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Race, Ethnicity and Education in Globalised Times
by Ruth ArberThis book provides a research narrative of the way an urban school community speaks about race and ethnic relationships in times of change. It analyses the history of multicultural policy and practice in Australia. Coverage also discusses the struggle to understand identity and race and cultural difference and presents a comprehensive methodological framework to explore the complex interactions that shape race and ethnic relationships.
Race, Ethnicity and Gender in Education: Cross-Cultural Understandings (Globalisation, Comparative Education and Policy Research #6)
by Joseph Zajda Kassie FreemanRace, Ethnicity and Gender in Education: Cross-cultural, which is the sixth volume in the 12-volume book series Globalisation, Comparative Education and Policy Research, presents scholarly research on major discourses of race, ethnicity and gender in education. It provides an easily accessible, practical yet scholarly source of information about the international concern in the field of globalisation and comparative education. Above all, the book offers the latest findings to the critical issues concerning major discourses on race, ethnicity and gender in the global culture. It is a sourcebook of ideas for researchers, practitioners and policymakers in education, globalisation, social justice, equity and access in schooling around the world. It offers a timely overview of current issues affecting research in comparative education of race, ethnicity and gender. It provides directions in education and policy research relevant to progressive pedagogy, social change and transformational educational reforms in the twen- first century. The book critically examines the overall interplay between the state, ideology and current discourses of race, ethnicity and gender in the global culture. It draws upon recent studies in the areas of globalisation, equity, social justice and the role of the State (Zajda et al. , 2006, 2008). It explores conceptual frameworks and methodological approaches applicable in the research covering the State, globa- sation, race, ethnicity and gender.
Race, Ethnicity, and Multiculturalism: Policy and Practice (Missouri Symposium on Research and Educational Policy)
by Peter HallThis book examines how teachers, administrators, and educational institutions contribute to racial and ethnic inequality and offers policy and practice suggestions for change. It reviews the literature, the national societal and cultural contexts, definitions of race and ethnicity, family influences, and then explores the topic in relation to teachers, classrooms, school programs, school organization, and district policy making. The book concludes with recommendations on how to integrate current school restructuring with multicultural education.
Race, Ethnicity, and Multiculturalism: Policy and Practice (Missouri Symposium on Research and Educational Policy)
by Peter HallThis book examines how teachers, administrators, and educational institutions contribute to racial and ethnic inequality and offers policy and practice suggestions for change. It reviews the literature, the national societal and cultural contexts, definitions of race and ethnicity, family influences, and then explores the topic in relation to teachers, classrooms, school programs, school organization, and district policy making. The book concludes with recommendations on how to integrate current school restructuring with multicultural education.
Race, Ethnicity, Gender and Other Social Characteristics as Factors in Health and Health Care Disparities (Research in the Sociology of Health Care #38)
by Jennie Jacobs KronenfeldThe contributors to this latest volume of Research in the Sociology of Health Care investigate race, ethnicity and gender as factors in health and health care disparities. Looking specifically at the factors that impact race and ethnicity in a US context, gender issues, hospitals and health care spending, and research from India. Chapters focus on linkages to health disparities among races, health experiences for incarcerated women and issues of hospital and health care spending.
Race, Ethnicity, Gender and Other Social Characteristics as Factors in Health and Health Care Disparities (Research in the Sociology of Health Care #38)
by Jennie Jacobs KronenfeldThe contributors to this latest volume of Research in the Sociology of Health Care investigate race, ethnicity and gender as factors in health and health care disparities. Looking specifically at the factors that impact race and ethnicity in a US context, gender issues, hospitals and health care spending, and research from India. Chapters focus on linkages to health disparities among races, health experiences for incarcerated women and issues of hospital and health care spending.
