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Tara Goldstein. Contemporary Issues in Early Childhood (Volume 2, Number 1), 2001.
Conceptualising and implementing early childhood teacher education for racial and cultural diversity is a complex task that involves learning about social stratification and race, acknowledging the privileges associated with whiteness, and finding ways to create positive racial teaching identities. This article discusses three ways that teacher educators might prepare white early childhood education students for anti-racist work in their classrooms.
Susan A. Messina.
Meet the challenges of providing HIV/STD and sexuality education to culturally diverse groups. Using a four-step model, this resource helps build the attitudes, knowledge, and skills necessary to reach all groups of young people. Focuses on African American, Latino and lesbian, gay and bisexual teens. This publication was funded through a cooperative agreement (U63/CCU302752) with the Division of Adolescent and School Health, Center for Chronic Disease Prevention and Health Promotion, Centers for Disease Control and Prevention.
Sandy Heierbacher (Director of NCDD). Unpublished manuscript, 2006.
The true power of dialogue and deliberation lies in their ability to surface new insights and innovative solutions when all voices are brought to the table. But while diversity is an asset to these programs, it brings with it a unique set of challenges. This paper addresses four broad challenges related to language and culture that dialogue and deliberation practitioners regularly face. These are: (1) the challenge of getting culturally diverse participants in the door; (2) the logistics involved in having multiple languages spoken in the room; (3) creating a safe space for those with other language/speech needs or differences; and (4) dealing with participants? existing preconceptions, assumptions and stereotypes related to language/cultural differences.
Sonia Nieto. Allyn & Bacon, 2003.
In this Fourth Edition of her best-selling book, renowned scholar Sonia Nieto explores the meaning, necessity, and benefits of multicultural education for students of all backgrounds. Intended for preservice and in-service teachers and educators, Affirming Diversity looks at how personal, social, political, cultural, and educational factors affect the success or failure of students in today's classroom. Expanding upon the popular case-study approach, the 496-page Fourth Edition examines the lives of 18 real students who are affected by multicultural education, or a lack thereof.
Louise Derman-Sparks and the A.B.C. Task Force. Educators for Social Responsibility.
This resource shows early childhood educators how to examine biases, learn how they influence children, and explore ways to reduce, handle, or even eliminate them. The guide moves beyond multicultural education to creating an anti-bias environment that is developmentally appropriate. Includes a comprehensive bibliography as well as sections on learning about disabilities, gender identity, racial and cultural differences, and how to resist stereotyping.
Mildred Garcia, Cynthia Hudgins, Caryn McTighe Musil, Michael T. Nettles, William E. Sedlacek, and Daryl G. Smith. Association of American Colleges & Universities, 2002.
This 184-page guide provides tips and tools for designing and developing effective diversity evaluations. Topics addressed include the need for assessment, designing an evaluation plan, institutional context, audience, data collection and analysis, performance indicators, and theoretical models. An appendix also includes sample assessment and evaluation tools from campuses across the country.
GLSEN (Gay, Lesbian & Straight Education Network), 2003.
This resource offers educators six lesson plans for high school aged students that challenges them to explore the range of complex issues reflected in the marriage debate. The resource was developed at the time when the U.S. was awaiting the decision of the Massachusetts Supreme Court on the right of same-sex couples to civil marriage.
Beyond Heroes and Holidays: A Practical Guide to K-12 Anti-Racist, Multicultural Education and Staff Development
Enid Lee, Deborah Menkart, and Margo Okazawa-Rey, Eds.. Washington, DC: Network of Educators on the Americas, 2002.
Beyond Heroes and Holidays is a 432-page interdisciplinary guide for teachers, administrators, students and parents. It offers lessons and readings developed by teachers that show how to analyze the roots of racism; investigate the impact of racism on our lives, our families and our communities; examine the relationship between racism and other forms of oppression; and learn to work to dismantle racism in our schools, communities, and society.
Sandra M. Lawrence. The Journal of Teacher Education, 48(2), pp.108-117., 1997.
Interviews examined whether white students' shifts in thinking about themselves as racial beings and about systems of oppression during a multicultural education course were evident in later teaching practice. Though students initially resisted learning about their own racism, they eventually became more willing to take some responsibility for racism.
Originally compiled by Robin Miller for the National Consortium of Directors of LGBT Resources in Higher Education. Last updated October 22, 2002.
