Carroll, James B.; Eifler, Karen E.; Greene, Thomas G. (2001). Walking the Talk Is Tough: From a Single Technology Course to Infusion. Educational Forum, v65 n4 p366-75 Sum. Teacher educators (n=12) completed a scaled assessment of technology use, responded to open-ended questions relating obstacles to their technology use, and participated in structured interviews. Results showed equipment was best used if the right human resources were available for technical assistance. Diverse attitudes about the role of technology were revealed. (Contains 19 references.) (JOW)…

Cownie, Charles T., III; Friedman, Audrey A.; Hunter, Cristina J.; Rosen-Reynoso, Myra (2020). Looking at Catholic Schools' Responses to the COVID-19 Schools' Pandemic Through the Lens of Catholic Social Teaching Principles. Journal of Catholic Education, v23 n1 Article 16 p214-242 Sum-Fall. The current COVID-19 crisis has significantly impacted all teachers throughout the country, in particular, those teaching in urban schools. The urgent nature of this crisis has brought new challenges to urban Catholic school educators specifically, and their ability to enact and model Catholic Social Teachings which include; respect for the life and dignity of the human person, the call to care for family and community, solidarity in uniting the human community, the dignity of work and the rights of workers, providing persons with rights that ensure decent lives such as an education, preferential option for the poor, and care for all creation. Using critical theory and narrative analysis, this paper examines how 31 urban Catholic school teachers perceive and address the impact of COVID-19 on teaching and learning in their classrooms. Analysis of these teacher's narratives illustrate how Catholic Social Teachings are foundational to their response to the current situation. The… [PDF]

Megan E. Donnelly (2023). Examining the Temporal Relations of Social Dominance Orientation, Right-Wing Authoritarianism, Moral Disengagement, and Bullying. ProQuest LLC, Ph.D. Dissertation, Illinois State University. Bullying, a complex phenomenon impacting virtually every school, can be damaging both in the short term and long term (Nansel et al., 2001; Solomontos-Kountouri et al., 2017; Wolke et al., 2013). About 20% of students aged 12 to 18 years old report having experienced bullying while 20-25% of college students report having experienced bullying (Lund & Ross, 2017; U.S. Department of Health and Human Services, 2020). Troublingly, ideology-driven violence is on the rise, and bullying may be akin to such violence as school-based bullying has recently increased (Huang & Cornell, 2019; Southern Poverty Law Center, 2016). Bullying has been linked to ideologies such as right-wing authoritarianism and social dominance orientation (Donnelly, 2020; Goodboy et al., 2016) as well as cognitive processes such as moral disengagement (Bussey et al., 2014; Pornari & Wood, 2010; Robson & Witenberg, 2013). Although such relations have been examined more extensively using cross-sectional… [Direct]

(1972). Violations of Human and Civil Rights: Tests and Use of Tests. Report of the Tenth National Conference on Civil and Human Rights in Education, February 18-20, 1972, Washington, D.C. Major speeches presented at the conference on human and civil rights in education are summarized. Issues discussed at the conference include: the extent to which standardized testing infringes on the rights of students and educators; the existing uses of educational testing in public schools; and ways to eliminate misuses of tests by educators, researchers, and the testing industry. Summaries of small group discussions are represented on test bias, use of tests for educational administration and employment counseling and the impact of inaccurate test data on student self concept. Recommendations of these discussion groups are summarized. Results of a questionnaire on testing are also included. (GDC)… [PDF]

Herbert, Phil James, Comp. (1973). Systems of Justice Curriculum. The high school curriculum guide on law consists of an outline of the American legal system. A major objective is to provide students with legal knowledge in order to better understand the reasons for keeping the law. Both the public and individual's responsibilities toward law enforcement are dealt with. The guide is divided into five units. Unit I, on human rights focuses on the evolvement of rights, necessity of law, and law in Utah. Unit II, on crime and criminals, emphasizes the extent and definitions of crime, causes of crime, and society and crime. Unit III, on law enforcement, discusses the image of law enforcement, peace officers, public responsibility, and agencies and duties of law officers. Unit IV, on the court system, stresses court structure and issues and individual rights. Unit V, on the penal system, deals with the goals of prisons and punishment. Each unit contains a summary of teaching procedures, an explanation of those procedures, and a listing of related…