Race, Gender and Educational Desire: Why black women succeed and fail
by Heidi Safia Mirza'This book is a great genealogy of black women's unrecognised contributions within both education and the wide social context. I think it constitutes an important piece of work that is totally missing from the existing literature' - Diane Reay, Professor of Education, Cambridge University Race, Gender and Educational Desire reveals the emotional and social consequences of gendered difference and racial division as experienced by black and ethnicised women teachers and students in schools and universities. It explores the intersectionality of race and gender in education, taking the topic in new, challenging directions and asking How does race and gender structure the experiences of black and ethnicised women in our places of learning and teaching? Why, in the context of endemic race and gender inequality, is there a persistent expression of educational desire among black and ethnicised women? Why is black and ethnicised female empowerment important in understanding the dynamics of wider social change? Social commentators, academics, policy makers and political activists have debated the causes of endemic gender and race inequalities in education for several decades. This important and timely book demonstrates the alternative power of a black feminist framework in illuminating the interconnections between race and gender and processes of educational inequality. Heidi Safia Mirza, a leading scholar in the field, takes us on a personal and political journey through the debates on black British feminism, genetics and the new racism, citizenship and black female cultures of resistance. Mirza addresses some of the most controversial issues that shape the black and ethnic female experience in school and higher education, such as multiculturalism, Islamophobia, diversity, race equality and equal opportunities Race, Gender and Educational Desire makes a plea for hope and optimism, arguing that black women's educational desire for themselves and their children embodies a feminised prospectus for a successful multicultural future. This book will be of particular interest to students, academics and researchers in the field of education, sociology of education, multicultural education and social policy. Heidi Safia Mirza is Professor of Equalities Studies in Education at the Institute of Education, University of London, and Director of the Centre for Rights, Equalities and Social Justice (CRESJ). She is also author of Young, Female and Black (Routledge).
Race, Gender and Educational Desire: Why black women succeed and fail
by Heidi Safia Mirza'This book is a great genealogy of black women's unrecognised contributions within both education and the wide social context. I think it constitutes an important piece of work that is totally missing from the existing literature' - Diane Reay, Professor of Education, Cambridge University Race, Gender and Educational Desire reveals the emotional and social consequences of gendered difference and racial division as experienced by black and ethnicised women teachers and students in schools and universities. It explores the intersectionality of race and gender in education, taking the topic in new, challenging directions and asking How does race and gender structure the experiences of black and ethnicised women in our places of learning and teaching? Why, in the context of endemic race and gender inequality, is there a persistent expression of educational desire among black and ethnicised women? Why is black and ethnicised female empowerment important in understanding the dynamics of wider social change? Social commentators, academics, policy makers and political activists have debated the causes of endemic gender and race inequalities in education for several decades. This important and timely book demonstrates the alternative power of a black feminist framework in illuminating the interconnections between race and gender and processes of educational inequality. Heidi Safia Mirza, a leading scholar in the field, takes us on a personal and political journey through the debates on black British feminism, genetics and the new racism, citizenship and black female cultures of resistance. Mirza addresses some of the most controversial issues that shape the black and ethnic female experience in school and higher education, such as multiculturalism, Islamophobia, diversity, race equality and equal opportunities Race, Gender and Educational Desire makes a plea for hope and optimism, arguing that black women's educational desire for themselves and their children embodies a feminised prospectus for a successful multicultural future. This book will be of particular interest to students, academics and researchers in the field of education, sociology of education, multicultural education and social policy. Heidi Safia Mirza is Professor of Equalities Studies in Education at the Institute of Education, University of London, and Director of the Centre for Rights, Equalities and Social Justice (CRESJ). She is also author of Young, Female and Black (Routledge).
Race, Gender, and Identity in American Equine Art: 1832 to the Present (Routledge Advances in Art and Visual Studies)
by Jessica DallowThis book traces an evolution of equine and equestrian art in the United States over the last two centuries to counter conventional understandings of subjects that are deeply enmeshed in the traditions of elite English and European culture. In focusing on the construction of identity in painting and photography—of Blacks, women, and the animals themselves involved in horseracing, rodeo, and horse show competition—it illuminates the strategic and varying roles visual artists have played in producing cultural understandings of human-animal relationships. As the first book to offer a history of American equine and equestrian imagery, it shrinks the chasm of literature on the subject and illustrates the significance of the genre to the history of American art. This book further connects American equine and equestrian art to historical, theoretical, and philosophical analyses of animals and attests to how the horse endures as a vital, meaningful subject within the art world as well as culture at large. This book will be of interest to scholars in art history, American art, gender studies, race and ethnic studies, and animal studies.
