Fullan, Michael, Ed. (1997). The Challenge of School Change: A Collection of Articles. Educators must combine a deeper analysis and understanding of the key concepts of change with a commitment and set of ideas for action. The articles in this book provide critical analysis and empirical and theoretical observations about successful school change. The articles explore the theories, leadership, and implementation strategies in educational reform. They address the problems that have led to the school-change movement and offer solutions and proposals for reform. Section 1 establishes some of the new theories of change. Section 2 takes a critical approach to examining new forms of leadership for change among educators. Section 3 offers examples of implementation at the school and community levels, drawing on recent empirical work. The final section introduces two new concepts–emotion and hope–arguing that the future of reform must embody these deeper personal and human characteristics in the educational reform process. Following the introduction, articles include: (1)…

Bruckerhoff, Charles (1996). Who Knows What?. A code of conduct for qualitative field studies is necessary to identify standards of good work and to prevent or expose unethical behavior. The cardinal virtues of prudence, justice, wisdom, and courage apply to qualitative field research, but ethics also requires asking about the purpose of the research itself. The researcher must ask why the research is being done and whom will it benefit. The problem of ethics of qualitative field research hinges on the issue of honesty about the cosmological beliefs of researchers. Qualitative field research is ethnography, and as ethnography it attempts to describe and explain human group culture through the local culture. Qualitative field research is also empirical, and in this respect it proceeds like any other science. The difference is that the qualitative researcher strives to know the object of study personally and to be his or her own most important research instrument. Personal involvement in qualitative research is both a strength…

Ollhoff, Jim (1996). Human Development Theories: A Comparison of Classic Human Development Theorists and the Implications for a Model of Developmental Social Interaction. This paper explores several theories of human development, with particular attention to the development of social interaction. Part 1 compares and contrasts major developmental theories, including those of Freud, Erikson, Piaget, Kohlberg, Kegan, Fowler, and Selman. From birth to 1 year, infants are laying the foundation that will guide their later social interactions. Between years 2 and 5 the beginnings of autonomy and the dominance of egocentrism can be observed. Children ages 6 to 12 show concrete thinking, the emergence of the self-concept, the freedom from impulses, and the need to be successful. Youth, age 13 and older, show many precursors of adult attitudes and behaviors, with identity formation as a major issue, the possibility of abstract thought, and the beliefs of the community as a source of strength. Part 2 applies those theories to the expanding understanding of friendship, emphasizing the friendships of school-age children. Self-acceptance plays a crucial role in… [PDF]

Maldonado, Miguelina (1991). Latinas and HIV/AIDS: Implications for the 90s. SIECUS Report, v19 n2 p11-15 Dec-Jan 1990-91. Among Latinas, the number of cases of Acquired Immune Deficiency Syndrome (AIDS) is increasing relentlessly. From August 1989 to August 1990, there was a 53 percent increase nationally in cumulative AIDS cases among Latinas. In New York City, AIDS is the leading cause of death among Latinas aged 25-34. The conditions and circumstances that place Latinas at greater risk for Human Immunodeficiency Virus (HIV) infection are poverty, substance abuse, lack of access to primary health care, late or no prenatal care, increase in sexually transmitted diseases, high rates of adolescent pregnancy, and culturally prescribed gender roles and sexual attitudes. Poverty in the Latino community reduces access to quality health care and is conducive to the transmission of HIV. Victims of poverty have already compromised immune systems, they receive disease prevention information too late, they forego treatment of sexually transmitted diseases, and they do not receive adequate treatment for substance… [PDF]

Nelson, Murry (1997). Are Teachers Stupid? Setting and Meeting Standards in Social Studies. This paper examines the growth of the standards movement in education and asserts that the standards movement neglects large issues and constructs in a search for a simple, \quick fix\ solution. Most of the standards' attention is centered around the content of the curriculum and little attention is paid to students and teachers. The standards movement is a \top down\ endeavor, largely ignoring teacher training, student knowledge, and the nature of educational change. The document reviews today's standards that have been developed in the social studies, who the developers have been, and what might be expected to occur as a result of accepting or promoting such standards. Historical antecedents in social studies standards with the work of J. Franklin Bobbitt at the University of Chicago are noted. The history of standards has been a history of trying to \teacher proof\ the right information with such an attempt being both insulting to teachers and doomed to failure. All of the… [PDF]