Oxenham, John (2004). Rights, Obligations, Priorities: Where Does Adult Literacy Rank?. Convergence, v37 n3 p41-50. The World Bank is a body that declares its vision to be a world free of poverty. It has long recognised that poverty and illiteracy are closely correlated and that illiteracy is a hindrance to economic and social development. The 180 or so governments that own the Bank have declared literacy to be a human right, so the Bank itself presumably also acknowledges that right. It would be natural then to expect that the Bank would support efforts to raise literacy rates in its member countries, not only through ensuring the universality of primary schooling, but also through providing appropriate educational opportunities for women and men who live in poverty, have not had a primary education, and are illiterate. However, in this regard, the Bank's behavior has apparently been as inconsistent as that of many of its owners. In a reversal of stance in 1997, the Bank began sponsoring studies and experiments to assay what literacy programs can do and achieve. The Bank has since 1997 been… [Direct]

(1993). Education Standards for the 21st Century: Opening Statements of Ministers at the Asia-Pacific Economic Cooperation Education Ministerial, August 1992. While the member countries of the Asia-Pacific Economic Cooperation (APEC) have many differences in culture, history, and level of economic development, all APEC representatives who attended this ministerial agreed on the importance of establishing education standards and examination systems to meet the needs of their people in the 21st century. The statements of the following 14 officials who addressed the conference are included in this document: Lamar Alexander, Secretary of Education, United States of America; Kim Beazley, Minister for Employment, Education and Training, Australia; Abdul Aziz bin Umar, Minister of Education, Brunei Darussalam; Anita Hagen, Deputy Premier, Minister of Education, and Minister Responsible for Multiculturalism and Human Rights, Province of British Columbia, Canada; Teng Teng, Vice Chairman, State Education Commission, People's Republic of China; John Chan Cho-chak, Secretary for Education and Manpower, Hong Kong; Fuad Hassan, Minister of Education… [PDF]

English, Raymond (1989). History or Social Studies? Frying Pan or Fire. Social studies as taught in many schools is anti-intellectual, formless, and ineffective. History, if properly taught, is at the opposite extreme: challenging to the point of being beyond the comprehension of young students. Social studies at its worst is experimental psychological manipulation. At its best it can be a useful synthesis of concepts and insights from various social sciences. Sociology and anthropology offer intellectual tools for understanding social groups and relations, along with perspectives on cultural and physical factors that condition our lives. Economics provides basic insights into matters that every free, intelligent citizen should appreciate: scarcity, supply and demand, and division of labor. Political science and law also provide necessary analytic tools: sovereignty, human rights, balance of power, and democracy. Not to be ignored are the contributions that philosophy, psychology, and theology can give: obligation, duty, freedom, and materialism. Once…

Abrahamson, Richard F., Ed.; Carter, Betty, Ed. (1988). Books for You: A Booklist for Senior High Students. Tenth Edition. The 1200 books, published from 1985 through 1987, were selected to provide pleasurable reading for high school students. Annotated entries, listed by author, provide the title, publisher, year of publication, length, type: fiction or nonfiction, and are arranged alphabetically under 47 main categories. These include: (1) adventure and survival; (2) airplanes and automobiles; (3) animals and pets; (4) archaeology and anthropology; (5) art and architecture; (6) autobiography, biography, and collective biography; (7) careers and jobs; (8) classics; (9) colleges; (10) computer technology (11) dating and sexual awareness; (12) death and dying; (13) diaries, essays, journals, letters, and oral histories; (14) drama; (15) drugs and alcohol; (16) easy reading; (17) family relationships; (18) fantasy; (19) historical fiction; (20) history and geography; (21) hobbies and crafts; (22) Holocaust; (23) horror, witchcraft, the occult, and unexplained phenomena; (24) human rights; (25) humor and… [PDF]