Race, Gender, and Identity in American Equine Art: 1832 to the Present (Routledge Advances in Art and Visual Studies)
by Jessica DallowThis book traces an evolution of equine and equestrian art in the United States over the last two centuries to counter conventional understandings of subjects that are deeply enmeshed in the traditions of elite English and European culture. In focusing on the construction of identity in painting and photography—of Blacks, women, and the animals themselves involved in horseracing, rodeo, and horse show competition—it illuminates the strategic and varying roles visual artists have played in producing cultural understandings of human-animal relationships. As the first book to offer a history of American equine and equestrian imagery, it shrinks the chasm of literature on the subject and illustrates the significance of the genre to the history of American art. This book further connects American equine and equestrian art to historical, theoretical, and philosophical analyses of animals and attests to how the horse endures as a vital, meaningful subject within the art world as well as culture at large. This book will be of interest to scholars in art history, American art, gender studies, race and ethnic studies, and animal studies.
Race, Gender, and Leadership in Nonprofit Organizations
by Marybeth Gasman N. Drezner E. Epstein T. Freeman V. AveryThis volume centers on the lives and experiences of female and African American leaders of foundations and nonprofits. Contributors to the volume examine race and gender as constructs and provide a theoretical background for understanding their effect on the psycho-social development of the individuals.
Race, Identity, and Representation in Education
by Warren CrichlowThis stunning new edition retains the book's broad aims, intended audience, and multidisciplinary approach. New chapters take into account the more current backdrop of globalization, particularly events such as 9/11, and attendant developments that make a reconsideration of race relations in education quite urgent.
Race in America [2 volumes]: How a Pseudoscientific Concept Shaped Human Interaction [2 volumes]
by Patricia Reid-Merritt, EditorFocusing on the socially explosive concept of race and how it has affected human interactions, this work examines the social and scientific definitions of race, the implementation of racialized policies and practices, the historical and contemporary manifestations of the use of race in shaping social interactions within U.S. society and elsewhere, and where our notions of race will likely lead.More than a decade and a half into the 21st century, the term "race" remains one of the most emotionally charged words in the human language. While race can be defined as "a local geographic or global human population distinguished as a more or less distinct group by genetically transmitted physical characteristics," the concept of race can better be understood as a socially defined construct—a system of human classification that carries tremendous weight, yet is complex, confusing, contradictory, controversial, and imprecise. This collection of essays focuses on the socially explosive concept of race and how it has shaped human interactions across civilization. The contributed work examines the social and scientific definitions of race, the implementation of racialized policies and practices, and the historical and contemporary manifestations of the use of race in shaping social interactions (primarily) in the United States—a nation where the concept of race is further convoluted by the nation's extensive history of miscegenation as well as the continuous flow of immigrant groups from countries whose definitions of race, ethnicity, and culture remain fluid. Readers will gain insights into subjects such as how we as individuals define ourselves through concepts of race, how race affects social privilege, "color blindness" as an obstacle to social change, legal perspectives on race, racialization of the religious experience, and how the media perpetuates racial stereotypes.
Race in America [2 volumes]: How a Pseudoscientific Concept Shaped Human Interaction [2 volumes]
Focusing on the socially explosive concept of race and how it has affected human interactions, this work examines the social and scientific definitions of race, the implementation of racialized policies and practices, the historical and contemporary manifestations of the use of race in shaping social interactions within U.S. society and elsewhere, and where our notions of race will likely lead.More than a decade and a half into the 21st century, the term "race" remains one of the most emotionally charged words in the human language. While race can be defined as "a local geographic or global human population distinguished as a more or less distinct group by genetically transmitted physical characteristics," the concept of race can better be understood as a socially defined construct—a system of human classification that carries tremendous weight, yet is complex, confusing, contradictory, controversial, and imprecise. This collection of essays focuses on the socially explosive concept of race and how it has shaped human interactions across civilization. The contributed work examines the social and scientific definitions of race, the implementation of racialized policies and practices, and the historical and contemporary manifestations of the use of race in shaping social interactions (primarily) in the United States—a nation where the concept of race is further convoluted by the nation's extensive history of miscegenation as well as the continuous flow of immigrant groups from countries whose definitions of race, ethnicity, and culture remain fluid. Readers will gain insights into subjects such as how we as individuals define ourselves through concepts of race, how race affects social privilege, "color blindness" as an obstacle to social change, legal perspectives on race, racialization of the religious experience, and how the media perpetuates racial stereotypes.