(1991). New Challenges in the Education and Training of the European Workforce. Final Report. A Seminar for EC and EFTA Countries on Policies for Education and Training of the Labour Force in a Changing European Economy (Stockholm, Sweden, June 13-14, 1990). This report provides presentations from a seminar attended by delegates from all the European Community and European Free Trade Association (EFTA) countries to discuss policy planning for education and training. "The European Skill Gap–Introductory Comments" (Abrahamsson, Henriksson) provides an overview of the seminar and topics covered: the European skill gap, national and supernational policies, access- or policy-oriented models, new ways of learning in the workplace, and comparative issues. "Opening Speech" (Persson) reflects on five main policy issues, the: (1) importance of labor market policy for economic policy; (2) choice between an active or passive labor market policy; (3) importance of the education system, personnel training, and employment training in the economic development of all industrialized countries; (4) policies for access and equity; and (5) democratization of working life. "Continuing Education and Training in the 1990's"…

Ormston, Randy, Ed. (1979). One Earth: Why Care? Red Cross Youth International Development Resource Package. To examine the cultural characteristics of a society without exploring the human condition of that society and how it relates to all as citizens on this planet is to ignore the realities of today. Most Canadians see global problems as massive and overwhelming. Some are uninformed and others are misinformed. As a result, gross misconceptions have developed that are popular and are used by many as a reason for not meeting their responsibilities as citizens of the world. Canadians should know the fallacies behind popular misconceptions and they should be prepared to make intelligent decisions about the global problems for which they soon will assume responsibility. This resource package was developed toward that end. Seven independent, nonsequential units involving popular misconceptions, are presented. Some of the unit titles are: (1) "Why don't they stop having babies?"; (2) "They're poor because they're lazy"; and (3) "Why don't they find a better place to…

Butler, Dee (1987). Title IX: What Is It?. Title IX, passed by the U.S. Congress in 1975 as part of the Education Amendments, is a public law that prohibits sex discrimination against students and employees and provides them with equal access to courses and to employment in education agencies, including public school systems. Designed to be used in conjunction with a video by the same title, this booklet provides a brief overview of the five areas that Title IX covers, specifically related to West Virginia public schools. (1) Each county must conduct a self-evaluation of policy and procedures, appoint a Title IX coordinator, and adopt and publicize a grievance procedure for students and employees. (2) No county may discriminate on the basis of sex in admitting students to any of its public schools. (3) Students, male and female, must be provided equal opportunity in being admitted to courses or curricular and extracurricular activities. They may be separated only during portions of courses that deal with human sexuality or… [PDF]

(1984). A Compilation of Federal Education Laws. Volume II–Elementary and Secondary Education, Education of the Handicapped, and Related Programs as Amended through December 31, 1984. The second of four volumes, this document compiles federal laws concerning elementary and secondary education and related programs, as amended through December 31, 1984. Organized in seven parts, contents specifically focus on elementary and secondary programs, education and training of the handicapped, Indian education programs, refugee and immigrant education, adult education, additional programs to improve elementary and secondary instruction, and public libraries and other public property. Statutes contained in the volume include the: Snyder Act of November 2, 1921; Johnson-O'Malley Act of April 16, 1934; Adult Education Act; Allen J. Ellender Fellowship Program; Bilingual Education Act; Developmental Disabled Assistance and Bill of Rights Act, Section 204; Education Amendments of 1978, Title XI, Indian Education; Education Consolidation and Improvement Act of 1981; Education for Economic Security Act; Education of the Handicapped Act; Elementary and Secondary Education Act of… [PDF]