Mortensen, Peter L. (1992). Literacy and Regional Difference: Problems with the Invention of Appalachia. The Appalachia that many metropolitans claim to know was discovered or invented between the Civil War and World War I. The idea of the Appalachians as impoverished, illiterate, and in desperate need of moral, economic, and educational uplift disseminated during those years was, in fact, a creation of the urban imagination; hence, discourse on Appalachia reveals more about urban preoccupations than about social conditions in the mountains. Local color fiction about turn of the century Appalachia is premised on the myth that literacy is a basic human right necessary for productive citizenship and fulfilling lives. After 1890, popular monthlies used "official" illiteracy rates to stigmatize the South. To attract Northern capital, Lexington, Kentucky's growing middle class needed to appear to be addressing illiteracy. A program of adult education and a Kentucky Illiteracy Commission were created. Newspaper coverage of those developments and of a statewide "Illiteracy…

(1985). Participation of Women: The Reality in 1985. Council of Europe Forum, spec insert Jan. A compilation of 10 articles presents perspectives on the issue of female political participation. \The Patriarchy Takes a Ribbing\ (Benoite Groult) looks at women as the primary agents for economic and political change. \Women and Political Power in Europe\ (Mariette Sineau) considers variations in female responsibility and status in policy-making bodies. \Running the Country?–the Role of Rural Women\ (Anna Mangrioti) focuses on the impact of rural traditions and attitudes in limiting female participation in rural political life. \Sexual Violence and the Law in Italy\ (Guido Modona) looks at proposals for reform of Italian laws regarding sexual violence in criminal law. \Sex Discrimination in the United Kingdom\ (David Pannick) examines a recent case heard by the European Court of Human Rights concerning sex discrimination in United Kingdom immigration rules. \Unions and the Working Woman\ (Hortense Horburger) outlines the difficulties involved in organizing working women. \To…

(1980). International Meeting of Experts on the Evaluation and Development of the Associated Schools Project on Education for International Co-operation and Peace (UNESCO House, Paris, September 8-12, 1980). Final Report. Ways and means are suggested by educational experts from 17 UNESCO member states for developing the Associated Schools Project in Education for International Cooperation and Peace. Launched in 1953, the project was intended to sensitize teachers and students to the need for peace and respect for human rights and to prepare them to accomplish tasks aimed toward these objectives including preparing instructional materials and carrying out community-oriented activities. Although the project has grown considerably since its inception (it is now a network of 1,400 schools in over 70 countries) and has been successful in many of its endeavors, the experts noted a number of problems in the areas of diffusing and generalizing individual project activities, counteracting negative effects of extra-educational influences such as the media, and in sustaining active teacher participation. To counteract problems and to further develop the Associated Schools Project, the experts offered some…

(2001). Ethnic and Race Relations in Austin, Texas. Policy Research Project Report, Number 137. This report, conducted by faculty and students in the Lyndon B. Johnson School of Public Affairs at the University of Texas, describes a survey on and interviews regarding ethnic and race relations among Austin, Texas residents and community leaders. Its six chapters include (1) "Introduction" (the research approach); (2) "Ethnic Minorities and the City of Austin: A Retrospective View" (segregation policies, desegregation efforts in the post Brown era, and the "gentlemen's agreement"); (3) "Ethnic Group Relations, Tolerance, and Discrimination" (perceptions of racial and ethnic relations in Austin, perceptions of interethnic tension, ethnic tolerance, and patterns of discrimination); (4) "Ethnic Community Views of the City of Austin and Its Services"; (5) "Current Reconciliation Efforts in Austin" (the Austin Human Rights Commission, the Council for Community Reconciliation, the Citizen's Review Board, the Citizen's Policy…