Race, Language, and Subjectivation: A Raciolinguistic Perspective on Schooling Experiences in Germany (Pädagogische Professionalität und Migrationsdiskurse)
by Liesa RühlmannMany school students in Germany are plurilingual and use German and further languages in their daily lives. This use is differently approached and valued. Not only languages spoken, but race, too, plays a role in how language use is addressed in schools. Interviews that were conducted and analyzed with a Grounded Theory approach show that subject positions assigned to students concerning plurilingualism shape how they reflect on experiences in school from a retrospective focus. By turning to a raciolinguistic perspective and drawing on subjectivation theory, the terms used to signify dominantly found re-positionings are ‘raciolinguistic norm’ and ‘raciolinguistic Other’. The results highlight the necessity of focusing in more detail on how listening positionalities shape language use in society and in schools specifically.
Race, Law, and Higher Education in the Colorblind Era: Critical Investigations into Race-Related Supreme Court Disputes (Routledge Research in Higher Education)
by Hoang Vu TranThis book provides detailed analysis of Supreme Court judgments which have impacted the rights of minorities in relation to higher education, and so illustrates ongoing issues of racial discrimination throughout the American education sector. Race, Law, and Higher Education in the Colorblind Era brings together the many racial disputes that have been adjudicated by the Supreme Court to investigate the politics of colorblindness in the post-civil rights era. Through a reading of these various cases as a form of continuing racial discourse, this book focuses on the ways in which racial disputes operate within a clearly entwined colorblind narrative that invalidates racial justice for minorities. By investigating how the Supreme Court has understood racism and the concept of race across its history, this volume demonstrates how colleges and universities must navigate the often contradictory and perilous landscape of ‘diversity’ in attempts to integrate historically disadvantaged minorities. This book will be of interest to researchers, academics, and postgraduate students in the fields of sociology of education, multicultural education, and legal education.
Race, Law, and Higher Education in the Colorblind Era: Critical Investigations into Race-Related Supreme Court Disputes (Routledge Research in Higher Education)
by Hoang Vu TranThis book provides detailed analysis of Supreme Court judgments which have impacted the rights of minorities in relation to higher education, and so illustrates ongoing issues of racial discrimination throughout the American education sector. Race, Law, and Higher Education in the Colorblind Era brings together the many racial disputes that have been adjudicated by the Supreme Court to investigate the politics of colorblindness in the post-civil rights era. Through a reading of these various cases as a form of continuing racial discourse, this book focuses on the ways in which racial disputes operate within a clearly entwined colorblind narrative that invalidates racial justice for minorities. By investigating how the Supreme Court has understood racism and the concept of race across its history, this volume demonstrates how colleges and universities must navigate the often contradictory and perilous landscape of ‘diversity’ in attempts to integrate historically disadvantaged minorities. This book will be of interest to researchers, academics, and postgraduate students in the fields of sociology of education, multicultural education, and legal education.
Race, Masculinity and Schooling (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Louise Archer“a welcome and valuable contribution … because of Archer’s ability to reveal for her readers the complex and dynamic ways in which young Muslim Asian boys in England construct their identities. Through a careful analysis, she demonstrates how stereotypes and inequalities have a real impact on the ways in which these young people negotiate their identities, reminding us of the importance of reading identities within their different contexts… an important and refreshing book” Journal of Education PolicyMuslim boys are currently 'hot topics' of social and educational debate: they have been associated with global terrorism, fundamentalism,urban rioting and, within the context of schooling, they appear to be suffering from disproportionately high rates of exclusion and low rates of achievement and post-16 progression. This timely and innovative book examines the issues in detail, fore-grounding Muslim boys' own views of their lives and schooling.The book explores the complex interplay between race/ethnicity, religion, masculinity and social class within Muslim boys' lives. Attention is also given to the role of the teacher/researcher within the boys' production of masculine identities.The book draws on illuminating new research data and reviews a wide range of literature on masculinity and race/ethnicity to enable readers to engage with complex social inequalities within the context of secondary schooling.