Tyler, Ralph W. (1980). If Not I.Q. – What?. The use of psychological and educational tests in World War I led to their adoption in schools for testing intelligence and achievement in order to classify students academically according to a national norm. After World War II, rapid changes in occupational and social structure demanded the education and identification of students for employment. As educational conditions changed, it became evident that several untenable assumptions had been made regarding standardized tests (for example, the assumption of difference between measured intelligence and achievement, and the assumption of the normal distribution of tested behaviors in the population). Civil rights movements sought out bias and discriminatory practices regarding intelligence and aptitude tests. This process led the Supreme Court of California to ban the use of intelligence tests in their public schools. In the past, the results of intelligence tests have been used for four major purposes: (1) to predict the educational,…

Keroes, Jo (1989). Half Someone Else's: Theories, Stories, and the Conversation of Literature. Despite their impact on literary criticism, contemporary theories of reader response and deconstruction seem to have had little effect on the practice of teaching literature, and most teachers of introductory literature courses remain vague about what these "new" theories are and how they can be used. Proponents of some of these theories argue that there is a text fixed permanently in the world, with secrets waiting to be unlocked by the perceptive reader able to decipher its code. Other theorists contend that the text is rendered wildly unstable either by the vagaries of human personality or by the whims of the community that interprets it. A more useful theory is that "the story" is in fact central to the reader's involvement with a work of fiction, that it is what determines the reader's engagement with and interpretation of the literary text and that students need to be invited into the process of story telling. In particular, stories about story telling can… [PDF]

(1981). Kindergarten in the 80's: Teachers Handbook. Intended as a resource for administrators, teachers, parents, and those responsible for curriculum development, this guide identifies the elements of a kindergarten program which provides a productive learning experience for 5-year-old children. Four main elements are highlighted as prerequisites for an effective kindergarten program. First, the program should be based upon a firm understanding of the human growth, development, and learning principles. These principles include the knowledge that a child learns as a total person (emotionally, socially, and physically, as well as intellectually). Second, kindergarten programs need to be thoroughly planned and carefully organized, with flexibility as a deliberate part of the organization. A sufficient degree of flexibility will enable the day-to-day operations to be altered to allow for special needs and interests. Third, the teacher, as the single most important part of the learning environment, should have an understanding of child… [PDF]

Thompson, Mark E. (1982). Specialized Meaninglessness: A Source of Truth in the Technical Age. This essay discusses how technical processes can deceive us and how college educators and social scientists must be especially sensitive to the dangers of technology when conducting research and proposing applications from research. As technology and bureaucratic controls have grown, so too have the demands for specialized knowledge in many areas. A particular technique or knowledge becomes quite meaningful for people within academic disciplines or specialized work environments. While technique attempts to bring efficiency to all matters, it also brings a specialized meaninglessness. With serious, sometimes threatening tones, educators and workers attempt to puff themselves up with the rhetoric of their activities. For example, when humans create technical forms of work to support other technical operations, they usually adopt a supporting language to bolster their existence and inflate their status. Psychologists have created such a language for themselves. Often times, a…

Boozer, Howard R.; And Others (1978). [The Status of Higher Education and the College Environment. Collected Remarks.]. Conference papers and panel remarks concerning the role of state coordinating or governing boards, trends in higher education since before World War II, and implications of the Bakke decision are presented as part of an inservice education program. In "Life in the Centrifuge–Panel Remarks," Howard R. Boozer suggests that higher education as part of a political arena has to compete for resources. Governors and legislatures have created planning, coordinating, and governing boards to assist them in allocating available resources. The boards must interact with institutions, state government, local and regional interests, and federal interests. In "College: The Center of the Universe," G. Theodore Mitau describes the atmosphere of higher education before and after World War II with reference to academic requirements, the mission of state teachers colleges, land-grant universities, liberal arts colleges, faculty recruitment, broadened access with the G. I. Bill of… [PDF]