(1986). New Trends. No. 7. Bulletin of CDCC Activities in "Adult Education and Community Development". This document gives a summary of the main results of a conference held in May, 1986 and entitled "Adult Education and Community Development–Challenge and Response." The Conference marked the end of the Council of Europe's Project No. 9, which considered adult education as a factor of cultural, social, and economic innovation in integrated local and regional development. The conference provided an opportunity to reiterate the goals of Project No. 9 with respect to chronic underdevelopment, unemployment, and the effects of rapid industrialization and urbanization on social and cultural values and to explain the principles of the cooperative monitoring method that was used in implementing the projects' 14 pilot projects. The importance of regarding adult and continuing education as a human right and a continuous process enabling individuals to acquire and deepen their knowledge and experience was stressed, and policymakers were urged to promote a spirit of initiative and the…

(1987). Social Studies 11: United States History and Government. Tentative Syllabus. The course content is organized around 15 major concepts and ideas identified as fundamental to the social studies program. The concepts are: (1) change, (2) choice, (3) citizenship, (4) culture, (5) diversity, (6) empathy, (7) environment, (8) human rights, (9) identity, (10) interdependence, (11) justice, (12) political system, (13) power, (14) scarcity, and (15) technology. Each component of the course outline delineates the content and coordinates it with a major concept and model activity. This course is expected to cover the years beyond the Civil War. There are reviews of selected areas of U.S. history which is taught in the seventh and eighth grades. The course is divided into six major historical units, the first of which is devoted to the origins and development of the U.S. Constitution. Unit 2 emphasizes the industrialization of the nation after the Civil War. The Progressive Movement is covered in unit 3. The period of post World War I prosperity and the Great Depression…

(1987). Social Studies 7-8: United States and New York State History. Tentative Syllabus. Fifteen major concepts form the basis of the New York State schools K-12 social studies program. They are: (1) change, (2) choice, (3) citizenship, (4) culture, (5) diversity, (6) empathy, (7) environment, (8) human rights, (9) identity, (10) interdependence, (11) justice, (12) political system, (13) power, (14) scarcity, and (15) technology. The course content for seventh and eighth grade social studies is coordinated with major concepts and model activities and divided into 15 major units covering the time period of pre-1500 to post World War II. Unit one discusses the global heritage of the U.S. people prior to 1500. The European exploration and colonization of the United States are presented in unit two. The creation of the nation is the focus of unit three. Unit four discusses the formation of the new government. Life from the Revolutionary War to the Civil War is the subject of unit five. Unit six discusses events of the Civil War. The industrialization of the United States is…

Bullock, Angela; Faber, Charles F. (1989). The Right of Privacy of Public School Employees. A nationwide controversy over the right of privacy has arisen as a result of companies probing into their workers' habits and health through such means as mandatory drug tests, electronic databases, and lie detector tests. The legal claims arising from these civil suits against employers for invasion of privacy have established precedents that are now being applied to schools and their personnel. These latter cases are reviewed in this paper. It begins with a historical background on the legal right of privacy, starting with Hebrew and Roman law, and moving through European legal concepts to the United Nations covenant on human rights and the American experience from 1890 to the present. The next section discusses constitutional bases for the right of privacy, deriving from Supreme Court cases that interpret the 1st, 4th, 5th, 9th, and 14th Amendments. The following section then specifically addresses privacy concerns for educators. The tradition of the teacher as exemplar for…

Wells, Ruth Herman (1993). A Child's Guide to Surviving in a Troubled Family. Breakthrough Strategies To Teach and Counsel Troubled Youth: Social Skills, School Skills, Coping Skills Lesson Series. This document is one of eight in a series of guides designed to help teach and counsel troubled youth. It differs from the others in the series in that it was written specifically for children who are struggling with serious family problems such as substance abuse, sexual abuse, domestic violence, and mental illness. The first of the 20 lessons in the guide helps students to understand that there are no perfect, problem-free families and that all families have at least minor problems. Lesson 2 notes that serious family problems are faced by many youth and are not shameful, isolated occurrences. Lesson 3 emphasizes that serious family problems such as violence, alcoholism, and sexual abuse are never caused by children; lesson 4 acknowledges that such problems cannot be solved by children. Lessons 5 and 6 help students learn to help themselves and to resist enabling (rescuing) behaviors. Lesson 7 stresses that there is help available for serious family problems; lesson 8 focuses on…

