racism and sexism must be addressed with a critical lens of race and gender. The experiences of these women… [Direct]

Fong-Batkin, LeAnn Gayle (2011). Traditionally Untraditional: The Career Trajectory Navigation of California Community College Women of Color Administrators. ProQuest LLC, Ed.D. Dissertation, University of California, Davis. This qualitative study examines deeply the career trajectories of 13 women of color administrators at the dean, vice president, and president levels in the California community college (CCC) system. The study focuses particular attention on the specific opportunities and challenges that some of these women have encountered on their leadership career journeys by analyzing the following research question: How have women of color administrators navigated their career trajectories in the California Community College system? In addition, a subquestion asks, what strategies and sources of support have women of color in the California Community College system used to overcome multiple obstacles in their professional lives as administrators? In addition to describing the context of a post-affirmative action/Proposition 209 environment that does not allow race to be a sole or primary factor in CCC hiring decisions, the study reviews the relevant literature on the subjects of career… [Direct]

Gorski, Paul C. (2010). The Scholarship Informing the Practice: Multicultural Teacher Education Philosophy and Practice in the United States. International Journal of Multicultural Education, v12 n2. This study examines the scholarly literature identified by multicultural teacher educators in the United States as most influential to their work. More than 200 multicultural teacher educators were surveyed about the books and the journals that have most influenced the ways they conceive and practice multicultural teacher education (MTE). Responses were tabulated, creating lists of the most-identified books and journals. These lists were analyzed around three primary questions: (1) What do these data suggest about the philosophical frameworks and operationalizations of MTE among multicultural teacher educators?; (2) What do they reveal about the issues multicultural teacher educators consider more or less integral to MTE?; and (3) What might they uncover about the "null curriculum" of MTE? Findings suggest that, in contrast with much of the existing scholarship, MTE practitioners do engage with critical approaches to MTE, even if this might not be reflected consistently in… [PDF]

Schmelkes, Sylvia (2009). Intercultural Universities in Mexico: Progress and Difficulties. Intercultural Education, v20 n1 p5-17 Feb. This paper introduces the problem of the very limited representation of indigenous groups in higher education in Mexico, as well as some of its causes, namely: the poor quality of education received by indigenous populations at earlier educational levels; racism and discrimination which are still prevalent in Mexican society and limit options and opportunities open to indigenous populations; and the excessive centralization in urban regions of higher education institutions, among others. It then deals with the experiments that Mexico and other countries have engaged in to increase the enrollment of indigenous populations in higher education institutions. It emphasizes the Mexican experience of intercultural universities, eight of which were created between 2003 and 2007 in different indigenous regions of the country. Their objectives, progress and difficulties encountered to date are discussed. Finally, it reflects on what this means for the advancement of the indigenous movement and… [Direct]

Kerridge, Joanna; Kyle, Gaye; Marks-Maran, Diane (2009). Evaluation of the Use of Team Teaching for Delivering Sensitive Content: A Pilot Study. Journal of Further and Higher Education, v33 n2 p93-103 May. Many programmes in further and higher education contain sensitive areas of content, such as diversity, racism, power and privilege, breaking bad news, counselling, sex education and ethical decision making. Team teaching may be a useful method for delivering sensitive areas of course content. This article presents a pilot study that was undertaken on the use of team teaching to deliver the ethical decision-making component of a continuing professional development (CPD) module for trained nurses. The findings of the pilot study are presented and mapped against different models of team teaching from the literature, and they indicate that students found three key benefits of team teaching for this sensitive content area: the value of having differing perspectives; the way in which team teaching enhanced small group work during the teaching session; and the value of team teaching in the development of students' cognitive skills. (Contains 2 tables.)… [Direct]

Hartlep, Nicholas D. (2008). Eugenics in Education: Apologetics for Oppression. Online Submission For many people an esoteric educational topic is eugenics. This brief text analysis will provide a textual as well as contextual analysis of Dr. Ann Gibson Winfield's book (2007) Eugenics and Education in America: Institutionalized Racism and the Implications of History, Ideology, and Memory. Winfield objectively critiques eugenic apologetics. This text analysis will assess how well Winfield's book accomplishes the following: (1) discussion of the scientism-or pseudo-nature of eugenics, (2) description of the compositional and structural eugenic-laden inequities that pervade education, (3) discussion of eugenic labels used in the past within education, and (4) discussion of eugenic labels presently used within education…. [PDF]

Canfield-Davis, Kathy; Gardiner, Mary E.; Joki, Russell A. (2009). Social Justice Leadership in Action: The Case of Tony Stewart. Journal of Ethnographic & Qualitative Research, v3 n4 p205-217. Reflecting on the 140th anniversary of the Fourteenth Amendment (ratified July, 1868), this qualitative case study described a response by educator-activist Tony Stewart to the Aryan Nations, a neo-Nazi hate group that attempted to intimidate Stewart's community, Coeur d' Alene, Idaho, between 1972-2000. Stewart galvanized community response using a social justice agenda. We interviewed Stewart and essential community members, and examined legal documents, articles, and documentaries. Findings indicated Stewart's leadership of public education and response via an anti-racism task force reduced and then defeated the group's viability. Educational practices included strategic planning and community outreach. The study revealed a social justice response to hate groups that educators and community leaders potentially can replicate in similar situations. (Contains 1 table.)… [Direct]

