Race & Ethnicity
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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.
Milton B. Hoffman Productions.
Each year, many public television stations around the nation air an hour-long program that features U.S. citizens deliberating in National Issues Forums around the nation. The programs also feature distinguished panels of nationally known political leaders, commentators and journalists meeting at the National Press Club in Washington, D.C. to reflect on what this 'public voice' may mean in setting direction for America. The topics are different each year.
About.com's free weekly email newsletter about Race Relations.
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.
The aftermath of Katrina raises questions about poverty, race, energy policy, the federal budget, in fact just about every corner of American society and the purpose of government itself. Public Agenda Issue Guides or ?Citizen Choicework Guides? contain background information on the topic and present three different approaches to the issue for people to deliberate.
AmericanValuesAre.com was designed to promote civic education and civic engagement. Civic education leads to responsible citizenship. Responsible citizens are the core foundation of our democratic system. Our guides are designed to encourage dialogue about what it means to be a citizen, and to energize more Americans to be engaged in shaping and interacting with their own government. We also hope to be able to inform and educate people on how to engage in the dialogue that leads to common ground and minimizes partisan debate that divides and demoralizes us.
AFF funds community reconciliation projects within the United States that put their Collaborative Change Approach to the test in addressing one of AFF's three priority issues: identity-based conflict, police-community conflict and conservation conflict. Presently, AFF does not fund international projects, although it will consider supporting international research that will inform our domestic work. AFF also funds programs that help people leaving the foster care system transition to independence.
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.
AntiRacismNet is an international online network of anti-racism organizations and practitioners. The site hosts dozens of mailing lists for groups and organizations such as the World Conference Against Racism, Project Change, and Movement Beyond Borders.
Americans for the Arts' Animating Democracy Initiative, 2005.
This 114-page book opens with an essay by Detroit-based activist, cultural worker, and nonagenarian, Grace Lee Boggs. The book?s case studies feature projects by the Council for the Arts of Greater Lima and Sojourn Theatre on longstanding issues of race and trust among city and county leaders, Los Angeles Poverty Department on the advent of crack in the United States and drug policy reform, The Esperanza Peace and Justice Center on engaging disenfranchised people in dialogue and action on current issues of cultural equity and democracy, and Out North Contemporary Art House on the role of same-sex couples in society.
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.
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.
Rob Corcoran, Hope in the Cities.
This paper was presented at a national forum on Building Constructive Frameworks for Improving Ethnic Relations: Best Practices Here and Abroad 50 Years After Brown, hosted by the University of Denver, August 19-21, 2004.
Michelle LeBaron. Jossey-Bass, 2003.
In our global society, challenging conflicts abound in personal, business, government, and international settings. Many of these conflicts are complicated by layers of miscommunication, cultural misunderstandings, and completely different ways of looking at the world. These conflicts cannot be solved by goodwill or sincere intentions alone. In our multicultural world, we need new tools to address gaps in communication and understanding and the conflicts that flow from them. Bridging Cultural Conflicts answers this need in groundbreaking ways that cut through complexity, replacing confusion with clarity.
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.
Building Strong Neighborhoods: A Study Circle Guide for Public Dialogue and Community Problem Solving
Study Circles Resource Center (SCRC), 1998.
A four-session discussion guide on many important neighborhood issues including: race and other kinds of differences; young people and families; safety and community-police relations; homes, housing and beautification; jobs and neighborhood economy; and schools.
The Charles Stewart Mott Foundation, a private philanthropy based in Flint, Michigan, makes grants in the U.S. and selected regions internationally through four programs: Civil Society, Environment, Pathways Out of Poverty, and Flint Area. Through its four programs, and their more specific program areas, the Foundation seeks to fulfill its mission of supporting efforts that promote a just, equitable and sustainable society.
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.).
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