McCook, Kathleen de la Pena (2002). Rocks in the Whirlpool: Equity of Access and the American Library Association. This paper provides some of the historical context of the efforts of the American Library Association (ALA) to define, extend, protect and advocate for equity of access, focusing on central tendencies rather than internal debate. The first section, \Toward the Concept of Access,\ discusses: how ALA became a public service organization; extension and adult education; a federal role for libraries; the role of the library in the post-war world; and the federal aid era. The second section, \Downstream Access,\ addresses: literacy and lifelong learning; African Americans; ALA, outreach, and equity; people with disabilities; and services to poor and homeless people. The third section, \Protecting and Extending Access,\ covers: intellectual freedom and \Libraries: An American Value\; a conceptual foundation for a national information policy; \Freedom and Equality of Access to Information\; Special Committee on Freedom and Equality of Access to Information; \Your Right To Know: Librarians… [PDF]

(1997). Information Package on Managed Care and Long-Term Supports for People with Developmental Disabilities. This collection of papers on managed care and long-term supports for people with developmental disabilities includes a range of reprinted articles and resource materials that provide different kinds of information and opinions on the impact of managed care. Articles include: "A Position Statement on Managed Care and Long-Term Supports in Developmental Disabilities" (Center on Human Policy at Syracuse University and others), summarizing some of the principles and values that should underlie managed care if and when it is implemented; "Keeping the Faith: System Change, Managed Care and Long-Term Supports for People with Developmental Disabilities" (National Association of State Directors of Developmental Disabilities Services, Inc.); "Overview and Implications of Medicaid Managed Care for People with Developmental Disabilities" and "Technical Elements, Demonstration Projects, and Fiscal Models in Medicaid Managed Care for People with Developmental… [PDF]

(2019). Creating Lawful Opportunities for Adult Refugee Labour Market Mobility: A Conceptual Framework for a VET, Skills and Qualifications-Based Complementary Pathway to Protection. Cedefop – European Centre for the Development of Vocational Training Creating labour mobility opportunities allowing refugees to move lawfully from first asylum countries to receiving countries, based on their skills and qualifications and recipient labour market needs, is a policy idea that deserves to be explored and tested. The conceptual framework presented in this report sketches the potential, the key elements and main issues to be addressed in creating such opportunities through a skills-based complementary pathway to protection. The central element of a skills-based pathway is matching refugees' skills and qualifications and labour market needs in a potential receiving country that offers adult refugees a clear perspective of employment with a clear route to self-reliance. The process must also safeguard political, social and economic sustainability in the receiving country, creating a triple win situation: for the refugees themselves, for the first asylum countries and for the receiving countries…. [PDF]

Oxley, Laura; Tillson, John (2020). Children's Moral Rights and UK School Exclusions. Theory and Research in Education, v18 n1 p40-58 Mar. This article argues that uses of exclusion by schools in the United Kingdom (UK) often violate children's moral rights. It contends that while exclusion is not inherently incompatible with children's moral rights, current practice must be reformed to align with them. It concludes that as a non-punitive preventive measure, there may be certain circumstances in schools where it is necessary to exclude a child in order to safeguard the weighty interests of others in the school community. However, reform is needed to ensure that exclusion is a measure of last resort, unjust discrimination is eliminated, appropriate and timely alternative provision is available, cultures of listening are developed, and blanket policies are removed. The argument is framed in terms of children's weighty interests as identified in the United Nations Convention on the Rights of the Child. The moral bearing of these interests on UK schools is defended, and an overview of exclusion practices commonly used in UK… [Direct]