Oloyede, Olajide (2009). Critical Reflection on the Report of the Ministerial Committee on Transformation, Social Cohesion and the Elimination of Discrimination in Public Higher Education. Perspectives in Education, v27 n4 p426-434 Dec. Transformation, social cohesion and discrimination in public higher education institutions in South Africa still continue to preoccupy politicians and academics. Evidence suggests a lack of progress on transformation and a pervasive racial discrimination on university campuses. The latter, especially in its overt form by some students in one of the public higher education institutions, prompted the Minister of Education to set up a committee to investigate the issues. The findings were distressingly compelling. I discuss the issues at a conceptual level with the objective of contributing to the process of refining and developing "transformative mechanisms". This derives in part from the findings that higher education institutions fail to comprehend what is meant by transformation and social cohesion. In relation to the substantive issues in the Report of the Committee, it is suggested that, whilst racial prejudice in its overt form may have declined, there exists… [Direct]

Ferri, Beth A. (2008). Changing the Script: Race and Disability in Lynn Manning's \Weights\. International Journal of Inclusive Education, v12 n5-6 p497-509 Sep. In its unwavering adherence to a pathology-based model of disability, special education has foreclosed other ways of constructing meaning about disability. To challenge special education's reductionist understandings of disability, scholars in disability studies in education are drawing on a range of disciplinary and interdisciplinary approaches, including humanities-based analyses of disability. In this paper, I explore the ways that counter-narratives, grounded in lived experience, can challenge oppressive ideologies of racism and ableism. In particular, I will examine Lynn Manning's autobiographical solo performance, \Weights\ (2005), to illustrate how dis/ability and race are socially constructed and maintained through relations of power. (Contains 5 notes.)… [Direct]

Epps, Edgar G.; Hixson, Judson (1975). The Failure of Selection and the Problem of Prediction: Racism vs. Measurement in Higher Education. Journal of Afro-American Issues, 3, 1, 117-128, W 75. With respect to the selection of black students for college admission, traditional criteria, such as SAT scores and high school grade point average, have been shown not to be valid predictors of future college performance. Therefore, their continued use raises the question of whether this is a measurement problem or an instance of racism. (EH)…

McMahon, Brenda (2007). Educational Administrators' Conceptions of Whiteness, Anti-Racism and Social Justice. Journal of Educational Administration, v45 n6 p684-696. Purpose: The purpose of this study is to examine the intersections of whiteness, anti-racism and social justice in educational administration. It is an attempt to understand how white administrators who work in racially minoritized school communities reconcile the moral challenges of articulations of racial equity with the hierarchical institutions of schooling. Design/methodology/approach: This qualitative study asks ten white administrators how they understand themselves as raced, the ways they see race operating at individual and institutional levels in schools and districts, and factors that facilitate and/or hinder social justice work as it pertains to race. Findings: The data indicates that whiteness is a difficult subject for white administrators, even those who agreed to be interviewed about whiteness, racism, equity and social justice. As agents of the school districts where they are employed, the administrators generally view these issues from an organizational perspective… [Direct]

Hill, K. Dara (2009). A Historical Analysis of Desegregation and Racism in a Racially Polarized Region: Implications for the Historical Construct, a Diversity Problem, and Transforming Teacher Education toward Culturally Relevant Pedagogy. Urban Education, v44 n1 p106-139. This study chronicles the historical divisions of race and class between Detroit and its suburban neighbor as an explanation for current tensions in the communities and schools. This analysis poses implications for educational apartheid and stark disparities between urban and suburban boundaries and consequent discomfort among practitioners when urban children enroll in suburban schools. Ultimately, changing demography in historically affluent suburbs presents an argument for culturally responsive teacher preparation. (Contains 1 table and 1 note.)… [Direct]

Spero, Andrea McEvoy (2012). "This Is a Public Record": Teaching Human Rights through the Performing Arts. ProQuest LLC, Ed.D. Dissertation, University of San Francisco. Urban youth in the United States often experience daily human rights violations such as racism and violence. Therefore, Human Rights Education (HRE) can strengthen their understanding of these issues and unleash their power to act toward positive change. This qualitative study attempted to gain a deeper understanding of the use of performance arts to teach human rights in an urban high school setting. The following meta-question guided this research: "Is it possible for HRE which integrates the performing arts as a pedagogical tool to provide a transformative educational experience for students?" To address this question, the study explored: 1) how the teachers integrated the performing arts with human rights content in their pedagogy, 2) what students, teachers, and artists reported about their experiences of and engagement in this pedagogy, and 3) what ways the students' creative work and reflections represented the transformative goals of human rights education. Focusing… [Direct]