(1997). Rwanda's Women and Children: The Long Road to Reconciliation. A Field Report Assessing the Protection and Assistance Needs of Rwandan Women and Children. Rwanda faces tremendous challenges as it tries to fight off insurgents, rebuild its infrastructure, reintegrate refugees, and assist genocide survivors. This report details an investigation which assessed the protection and assistance needs of Rwandan women and children. Part 1 of the report contains the executive summary, key findings, and the study's objectives. Part 2 details the needs of women survivors and returnees for protection, shelter, economic assistance, and health care; describes key programs; and discusses reintegration issues. Part 3 presents children's needs, focusing on separated and orphaned children, issues surrounding residential care, reintegration strategies, children-headed households, street children, girls, and educational needs. The findings of this investigation indicate that significant United Nations funds have been earmarked for women's programs; however, many programs face obstacles related to capacity, resources, and skills. There continues to be a… [PDF]

(1989). UN Peacemaking and Peacekeeping. Report of the United Nations Issues Conference (20th, Harriman, New York, February 24-26, 1989). The United Nations (UN) enjoyed a renewed prominence in the international spotlight during 1988 as the world recognized UN successes in the areas of peacemaking and peacekeeping. Conference participants agreed that the lessening of tensions between the superpowers has had a very positive impact on the general international political atmosphere. Other factors may have contributed to the UN's accomplishments as well: conflicts were, perhaps, winding down of their own weight or, perhaps, the world is entering a new era of greater peace. To clarify how the UN goes about resolving conflicts, the participants distinguished between peacemaking and peacekeeping activities. Peacemaking is generally thought to be the full range of activities aimed at ameliorating conflicts between nations. Suggestions to strengthen the UN peacemaking role included early intervention and a more assertive stance by the Security Council. Participants gave the Secretary-General much credit for recent peacemaking… [PDF]

Barkan, Murat, Comp.; And Others (1988). The Examination of Video as Mass Media in Turkish Society. Summary of the Final Report. Anadolu University Publications No. 249. This report discusses the growth of videocassette recorder (VCR) technology and its use by Turkish audiences, and attempts to analyze both the socioeconomic background and video viewing habits of a target population. The first of two sections provides information on video technology and its use through a review of relevant literature, including a comparison of television and video viewing, the growth of video technology in Turkey, video clubs, and distribution systems for VCRs and videotapes. The second section reports the results of a survey of a target audience in the city of Eskisehir consisting of parents, children 15 years or older living at home, and patrons of public places where video programs are shown. The questionnaire was designed to obtain information on the socioeconomic background of the respondents; where, when, and why they watched video programs; the types of programs watched; behavioral effects from watching video; the effects of watching video on children,…

Weinstein, Allen, Ed. (1988). Face to Face: U.S.-Soviet Summitry. Discussion Guide. This document is the discussion guide for a four part video/print series designed to contribute to the understanding of the U.S.-Soviet relationship and the summitry process which has become such a visible part of it. Each of the four 30-minute programs interweaves archival material with informal discussions by distinguished scholars about participants in previous summits. The illustrated discussion guide features scholarly essays and a chronology of U.S.-Soviet summits. It poses questions and guides learners to additional resources for further study. For each unit the guide contains a background essay, an introduction to the video program, questions to consider, and a list of suggested readings. Unit 1: "Sources of U.S.-Soviet Summitry," covers the rise of the two superpowers and the recent record of serious meetings among world leaders. Unit 2: "World Wars to Cold War, 1917-1955," illuminates the early days of U.S.-Soviet relations. It deals with the…