MARTIN, JOHN H. (1964). FREEPORT PUBLIC SCHOOLS EXPERIMENT ON EARLY READING USING THE EDISON RESPONSIVE ENVIRONMENT INSTRUMENT. OBJECTIVES WERE TO DETERMINE WHETHER A TECHNOLOGICAL DEVICE COULD TEACH 5-YEAR-OLDS TO READ, OVER WHAT INTELLIGENCE RANGES THE INSTRUMENT WOULD BE EFFECTIVE, WHETHER NEGRO CHILDREN FROM A RECENTLY CLOSED SEGREGATED SCHOOL WOULD RESPOND, AND WHETHER THE DEVICE COULD TEACH MENTALLY RETARDED CHILDREN. SUBJECTS WERE 22 KINDERGARTEN PUPILS FROM ONE SCHOOL AND A CONTROL GROUP OF 22 PUPILS MATCHED ACCORDING TO AGE, SEX, RACE, INTELLIGENCE, LEFT AND RIGHT HANDEDNESS, HEARING, VISION, LANGUAGE MATURITY, AND SOCIOECONOMIC STATUS. THE DEVICE USED WAS THE EDISON RESPONSIVE ENVIRONMENT INSTRUMENT, A COMPUTERIZED TYPEWRITER THAT REPRODUCES SEVERAL HUMAN SENSORY RESPONSES. THE INSTRUMENTS WERE HOUSED IN BOOTHS WHICH PROVIDED ISOLATION FROM DISTRACTION AND WERE MONITORED BY TRAINED PERSONNEL. SUBJECTS CAME VOLUNTARILY FOR 30-MINUTE SESSIONS OVER A 5-MONTH PERIOD, THE ACTUAL TIME AT THE E.R.E. RANGING FROM 22 TO 36 HOURS. EVIDENCE INDICATED THAT 20 KINDERGARTEN AND MENTALLY RETARDED CHILDREN (TWO…

(1990). The HIV Epidemic and Community Colleges: A Report to the Legislature in Response to Senate Concurrent Resolution 79. Developed by the Office of the Chancellor of the California Community Colleges in response to legislative mandate, this report provides a brief epidemiological background on the Human Immune Deficiency Virus epidemic, a summary of actions taken by the Board of Governors and the Chancellor's Office, results of a survey of the colleges regarding their Acquired Immune Deficiency Syndrome (AIDS) policies and programs, and general conclusions and recommendations. After underscoring the need for AIDS education, part I of the report lists actions taken at the state level, including the development of policies to protect the legal rights of AIDS victims, to ensure that persons with AIDS have access to Disabled Students Programs and Services, and to promote AIDS education. This section also summarizes findings from the November 1989 AIDS survey, indicating that: (1) 36 districts had adopted or were in the process of developing an AIDS policy; (2) over two-thirds of the 94 responding colleges…

Mercado, Maria; Torres, Myriam (2006). The Need for Critical Media Literacy in Teacher Education Core Curricula. Educational Studies: Journal of the American Educational Studies Association, v39 n3 p260-282. The \information era\ has brought up new literacies, although most of them are still not part of the K-12 curriculum or the teacher education curriculum. One of these new literacies is critical media literacy. The purpose of this article is to document the urgency for including this new literacy in school and teacher education curricula given the crucial role of media as they touch every issue impacting human life in society. Critical media literacy as understood here includes three dimensions: (1) develop a critical understanding of how corporate for-profit media work, driven by their political and economic vested interests; (2) search for and support alternative, nonprofit media; and (3) characterize the role of teachers in helping students and their parents to become media-literate users and supporters of alternative media. Critical media literacy is founded on the legitimate role of media to serve the public's right to be truly informed, and thereby serve democracy. However,… [Direct]

Boateng, Anabella Afra (2020). Reinstating the Inherent Dignity of Marginalized Communities in Ghana. Journal of Interdisciplinary Studies in Education, v9 spec iss p80-101. When a representative democracy implicitly or explicitly undermines minority rights and prevents marginalized people from actively participating in a democratic process, it facilitates social exclusion. This paper focuses on how Ghana's democracy, coupled with traditions, aggravate social exclusion. The research discusses the democratization process of Ghana and its role in the marginalization of minorities. Particularly, this paper looks at the class-based marginalization of women on the one hand and the sex-based marginalization of the LGBTQI+ community on the other, in Ghana. Finally, this paper explores how Soka Education, as a way of life, can support these marginalized communities in Ghana…. [PDF]