McNeil, Celethia Keith (2015). A Critical Examination of Diverse Students' Funds of Knowledge Inclusion in High School Mathematics: A Mixed Methods Study. ProQuest LLC, Ph.D. Dissertation, North Carolina State University. This study characterizes teaching practices that involve students' funds of knowledge ([FoK], Gonzalez, 1995; Moll, 1992; Moll, Amanti, Neff, & Gonzalez, 1992). FoK may be defined as bodies of knowledge, skills, language, and experiences found in students' homes and communities for potential use in formal learning. I investigated how high school students' FoK are being incorporated into mathematics instruction. Instruction includes interactions and communication between teachers and students for students' understanding. Further, I determined if teachers' race and experience have any significance in FoK incorporation. In this embedded mixed methods study, I identified teacher behaviors and classroom materials that focused instructional attention on language, culture, and social justice issues using a culturally responsive mathematics teaching (CRMT) framework and tool developed to evaluate mathematics instruction (Aguirre & Zavala, 2013). The study participants were four high… [Direct]

Blackwell, Deanna M. (2010). Sidelines and Separate Spaces: Making Education Anti-Racist for Students of Color. Race, Ethnicity and Education, v13 n4 p473-494 Dec. The way in which anti-racist education is currently conceptualized and practiced holds very few benefits for students of color. By using whiteness theory and the politics of identity and difference, many educators have developed pedagogical interventions that are concerned with bringing white students into a consciousness about racism and white privilege, and examining the effect of racial-identity politics on classroom interactions. Their aim to cultivate an anti-oppressive educational environment for all students is undermined by their preoccupation with identity politics, whiteness and white students. Thus, in both theory and practice, students of color are often rendered invisible on the sidelines or their personal stories are used to benefit white students and white educators. Scholar-practitioners in this field have not adequately considered what counts as anti-racist education for students of color. In this paper, I tell stories about my own experiences as a black woman… [Direct]

Li, Guofang (2010). Race, Class, and Schooling: Multicultural Families Doing the Hard Work of Home Literacy in America's Inner City. Reading & Writing Quarterly, v26 n2 p140-165. Drawing on a larger ethnographic study, this article documents (a) how and for what purposes literacy is used in 3 culturally diverse families of low socioeconomic status and (b) what various cultural, socioeconomic, and environmental factors shape the families' literacy practices in their home milieus in an urban context. Data analysis revealed that the families use literacy in both 1st and 2nd languages for a variety of purposes–helping with schoolwork, self-improvement, leisure and everyday living, and advocating for improved school practices. These literacy practices, however, are seriously constrained by various out-of-school factors, such as school-home literacy fracturing, declining neighborhood and school culture, different forms of racism, and family and neighborhood social class statuses. Findings suggest that there is a need to broaden existing efforts to improve minority literacy education within classrooms and schools to address the \limit situations\ outside of school… [Direct]

Munin, Art (2007). Empathy. About Campus, v12 n2 p30-32 May-Jun. The unfortunate reality is that racism permeates life. The time that students spend in higher education offers a window of opportunity for educators to confront students' assumptions about the world and challenge them to critically analyze their experience. After students complete their education, they carry their knowledge to offices, law firms, police departments, social work agencies, and countless other places. Whether they perpetuate the spread of racism is directly related to educators' ability to demonstrate that they understand how difficult it is to face racism, to provide opportunities for students to discover their ignorance, and to foster skills that students may eventually teach to others. It is a difficult work, regularly underlined with frustration when institutional politics, hidden biases, and a shortage of local allies impede progress. This work will never finish in the end zone with a touchdown dance, and the victories are usually small. The outnumbered minority… [Direct]

Massey, Ian (1995). Education Against Racism and Xenophobia in Europe. Multicultural Teaching, v14 n1 p42-47 Aut. Describes a combined initiative between Britain and Germany on educating secondary school students against racism and xenophobia. The development and planning of the initiative is outlined, including teacher responses. Concluding comments review some basic principles that emerged for future plans and some examples of how the initiative's aims translated into practice. (GR)…

(1996). Visions and Revisions. Annual Alliance/ACE Conference (16th, St. Pete Beach, Florida, October 3-5, 1996). These proceedings consist of 20 presentations made during 5 sessions at a conference dealing with alternative degree programs for adults. The following papers are included: "Narrative Reasoning as Assessment" (Richard M. Ashbrook); "Political and Administrative Issues in Developing a Distance Learning Based Program" (Margaret Foss, Conni R. Huber); "Diversity and Access: Focus Groups as Sources of Information for Addressing Recruitment and Retention of Adult Diverse Students" (Judith Gerardi, Beverly Smirni); "Seizing Learning Opportunities: Embracing a Collaborative Process" (Randee Lipson Lawrence, Craig A. Mealman); "Modeling Inquiry: How Do We Understand Theory?" (Carla R. Payne); "Peering into Cyberspace: An Examination of the Issues Facing Faculty and Adult Learners Entering the Realm of Distance Learning" (Elene Kent, Mary Ellen Shaughnessy); "A Panel Discussion on Intergenerational Learning: The PEL-ASPEC… [PDF]

Boyle-Baise, Marilynne; Bridgwaters, Betty; Brinson, Leslie; Hiestand, Nancy; Johnson, Beverly; Wilson, Pat (2007). Improving the Human Condition: Leadership for Justice-Oriented Service-Learning. Equity & Excellence in Education, v40 n2 p113-122 Apr. The Banneker History Project (BHP) reconstructed the history of the Benjamin Banneker School, which operated as a segregated school for African Americans from 1915 to 1951. It was a project in social justice education with community service as its base. Here, the authors provide an insider perspective of group dynamics among core leaders for the BHP. Building relationships, working for social justice, and confronting racism are key themes for the group. Leaders recall moments of discomfort, particularly related to issues of race and racism, and describe ways they worked through them. Based on their wisdom of practice, authors offer suggestions for those who might do similar work…. [Direct]