Joby S. Robinson, Robert P. Bowman, Tod Ewing, Janice Hannah and Ana Lopez-De Fede. National Educational Service, 1997.
The publication of Building Cultural Bridges is an exciting move toward building a set of tools to better raise our children. It provides a repertoire of methods and approaches for teachers, families, community workers, and others to teach children the rich value and potential of diversity. Includes more than 50 interactive, hands-on lessons form the core of this research-based resource for addressing diversity. One great activity is on page 112 of the Leader's Guide ("Put Your Fears in Arrears"). In this wonderful resource, the emphasis is on action - taking a stand against prejudice and building bridges across cultures and communities.
The Cambridge Multicultural Art Center (CMAC) is a non-profit corporation founded in 1978 as an arts center focused on helping diverse populations better understand one another. Our mission is to present visual and performing arts programs to educate the community about diversity, and make our facility available to artists or groups that might not otherwise have access to a professionally equipped facility or the cultural mainstream.
Susan R. Rankin. The Policy Institute of the National Gay and Lesbian Task Force (www.thetaskforce.org), 2003.
This 78-page report details the experiences of gay, lesbian, bisexual, and transgender (GLBT) people at 14 colleges and universities across the country. Based on a survey of nearly 1700 students, faculty, and staff, Campus Climate documents experiences and perceptions of anti-GLBT bias and harassment, along with levels of institutional support for GLBT people. It highlights differences in experiences between various identity groups (e.g. students vs. faculty/staff, gays/lesbians vs. bisexuals, people of color vs. whites, etc.).
CCI is a Boston-based non-profit organization which serves as a Center for action and collaboration among individuals and multiracial grassroots groups in the fight to achieve racial justice and equity. CCI maintains a resource center which features an extensive Library on Racism. CCI's website lists the thousands of books, videos, audio tapes, and periodicals which are housed at the library.
Carol Miller Lieber. Educators for Social Responsibility, 1998.
This comprehensive, sequenced curriculum helps secondary educators address conflict resolution and problem solving, diversity and intergroup relations, and social and emotional development. It also helps educators build community and create a Peaceable Classroom. Includes sections on implementation, assessment, and infusion of conflict resolution throughout a standard curriculum.
William J. Kreidler. Educators for Social Responsibility, 1997.
Highly acclaimed, this guide features 28 skill-building sections to help students address the conflicts that come with adolescence. Recent additions to the guide include seven implementation models; sections on creating a classroom for teaching conflict resolution, developing staff and parent support, and assessing student learning; an infusion section which includes math and science; and a section on adolescent development exploring gender and race.
ConjunctionArts supports compelling, socially progressive art within the public sphere. We are committed to developing new forms of artistic agency, critical discourse and public outreach by acting as a venue for fiscal sponsorship and international, cross-cultural exchange.
Americans for the Arts' Animating Democracy Initiative, 2005.
This 176-page collection of essays explores art, civic dialogue, and reflective critical writing. Twelve essays focus on three compelling projects that employed the unique capacities of theater, visual art, and historic preservation to stimulate people to talk about issues that matter in their communities: Dell?Arte theater?s Dentalium Project, about the impact of a Native American casino on the small town of Blue Lake, California; MACLA?s Ties That Bind, about intermarriage between Asian and Latino Americans in the Silicon Valley; and The Slave Galleries Restoration Project, a project of St. Augustine?s Episcopal Church in collaboration with the Lower East Side Tenement Museum, about issues of marginalization on the Lower East Side.
A multicultural learning environment has become the norm in many school districts and communities throughout the United States. The diversity found in these settings offers many opportunities for people to learn more about one another. Yet too often schools are ill prepared to adjust to this diversity positively. To address this reality, the Community Relations Service of the U.S. Department of Justice has developed several racial/ethnic conflict prevention and management programs for schools or school districts.
Curbstone Press is a nonprofit publishing house dedicated to publishing literature that reflects a commitment to social change. The Other Side of Heaven anthology and national book tour was an effort to use literature in the reconciliation process of the Vietnam War. The anthology featured stories about the aftermath of the Vietnam War as told by 37 American, North Vietnamese, and South Vietnamese writers. The month-long book tour was hosted by colleges and universities, as well as public libraries, high schools, and bookstores and consisted of readings, signings, and discussions about the issues raised in the book.
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