Chopra, Vidur; Dryden-Peterson, Sarah (2020). Borders and Belonging: Displaced Syrian Youth Navigating Symbolic Boundaries in Lebanon. Globalisation, Societies and Education, v18 n4 p449-463. We examine the ways in which young Syrian refugees perceive and navigate the symbolic boundaries of belonging when displaced in Lebanon. Using portraiture, we identify three dimensions of belonging for refugees — safety, dignity, and relationships — and we explore the role of education in cultivating each one. We find that educational spaces, such as formal school and informal volunteering experiences, are places where refugee young people are at times able to blur bright boundaries of belonging. We also find that this belonging is tenuous and serves to reinforce boundaries of citizenship, rights, and everyday practices that exclude refugee young people. Our findings emphasize the need for the field of refugee education to address the question of how schools can actively resist and counter state-established bright boundaries of belonging to instead serve as spaces that blur and redefine those boundaries…. [Direct]

Alderman, Derek H.; Reuben, Rose-Redwood (2020). The Classroom as "Toponymic Workspace": Towards a Critical Pedagogy of Campus Place Renaming. Journal of Geography in Higher Education, v44 n1 p124-141. There are growing debates over removing the names of racist historical figures from public schools and university campus buildings, streets, and other public spaces. This article develops a pedagogical framework for transforming the classroom into a "toponymic workspace," where students can understand and possibly make interventions in the politics of place (re)naming within their own educational institutions. Moving away from traditionally passive treatments of toponyms, we focus on the materiality and active political-affective work behind the creation and maintenance of commemorative campus toponymies along with the complicity of place naming in creating violent social and cultural orders that have contributed to the production of racially-wounded places. We offer three instructional strategies for developing a critical pedagogy of campus place naming: (1) tracing and mapping the historical-ideological genealogies of "landscape backstories" related to naming… [Direct]

(1998). Head Start Program Performance Standards and Other Regulations (45 CFR Parts 1301, 1302, 1303, 1304 and Guidance, 1305, 1306, and 1308 and Guidance). Head Start and Early Head Start are comprehensive child development programs providing services to children from birth to age 5, pregnant women, and their families. The Head Start Program Performance Standards, mandatory regulations that grantees and delegate agencies must implement in order to operate a Head Start program, are designed to ensure that Head Start goals and objectives are implemented successfully. This document focuses on Part 1304 of the standards and includes guidance materials for this part, although other parts are included for context. Sections in Part 1304 cover: (1) general standards (purpose and scope, effective date, definitions); (2) early childhood development and health services (child health and developmental services, education and early childhood development, child health and safety, child nutrition, child mental health); (3) family and community partnerships (family partnerships, community partnerships); (4) program design and management (program… [PDF]

Freebody, Peter, Ed.; Welch, Anthony R., Ed. (1993). Knowledge, Culture, and Power: International Perspectives on Literacy as Policy and Practice. Of interest to students of literacy, education, planning, and policy studies and cross-cultural analysis, this book examines the cultural and political dynamics underlying literacy. Case studies focusing on the historical role of literacy and the maintenance or suppression of marginal groups are complemented in the book by reports of data on access to literacy competence for various sub-national minority groups. Issues discussed in the book are framed by close attention to educational, policy, popular, or media accounts of literacy. Chapters in the book are: (1) "Introduction: Explanations of the Current International 'Literacy Crises'" (Anthony R. Welch and Peter Freebody); (2) "Literacy Strategies: A View from the International Literacy Year Secretariat of UNESCO" (Leslie J. Limage); (3) "The Pen and the Sword: Literacy, Education and the Revolution in Kurdistan" (Amir Hassanpour); (4) "Aboriginal Education in Northern Australia: A Case Study of…