Cobham, B. Afeni; Parker, Tara L. (2007). Resituating Race into the Movement toward Multiculturalism and Social Justice. New Directions for Student Services, n120 p85-93 Win. A historical perspective is offered to explain how race has declined in significance as higher education and student affairs have moved toward multicultural social justice. Educators and administrators are urged to reconsider race and racism in dialogues, programs, policies, and institutional change efforts…. [Direct]

Haviland, Victoria S. (2008). \Things Get Glossed Over\: Rearticulating the Silencing Power of Whiteness in Education. Journal of Teacher Education, v59 n1 p40-54. This article investigates the ways that White teachers approach issues of race, racism, and White supremacy in White-dominated educational settings. Drawing from data from a yearlong qualitative research study, the article uses discourse analysis, critical studies of Whiteness, and feminist theory to detail 15 rhetorical, behavioral, analytical, and interactional strategies that participants used to insulate themselves from implication in social inequality. The article demonstrates how participation in these strategies stymied attempts at transformative multicultural education and thus functioned to reproduce, rather than challenge, the status quo of educational and social inequality…. [Direct]

Bhopal, Kalwant, Ed.; Preston, John, Ed. (2011). Intersectionality and Race in Education. Routledge Research in Education. Routledge, Taylor & Francis Group Education is a controversial subject in which difficult and contested discourses are the norm. Individuals in education experience multiple inequalities and have diverse identifications that cannot necessarily be captured by one theoretical perspective alone. This edited collection draws on empirical and theoretical research to examine the intersections of "race," gender and class, alongside other aspects of personhood, within education. Contributors from the fields of education and sociology seek to locate the dimensions of difference and identity within recent theoretical discourses such as Critical Race Theory, Judith Butler and "queer" theory, post-structural approaches and multicultural models, as they analyze whiteness and the education experience of minority ethnic groups. By combining a mix of intellectually rigorous, accessible, and controversial chapters, this book presents a distinctive and engaging voice, one that seeks to broaden the understanding of… [Direct]

Reaves, Rosalind (2013). Learning and Living While Black: Black Students, White Universities, and the Age of Post-Affirmative Action and Post-Racialism. ProQuest LLC, Ph.D. Dissertation, Wayne State University. With Critical Race Theory (CRT) and social justice serving as complementary conceptual frames, this ethnographic study investigates the learning and living experiences of ten African American students of a predominantly White university in the Midwest. While several studies have investigated Black students' experiences at PWIs, most notably Feagin, Vera and Imani (1996), much of this research was conducted pre-2000, prior to two important and notable social developments: the systematic dismantling of post-secondary affirmative action policies and the increasingly popular, but highly contentious, ideology of post-racialism. Thus, the purpose of this study was to understand how Black students are faring present-day, in the wake of efforts to dismantle affirmative action in higher education, and to characterize the United States as post-racial, as having moved beyond considerations of race. The following questions guided this study and served to deepen understanding of the learning and… [Direct]

Martin, Danny Bernard (2009). Researching Race in Mathematics Education. Teachers College Record, v111 n2 p295-338. Background: Within mathematics education research, policy, and practice, race remains undertheorized in relation to mathematics learning and participation. Although race is characterized in the sociological and critical theory literatures as socially and politically constructed with structural expressions, most studies of differential outcomes in mathematics education begin and end their analyses of race with static racial categories and group labels used for the sole purpose of disaggregating data. This inadequate framing is, itself, reflective of a racialization process that continues to legitimize the social devaluing and stigmatization of many students of color. I draw from my own research with African American adults and adolescents, as well as recent research on the mathematical experiences of African American students conducted by other scholars. I also draw from the sociological and critical theory literatures to examine the ways that race and racism are conceptualized in the… [Direct]

Vue, Rican (2013). Contours of Race and Ethnicity: Institutional Context and Hmong American Students' Negotiations of Racial Formation in Higher Education. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. Hmong American students and their struggles are largely invisible yet grossly misunderstood when seen. This study reveals how Hmong Americans negotiate the contours of race and ethnicity to construct an affirming identity on their respective university campuses. A framework of campus racial climate is employed to investigate how institutional context shapes students' experiences of race and ethnicity, which are processes of racial formation. Case study methodology and semistructured interviews with 40 Hmong American students are used to compare the experiences at two selective public universities with varying institutional dimensions. At one institution, Hmong Americans exhibit a critical mass inside and outside of the predominantly White campus. In the other institution, there exists a plurality of Asian American and Pacific Islander Americans (AAPIAs); however, Hmong Americans are underrepresented on campus and absent in the larger institutional context. The findings… [Direct]