Fishlow, Albert; Lowenthal, Abraham F. (1979). Latin America's Emergence: Toward a U.S. Response. Headline Series 243. In order to provide a basis for improving United States policies toward Latin America in the 1980s, the document examines past U.S. policy and relations, evaluates recent U.S. approaches, and offers a reassessment of current U.S. interests in Latin America. The book is divided into five chapters. Chapter I discusses social, economic, and political change in Latin America from the 1950s through the 1970s. Topics include the 1961 Alliance for Progress, the prosperity and integration of Latin America into the world economy, the trend away from democratic institutions, and the rejection of U.S. dominance. Chapter II compares the traditional view of U.S.-Latin America relations in terms of cultivating security and private economic interests with a new concept of U.S. interests. Problems of massive immigration, advanced nuclear research in Latin American countries, growing economic interdependence, and authoritarian regimes are noted. Chapter III examines the policies of Presidents…

(1976). Greeks in America: Contributions to America, Relationship to Homeland, Integration into American Life, Retention of Ethnicity in America. Ethnic Heritage in America: Curriculum Materials in Elementary School Social Studies on Greeks, Jews, Lithuanians, and Ukrainians. Part of the Ethnic Heritage in America curriculum materials, this unit is about Greeks in the United States. The first section presents basic facts, such as a map of Greece, map of Eastern Europe, facts about Greece, historical chronological outline, list of Greeks in U.S. history, bibliography about Greeks, Greek publications in the United States, and a list of Greek organizations and information centers in the United States. The next section discusses Greek involvement in early settlement of North America at New Smyrna, Florida, and their traditions of baptism, the Christmas season, and wedding ceremonies. A third section presents information on the Greek migration to the United States and employment of Greeks, as well as their mosaic art, Karagiozi Theater, and folk music. The cultural patterns in Europe and USSR are discussed in the next section in light of some illustrious Greek Americans, some Greeks who contributed to American life, and the Greek historical consciousness. The… [PDF]

Wilson, Margaret (2001). Predicting Student Retention and Academic Achievement in Western United States Associate Degree in Nursing Programs. This study addresses the extreme shortage of registered nurses (RNs) in California and the changing demographics of those entering the occupation. It focuses on the issue that racially diverse RN students have shown a significantly lower completion rate than their white counterparts. Since community colleges provide 70% of the hospital-based RN workforce, the study included 6 community colleges with associate degree nursing programs. Questionnaires were used from 211 student participants. The sample demographic was 16% male and 84% female respondents. Forty-five percent of the sample were under 26 years old and 9% were over 40. The ethnicity was as follows: 39% White Non-Hispanic, 28% Hispanic, 9% Black, 1% Native American, 13% Asian, 5% Pacific Islander, and 5% other. Thirty-two percent of the sample declared dependent children. Twenty-nine percent of the sample claimed an income lower than $20,000, while 28% reported income over $50,000. The study found that lower annual income,… [PDF]

Newton, Priscilla, Ed. (2000). TASH Newsletter, 1999-2000. TASH Newsletter, v25-26 n1/2-12/1 Jan-Feb 1999-Jan. This document comprises the nine issues of the 1999-2000 TASH Newsletter. Each issue includes news items, conference information, and articles. Major articles include the following: "1998 TASH Annual Conference: Inclusion Roundtable"; "1998 TASH Conference Keynote Address (Zuhy Sayeed); "Do Not Resuscitate – Whose Choice Is It?" (Nancy Noble); "The Utter Vulnerability of Persons with Mental Disabilities in Police Interrogation Rooms" (Robert Perske); "Closing Brandon Training School: A Vermont Story" (Bonnie Shoultz and others); "Pulling the Plug on the ADA?" (Jonathan D. Ezekiel); "A 'New' Dr. Death at Princeton" (Mary Jane Owen); "The Importance of Arts Education for All Students" (Florence Aversa); "The Promise and Pitfalls of the Workforce Investment Act" (Michael Callahan);"National Efforts To Promote Conversion: Day Programs to Supported Employment"; "Empowering Communication Aid… [PDF]