FRIEDMAN, LEONARD M. (1967). THEORIES AND PRACTICES IN THE EDUCATION OF WOMEN DURING THE AGE OF ENLIGHTMENT IN FRANCE. A REPORT WAS GIVEN ON A SEARCH OF THE LITERATURE ON THE EDUCATION OF WOMEN IN FRANCE DURING THE PERIOD FROM THE FOUNDING OF ST. CYR (1686) THROUGH THE REVOLUTION. THE AUTHOR SUMMARIZES (1) THE EDUCATIONAL PRACTICES USED AND (2) THE EDUCATIONAL THEORIES PROPOSED AT THAT TIME. WHILE THE EDUCATION OF WOMEN IN 18TH-CENTURY FRANCE LEFT MUCH TO BE DESIRED, IT WAS PERHAPS BETTER AND MORE WIDESPREAD THAN MIGHT HAVE BEEN ASSUMED. A CONSIDERABLE PROPORTION OF THE GIRLS OF THE NONPRIVILEGED CLASSES DID AT LEAST RECEIVE AN ELEMENTARY EDUCATION, LEARNING TO READ, WRITE, DO SIMPLE ARITHMETIC, AND ACQUIRE THOSE MANUAL SKILLS, ESPECIALLY NEEDLEWORK, WHICH WOULD BE MOST USEFUL TO THEM IN THE LINES FOR WHICH THEY WERE ULTIMATELY DESTINED. THE DAUGHTERS OF THE WEALTHY BOURGEOISIE AND THE ARISTOCRACY USUALLY RECEIVED THEIR EDUCATION IN CONVENTS WHICH THEY ENTERED AT THE AGE OF 6 OR 7 AND WHICH THEY LEFT AT BETWEEN 16 AND 20 YEARS OF AGE IN ORDER TO MARRY. MANY EDUCATIONAL THEORIES WERE PROPOSED IN… [PDF]

Bigelow, Bill, Ed.; Harvey, Brenda, Ed.; Karp, Stan, Ed.; Miller, Larry, Ed. (2001). Rethinking Our Classrooms: Teaching for Equity and Justice. Volume 2. This companion volume to the first "Rethinking Our Classrooms" presents a collection of articles, curriculum ideas, lesson plans, poetry, and resources designed for educators seeking to pair concerns for social justice with student academic achievement. Topics are: (1) "The Power of Words," including "Where I'm From: Inviting Students' Lives into the Classroom" (Linda Christensen), "What Color is Beautiful" (Alejandro Segura-Mora), and "I Am Proud To Be Bilingual" (Monica Thao); (2) "The Power of the Past", including "Unsung Heroes" (Howard Zinn), "On the Road to Cultural Bias" (Bill Bigelow), and "A Lesson on the Japanese-American Internment" (Mark Sweeting); (3) "The Power of Critique," including "Teaching Math across the Curriculum" (Bob Peterson), "The Human Lives behind the Labels" (Bill Bigelow), and "Girls, Worms, and Body Image" (Kate Lyman); (4)…

Kratli, Saverio (2001). Education Provision to Nomadic Pastoralists: A Literature Review. IDS Working Paper. Educationally, pastoralists appear to be a paradox. From the perspective of official education, they are a complete failure, scoring badly in terms of enrollment, achievement, attainment, and gender balance. However, pastoralists are far from being unskilled. Their daily lives require them to perform tasks involving high levels of individual and social specialization. A consideration of this paradox should be central to analyses of the continuous failure, with regard to nomads, of the universal project of education. Instead, education programs appear to oppose nomadic culture at all levels–from principles and goals to evaluation. As a universal project, education has had a very broad goal of the fulfillment of all individuals as human beings and a very narrow view of educational structure and content. With regard to education of nomads, this literature review suggests that such attitude should be reversed to a broader view and focused goals. Policies should expand the view from…

Mangiaterra, Viviana; Nicoli, Marco; Roggero, Paola; Tarricone, Rosanna (2006). What Do People Think about Disabled Youth and Employment in Developed and Developing Countries? Results from an E-Discussion Hosted by the World Bank. Disability & Society, v21 n6 p645-650. Even though there are good examples of people with disabilities mainstreamed in the labour market (Bruyere et al., 2004), the situation is still far from being positive, particularly when labour markets are in constant flux due to rapid globalization and technological change, unless new approaches are adopted. In light of this, the World Bank Human Development Network and the World Bank Institute organized an e-discussion to explore the challenges of mainstreaming people with disabilities and preparing them for the new global economy. This article presents the main results of the e-discussion, which was designed to solicit ideas and gather information on good job practices, thereby contributing to the ongoing work of academic and international institutions. The goal of the discussion was to generate input from people whose opinions are seldom represented in academic papers that can help guide the development agenda and ensure the inclusion of disabled youth. The e-discussion lasted… [Direct]