Gould, Elizabeth (2010). But All of Us Are Straight: \Marsha\ Undone. Action, Criticism, and Theory for Music Education, v9 n3 p82-98 Oct. The radical outside claimed by Gloria T. Hull, Patricia Bell Scott, and Barbara Smith nearly 30 years ago was comprised of black feminism and feminist race theory in the context of black lesbian studies, which had no academic precedent. What today makes their actions, words, and meaning-making brave is material realization of their subjectivities. The author shares an interiority in common with at least some of them, what black playwright and activist Lorraine Hansberry signalled in 1957 with her letter to \The Ladder,\ the first lesbian periodical published in North America. Nearly 30 years later, black women such as Audre Lorde and bell hooks articulated relationships between homophobia and misogyny in the context of persistent racism, and forever changed the very face of academic feminism. It is from these writings that the author's \Marsha\ emerged. The author offers these comments with the hope of inciting just one or two outrageous revolutions in music education, where the… [PDF]

Curry, Tommy (2008). Saved by the Bell: Derrick Bell's Racial Realism as Pedagogy. Philosophical Studies in Education, v39 p35-46. The recent pop culture iconography of the Critical Race Theory (CRT) label has attracted more devoted (white) fans than a 90s boy band. In philosophy, this trend is evidenced by the growing number of white feminists extending their work in gender analogically to questions of race and identity, as well as the unchecked use of the CRT label to describe any work dealing with postcolonial authors like W.E.B. DuBois, and Frantz Fanon, or the role postcolonial themes like power, discourse, and the unconscious play in the social constructionist era. In the field of education, however, CRT has had quite a different impact. For over a decade, largely due to Gloria Ladson-Billings and William Tate's 1995 article, "Toward a Critical Race Theory of Education," education theorists have been dealing with the work of Derrick Bell, Richard Delgado and Cheryl Harris, and other Critical Race Theorists' arguments concerning the impact of white normativity on institutions of learning, the use… [PDF]

Perez Huber, Lindsay (2010). Using Latina/o Critical Race Theory (LatCrit) and Racist Nativism to Explore Intersectionality in the Educational Experiences of Undocumented Chicana College Students. Educational Foundations, v24 n1-2 p77-96 Win-Spr. One of the most powerful elements of Critical Race Theory (CRT) in Education is that it provides critical researchers with a lens not offered by many other theoretical frameworks–that is, the ability to examine how multiple forms of oppression can intersect within the lives of People of Color and how those intersections manifest in researchers' daily experiences to mediate their education. A theoretical branch extending from CRT is Latina/o Critical Race Theory (LatCrit), which examines experiences unique to the Latina/o community such as immigration status, language, ethnicity, and culture. A LatCrit analysis has allowed researchers to develop the conceptual framework of racist nativism, a lens that highlights the intersection of racism and nativism. This article examines how a racist nativism framework can help understand the experiences of undocumented Chicana college students attending a public research university in California. First, this article provides a brief description… [PDF] [Direct]

Conway, Allison P.; Oesterreich, Heather A. (2009). Against the Backdrop of "Brown: Testimonios of Coalitions" to Teach Social Change. History Teacher, v42 n2 p143-158 Feb. This article utilizes "Brown v. Board of Education," which is traditionally taught in college and K-12 history courses as the case that both started the discussion about and ended the practice of segregation in schools, to highlight "testimonios of coalition" as a framework for historical analysis. First, the authors demonstrate how the fight for equality through desegregation of schools emerged from oppressions of race, class, and language and has continued for over a century through the tremendous work of individuals, families, and communities. Next, they highlight how critical elements of the lived realities of violence in school desegregation have been silenced over time to hide the complexity of racism, classism, and linguicism. Finally, the authors demonstrate how school desegregation and segregation is not a thing of the past by looking at the historical legacy of segregation that continues in K-12 schools today. (Contains 56 notes.)… [Direct]

Zembylas, Michalinos (2010). Teachers' Emotional Experiences of Growing Diversity and Multiculturalism in Schools and the Prospects of an "Ethic of Discomfort". Teachers and Teaching: Theory and Practice, v16 n6 p703-716 Dec. This article analyzes the ways in which emotions are constituted and mobilized by teachers to respond to growing diversity and multiculturalism in schools. The analysis is based on a two-year ethnographic study conducted in three Greek-Cypriot primary schools that are "multicultural". The following focus questions are addressed: (1) How do teachers' emotional experiences of growing diversity and multiculturalism in schools form particular economies of effect?; and (2) What is the nature of these economies of affect and in what ways is it possible to form an ethic of discomfort as a space for constructive transformations in multicultural schools? An ethic of discomfort is theorised as an economy of affect that uses discomfort as a point of departure for individual and social transformation. The outcomes of this study show that teachers experience intense emotional ambivalence in their efforts to cope with growing diversity and multiculturalism in schools. It is argued,… [Direct]

Akom, A. A. (2009). Critical Hip Hop Pedagogy as a Form of Liberatory Praxis. Equity & Excellence in Education, v42 n1 p52-66 Jan. This article uses Paulo Freire's problem-posing method, youth participatory action research, and case study methodology to introduce an alternative instructional strategy called Critical Hip Hop Pedagogy (CHHP). This approach attempts to address deep-rooted ideologies to social inequities by creating a space in teacher education courses for prospective teachers to re-examine their knowledge of hip hop as it intersects with race, class, gender, and sexual orientation; while analyzing and theorizing to what extent hip hop can be used as a tool for social justice in teacher education and beyond. Borrowing and extending the work of critical race theorists, particularly, Solorzano & Delgado Bernal, CHHP utilizes the following five elements to form its basic core: \1) The centrality of race and racism and their intersectionality with other forms of oppression; 2) Challenging traditional paradigms, texts, and theories used to explain the experiences of students of color; 3) The centrality… [Direct]