York, Stacey (1998). Big as Life: The Everyday Inclusive Curriculum. Volume 1. This guide is intended to assist early childhood teachers with the integration of multicultural, anti-bias education into the curriculum. Part one of the guide outlines the elements of a transformative curriculum, including relevant goals and objectives. Part two contains eight curriculum units that put into practice the information from part one. These units cover the following topics: (1) bodies; (2) boys and girls; (3) communication; (4) families; (5) feelings; (6) my people; (7) our class; and (8) planet earth. Each unit begins with a section describing how young children might approach the topic. The next section, entitled "Teaching through the Interest Areas," suggests materials to add to each interest area to support the curriculum unit. These areas include art, blocks, dramatic play, literacy, manipulative agents, music, science, and sensory perception. "Investigating the Theme," the largest section of each unit, contains activity ideas to support the…

D'Amico, Deobrah (1999). Politics, Policy, Practice and Personal Responsibility: Adult Education in an Era of Welfare Reform. NCSALL Reports #10A. The relationship of literacy to work should be considered in terms of the political and economic conditions that structure the experiences of the working and non-working poor with respect to education and work. Research shows welfare-to-work programs constitute behavioral solutions to what are structural economic problems; literacy alone cannot easily or often overcome effects of class, race, and gender on access to education and job opportunities; part of the difference in training and career paths lies in social networks accessible to individuals of different class and race status; and the problem of welfare dependency is a labor market structure problem. The policy assumption that individuals need education and training to prepare for the existing job market, from which most funding proceeds, leaves out the class, race, and gender dynamics of the labor market and questions about job availability, pay, type of employment, and hiree ability to afford health and child care. A… [PDF]

Watkinson, Ailsa (1996). Honouring Diversity in the Classroom: Challenges and Reflections. Diversity in the Classroom Series, Number One. This document provides the framework for six other related documents in a series that focuses on diversity in the classroom. Section 1, "Introduction," explains that children in any Canadian classroom are not homogeneous, and such diversity presents teachers with challenges and obligations. The chapter reviews the subjects addressed in the series' other six documents. It explains that teachers who work with diverse students must be capable of analysis, visioning, and advocacy–elements associated with reflection. Section 2, "Diversity as the Norm," defines diversity and explains that teachers must be able to understand the shifting, evolving paradigms in education in order to be able to serve the needs of all students. Section 3, "The Reflective Educator," explains essential elements of the reflective process (open mindedness, responsibility, and whole heartedness) and discusses the importance of reflective teaching. Section 4, "Equality and…

Ammendolia, Justine; Beland, Joseph; Cousineau, Maryse; Daoud, Dounia; Denny, Shelley; Hamelin, Kayla M.; Hill, Amy; Iverson, Sara; McPherson, Kerri; Morissette, Lyne; Orren, Kimberly; Ostertag, Julia; Porter, Darren; Stokesbury, Michael J. W.; Sutherland, Maggie; Syliboy, Alanna; Vance, Alexandra; VanderKloet, Evelien; Whoriskey, Fred (2021). Community-Based Ocean Literacy: Four Examples of Ocean Optimism from Mi'kma'ki/Atlantic Canada. Canadian Journal of Environmental Education, v24 n1 p136-160. In this article, we consider the role of ocean literacy in coastal communities as an approach that fosters relevant, community-based learning. We also propose solutions to challenges facing human-ocean relationships by cultivating common understanding and collective action. We present four examples of community-based ocean literacy in Mi'kma'ki/Atlantic Canada demonstrate how intersectional approaches to ocean literacy that are context-specific and responsive to community priorities can foster healthier human-ocean relationships: (1) Oceans Week Halifax's organization of community events to strengthen human-ocean relationships; (2) the Apoqnmatulti'k (Mi'kmaw: we help each other) project's partnerships between Mi'kmaq and local knowledge holders and academia; (3) Fishing For Success's (Newfoundland and Labrador) inclusive approaches to connecting marginalized communities to the ocean; and (4) the Co-Existing With North Atlantic Right Whale Project's protection of whales without… [PDF]