Besley, Tina, Ed.; Peters, Michael A., Ed. (2012). Interculturalism, Education and Dialogue. Global Studies in Education. Volume 13. Peter Lang New York Intercultural dialogue is a concept and discourse that dates back to the 1980s. It is the major means for managing diversity and strengthening democracy within Europe and beyond. It has been adopted by the United Nations, UNESCO and the Council of Europe as the basis for interreligious and interfaith initiatives and has become increasingly associated with a liberal theory of modernity and internationalism that presupposes freedom, democracy, human rights and tolerance. It is now the dominant paradigm for "cultural policy" and the educational basis for the development of intercultural understanding. Governments have placed their hope in intercultural education as the way to avoid the worst excesses of globalization, especially exclusion and marginalization, and the problems of xenophobia and racism that afflict European societies. "Interculturalism, Education and Dialogue" is an international collection by renowned scholars who examine the ideological underpinnings… [Direct]

George, Hughes B. (2011). The Role of Race, Racism and Power in the Experiences and Perspectives of African American Males in the Context of Their Ascendence to the Superintendency. ProQuest LLC, Ph.D. Dissertation, The University of Wisconsin – Milwaukee. Using the lens of Critical Race Theory, I present the experiences and perspectives of African American male superintendents in the context of their ascension to the superintendency. Participants in the study are chief executive officers of a school district. The primary question of this study is what are the contributing factors, particularly the intersectionality of race, racism and power that have lead to the significant under-representation of African American males in the superintendency? The relevant question guiding the research is: What were some of the barriers, supports and strategies employed by African American males in their rise to the superintendency? This research study contributes to the academic literature concerning the representation of minority voices. It mitigates the paucity of scholarly literature on African American male superintendents. It also attempts to add to the body of literature in education using Critical Race Theory (CRT). CRT will also be used to… [Direct]

Forbes, Jack D. (1977). Racism, Scholarship and Cultural Pluralism in Higher Education. Education cannot be discussed apart from the social conditions surrounding it, since the school is not immune from cultural, economic, political, or class considerations. Therefore, it is extremely important to keep in mind the historical and contemporary circumstances which, in large measure, determine the function, purpose, and style of any given university or college. Thus, the struggle for racial justice in higher education aims to alter the mission, curricula, and values of the university so as to make it a culturally plural, non-racist institution. Exploratory and tentative in nature, this monograph examines the abyss which separates the perceptions and feelings of most non-whites, especially of Native Americans, from those of the dominant white elite in higher education. Topics include: the development of a mono-cultural university (e.g., the University of California); segregation and bias in institutions of higher education; ethnicity and academic life; research, scholarship…

Warren, Simon (2007). Migration, Race and Education: Evidence-Based Policy or Institutional Racism?. Race, Ethnicity and Education, v10 n4 p367-385 Dec. The promise of evidence-based policy is that social scientific research can lead to rational planning that will lead to improved outcomes and life chances for people across the whole spectrum of social provision. This article argues that evidence is politically mobilised to legitimise the reproduction of racial and social advantage and construct racialised groups as targets for policy intervention. It is suggested that migration and education policy is refracted through a politically generated concern about the destabilising impact of new global flows of people; that this involves the construction of a new racial settlement; and that this racial settlement is articulated through a strategy of managing internal and external populations. Despite the weight of evidence in relation to the educational experience of minoritised communities, which demonstrates that racism is endemic and systemic, government-sponsored policy interventions continue to reproduce White middle-class racial and… [Direct]

Endo, Russell, Ed.; Rong, Xue Lan, Ed. (2011). Asian American Education: Identities, Racial Issues, and Languages. Research on the Education of Asian Pacific Americans. IAP – Information Age Publishing, Inc. Asian American Education–Asian American Identities, Racial Issues, and Languages presents groundbreaking research that critically challenges the invisibility, stereotyping, and common misunderstandings of Asian Americans by disrupting "customary" discourse and disputing "familiar" knowledge. The chapters in this anthology provide rich, detailed evidence and interpretations of the status and experiences of Asian American students, teachers, and programs in K-12 and higher education, including struggles with racism and other race-related issues. This material is authored by nationally-prominent scholars as well as highly-regarded emerging researchers. As a whole, this volume contributes to the deconstruction of the image of Asian Americans as a model minority and at the same time reconstructs theories to explain their diverse educational experiences. It also draws attention to the cultural and especially structural challenges Asian Americans face when trying to… [Direct]

Chandler, Prentice; McKnight, Douglas (2009). The Failure of Social Education in the United States: A Critique of Teaching the National Story from \White\ Colourblind Eyes. Journal for Critical Education Policy Studies, v7 n2 p217-248 Nov. The curriculum discipline of Social Studies in the United States has historically been the field charged with preparing democratic citizens to participate in a complex political landscape that will serve to perpetuate the US national story of democracy, freedom and equality. However, it is our contention that the field of social education has failed to engage in a direct confrontation with one of the most significant and complicated themes in the US historical narrative–race. Race, simply, has been a defining problematic in the story of what it means to be an US citizen. The social studies must become the subject position to critically analyze and address this historical condition, especially when teaching and exploring with students the national narrative of what it means to be a democratic citizen. In an effort to address these issues, this article will explore the failure of social education research and practice to confront the issue of race, instead relying on a colourblind… [Direct]

Aguilar-Valdez, Jean Rockford (2013). Dreaming of Science: Undocumented Latin@s' Testimonios across the Borderlands of High School Science. ProQuest LLC, Ph.D. Dissertation, The University of North Carolina at Greensboro. This qualitative study uncovers the voices of five Latin@ students who are high-"achieving" and undocumented and have strong aspirations in science, in a Southern, Title I high school. Through critical race methodology and these students' "testimonios"/counter-stories, these students' struggles and successes reveal their crossing of cultural and political borderlands and negotiating structures of schooling and science. The students dream of someday pursuing a trajectory in the field of science despite racial, ethnic, and political barriers due to their undocumented status. I use three key theoretical approaches–Borderlands/Anzalduan theory (Anzaldua, 2007), Loving Playfulness/World Traveling (Lugones, 2003), and Latino Critical Race Theory (in which many Latin@/Chican@ studies contribute)–to put a human face on the complex political and educational situations which the students in this study traverse. Data were collected during a full school year with follow-up… [Direct]

Fitzgerald, Terence D. (2009). Controlling the Black School-Age Male: Psychotropic Medications and the Circumvention of Public Law 94-142 and Section 504. Urban Education, v44 n2 p225-247. Public schools have historically embedded mechanisms for control within their policies and procedures through a variety of means. This article investigates a moderately sized integrated public school system in an upscale to low socioeconomic Big Ten university community in Illinois. Through descriptive measures, the author examines the racial ramifications of using psychotropic medications (e.g., Ritalin) to control the undesired academic and social behavior of Black school-age boys. The study examines how federal policies (i.e., the Individuals with Disabilities Education Act of 1990 and Section 504) have allowed for the introduction of disproportionate behavioral-stimulant use with Black males as a mode for social control. This article situates findings within a larger argument regarding the ways in which racism and reproduction of the racialized social structure, from the inception of the United States through the 21st century, have included a cycle of control targeting Blacks,… [Direct]

Porfilio, Brad J., Ed.; Viola, Michael J., Ed. (2012). Hip-Hop(e): The Cultural Practice and Critical Pedagogy of International Hip-Hop. Adolescent Cultures, School, and Society. Volume 56. Peter Lang New York Illuminating hip-hop as an important cultural practice and a global social movement, this collaborative project highlights the emancipatory messages and cultural work generated by the organic intellectuals of global hip-hop. Contributors describe the social realities–globalization, migration, poverty, criminalization, and racism–youth are resisting through what individuals recognize as a decolonial cultural politic. The book contributes to current scholarship in multicultural education, seeking to understand the vilification of youth (of color) for the social problems created by a global system that benefits a small minority. In an age of corporate globalization, "Hip-Hop(e)" highlights the importance of research projects that link the production of educational scholarship with the cultural activities, everyday practice, and social concerns of global youth in order to ameliorate social, economic, and political problems that transcend national boundaries. Contents include:… [Direct]

Robelen, Erik W. (2011). Primary Sources Enliven Civil War. Education Week, v30 n28 p1, 18-19, 21 Apr. Today, a growing number of teachers are moving beyond the textbook in teaching about the war, and U.S. history more broadly. Teachers are digging directly into primary sources and harnessing technology, all in an attempt to help students better understand the past and bring it to life. Doing so may be especially important with the Civil War, educators and historians say, since public debates about its meaning are alive and well, and young people may be exposed to a lot of misinformation that original sources can dispel in compelling ways. One factor helping fuel this kind of learning is the roughly $1 billion supplied over the past decade through the U.S. Department of Education's Teaching American History program, which focuses on professional development to improve instruction in the subject. Participants say a strong component of many workshops and other activities supported by the program is helping teachers use primary sources effectively. Another development has been the rapid… [Direct]

Eloff, Irma; Engelbrecht, Petra; Hess, Robyn; Jain, Swati; Kozleski, Elizabeth B.; Molina, Amy; Oswald, Marietjie; Swart, Estelle (2008). Where Differences Matter: A Cross-Cultural Analysis of Family Voice in Special Education. Journal of Special Education, v42 n1 p26-35. U.S. education policy acknowledges the troubling differential rates of special education identification and placement for students who are culturally and linguistically diverse by requiring states to review annually student identification data from all local education agencies to identify and address disproportionate representation. Yet, little is known about the interaction between families that are culturally and linguistically diverse and the service providers they encounter at their local schools. The authors examine those relationships in South Africa and the United States, two countries where the legacy of racism lingers in the ways in which school personnel and families negotiate differences in how children are viewed, assessed, and offered support for learning needs. In both countries, sustained efforts from families and school personnel were needed to develop supports and services that worked well for students with disabilities and their families. (Contains 1 table.)… [Direct]

Lloyd, Gwynedd; McCluskey, Gillean (2008). Education and Gypsies/Travellers: "Contradictions and Significant Silences". International Journal of Inclusive Education, v12 n4 p331-345 Jul. For centuries there have been strong tensions between Gypsy/Traveller communities and their nation states. Today, discrimination against Gypsies/Travellers in the UK is still so widespread that it has been described as the last "respectable" form of racism. The paper argues that the experiences of Gypsies/Travellers, as they come into contact with the structures of education, reveal a continuing discrimination against one of the most disadvantaged minority ethnic groups in the UK; a discrimination that, at the same time, points to continuing "contradictions and significant silences" within the UK government, and Scottish Executive, policy drive to reduce social exclusion. (Contains 2 notes.)… [Direct]

Brewer, Dominic, Ed.; Gallagher, Karen Symms, Ed.; Goodyear, Rodney, Ed.; Rueda, Robert, Ed. (2011). Urban Education: A Model for Leadership and Policy. Routledge, Taylor & Francis Group Many factors complicate the education of urban students. Among them have been issues related to population density; racial, ethnic, cultural, and linguistic diversity; poverty; racism (individual and institutional); and funding levels. Although urban educators have been addressing these issues for decades, placing them under the umbrella of \urban education\ and treating them as a specific area of practice and inquiry is relatively recent. Despite the wide adoption of the term a consensus about its meaning exists at only the broadest of levels. In short, urban education remains an ill-defined concept. This comprehensive volume addresses this definitional challenge and provides a 3-part conceptual model in which the achievement of equity for all–regardless of race, gender, or ethnicity–is an ideal that is central to urban education. The model also posits that effective urban education requires attention to the three central issues that confronts all education systems (a)… [Direct]

Choi, Jung-ah (2008). Unlearning Colorblind Ideologies in Education Class. Educational Foundations, v22 n3-4 p53-71 Sum-Fall. Critical educators, particularly Critical Race pedagogues, critique colorblind ideology as tantamount to racism because it serves to maintain racial inequality. King (1991), for example, refers to colorblindness as \dysconscious racism\ since colorblind ideology sustains and justifies the culture of power. As an attempt to unpack the colorblind model that so many pre-service teachers endorse, the author made the most of her own teaching experience as a teacher educator, reflecting analytically on classroom discussions and student reactions. What she found most vexing was that colorblind ideology seemed so well-intentioned that it was hard to fight against. Apparently, she was not alone: in scholarly journals, she located the stories of a number of teacher educators who struggled to problematize liberal discourse in their classrooms. Also, she collected first-hand interview data by talking with teacher educators (her colleagues) who have taught multicultural issues. These interviews… [PDF] [Direct]

Thompson, Phyllis I. (2008). The Anatomy of a Teachable Moment: Implications for Teacher Educators. Journal of Inquiry and Action in Education, v1 n2 p19-34. A university professor observes the use of a Native American stereotype by a cooperating teacher in an elementary art classroom while supervising a preservice teacher. She identifies ways that the teacher's words potentially harmed her students and reflects on her own role. This "teachable moment" is described, and characteristics of institutionalized racism and white dominance are examined as a foundation for racist insensitivities in the classroom. The professor calls for preservice teachers to be prepared in their teacher education programs to be culturally responsive. She draws on a study of preservice teachers mentoring minority children to demonstrate how change can begin with restructuring teacher education pedagogy to embrace multiculturalism (Adams, Bondy, & Kuhel, (2005). Implications include practices that help educators identify assumptions about race and socio-cultural difference and overcome learned stereotypes…. [PDF]

O'Neill, Linda (2008). Tempered Dreams: Alaine Locke as Pluralist and Pragmatist. Philosophical Studies in Education, v39 p106-117. This essay discusses Alain LeRoy Locke (1885-1954), Professor of Philosophy (Howard University) and examines his experiences, reasoning, and rhetoric as they challenge the accepted notions of race, education, and democracy. As an African American practicing philosophy in a racist nation, Locke also examined value communities and value differences within what he called the "fictional" categories of race and ethnicity. Personal experiences with barriers to pluralism led him to acknowledge and address the enduring power of racism woven tightly into the national fabric as part of his own evolving philosophy. The author connects Locke's insights to the Supreme Court decision on voluntary school integration policies. Finally, she argues that Locke's pluralism and pragmatism provide justification for continuing explorations at the intersection of art, race, education, and democracy as integral to philosophy of education…. [PDF]

Gildersleeve, Ryan Evely; Ranero, Jessica J. (2010). Precollege Contexts of Undocumented Students: Implications for Student Affairs Professionals. New Directions for Student Services, n131 p19-33 Fall. Undocumented students come to college from some of society's most vulnerable circumstances. Often their precollege experiences are marked by racism and poverty. These dehumanizing forces most often are contributors to and re-created by substandard schooling conditions. Furthermore, the labor contexts in which many undocumented families find themselves can be qualitatively different from those of other college-bound families. As such, participating in college life can take on new meanings for undocumented students, as their precollege experiences may frame what college is for and about in vastly different ways from the experiences of dominant students. This chapter reviews salient issues in the precollege lives of undocumented students that have relevance for student affairs professionals as they seek to serve these students better. Sociocultural theory and Gildersleeve's college-going literacies framework explain how these precollege experiences have been shaped by and simultaneously… [Direct]