Race, Politics, and Basketball: A Cultural Education of Everyday Life
by Gerry KavanaughStorytelling is one of the oldest, yet most provocative human art forms. It allows us to learn through the illustration and presentation of events as they happened in real time, through the words of those who participated, allowing the reader to understand and recognize the unvarnished truth. As a means of education and learning, it is innately valuable. Speaking of race and racism, it allows us to underscore our values and principles of social justice. It allows the participants to express their insights and knowledge through their actual experiences. The author has done just that with Race, Politics, and Basketball – a fascinating story of race, racism, politics, education, and inequality in the early 1970s, told through the voices of those who were there, who witnessed it and were a part of it. It provides the juxtaposition of good and decent white kids with an unparalleled mentor who kept them on the straight and narrow, against good and decent Black and Cape Verdean kids who were forced to face the daily forces of inequality and racial unrest each and every day. The summer of 1970 was immensely educational for all who experienced it. The Vietnam War, the civil rights movements, Black Panthers, a long, dreary recession with high unemployment – all explained through the voices of white and Black kids and adults who were there, in New Bedford, Massachusetts, living through it, and navigating the ebbs and fl ows of their daily lives. In the middle of it all, a 17 year old Cape Verdean kid, standing outside a club in the city’s West End, during a period of unrest, was gunned down by three white kids from the suburbs. They didn’t even know him. To top it off, they were all acquitted at trial, despite the fact that the guy who shot the gun confessed to it. The book tells a fascinating story of inequality, race, and politics that can help us understand the struggles that we are still going through today, as we try to understand and reconcile our differences, and treat everyone as equals. Anyone interested in the issue of race and racism in America today should read this story. Gerry Kavanaugh is the Senior Vice Chancellor at the University of Massachusetts Dartmouth. He was the Chief of Staff to Senator Edward M. Kennedy in Washington, DC, and now lives in New Bedford with his wife, Colleen.
Race, Politics, and Education in Brazil: Affirmative Action in Higher Education
by Ollie A. Johnson III Rosana Heringer Ollie JohnsonBrazil has undertaken affirmative action in its universities on an unprecedented scale. An expert group of international scholars puts the new policies in historical, political, and legal context; evaluates their outcomes for students and universities; and demonstrates that the policies have been successful in addressing racial inequality.
Race, Politics, and Pandemic Pedagogy: Education in a Time of Crisis
by Henry A. GirouxIn this book Henry A. Giroux passionately argues that education and critical pedagogy are needed now more than ever to combat injustices in our society caused by fake news, toxic masculinity, racism, consumerism and white nationalism. At the heart of the book is the idea that pedagogy has the power to create narratives of desire, values, identity, and agency at time when these narratives are being manipulated to promote right wing populism and emerging global fascist politics. The book expands on the notion of the plague as not only a medical crisis but also a crisis of politics, ethics, education, and democracy itself. The chapters cover a range topics beginning with historical perspectives on fascism and moving on to issues of social atomization, depoliticization, neoliberal pedagogy, the scourge of staggering inequality, populism, and pandemic pedagogy. The book concludes with a call for educators to make education central to politics, develop a discourse of critique and possibility, reclaim the vision of a radical democracy, and embrace their role as powerful agents of change.
Race, Politics, and Pandemic Pedagogy: Education in a Time of Crisis
by Henry A. GirouxIn this book Henry A. Giroux passionately argues that education and critical pedagogy are needed now more than ever to combat injustices in our society caused by fake news, toxic masculinity, racism, consumerism and white nationalism. At the heart of the book is the idea that pedagogy has the power to create narratives of desire, values, identity, and agency at time when these narratives are being manipulated to promote right wing populism and emerging global fascist politics. The book expands on the notion of the plague as not only a medical crisis but also a crisis of politics, ethics, education, and democracy itself. The chapters cover a range topics beginning with historical perspectives on fascism and moving on to issues of social atomization, depoliticization, neoliberal pedagogy, the scourge of staggering inequality, populism, and pandemic pedagogy. The book concludes with a call for educators to make education central to politics, develop a discourse of critique and possibility, reclaim the vision of a radical democracy, and embrace their role as powerful agents of change.
Race, Poverty, and Social Justice: Multidisciplinary Perspectives Through Service Learning
by José Z. CalderónThis volume explores multiple examples of how to connect classrooms to communities through service learning and participatory research to teach issues of social justice. The various chapters provide examples of how collaborations between students, faculty, and community partners are creating models of democratic spaces (on campus and off campus) where the students are teachers and the teachers are students. The purpose of this volume is to provide examples of how service learning can be integrated into courses addressing social justice issues. At the same time, it is about demonstrating the power of service learning in advancing a course content that is community-based and socially engaged.To stimulate the adaptation of the approaches described in these books, each volume includes an Activity / Methodology table that summarizes key elements of each example, such as class size, pedagogy, and other disciplinary applications. Click here for the table to this title.
Race, Poverty, and Social Justice: Multidisciplinary Perspectives Through Service Learning
This volume explores multiple examples of how to connect classrooms to communities through service learning and participatory research to teach issues of social justice. The various chapters provide examples of how collaborations between students, faculty, and community partners are creating models of democratic spaces (on campus and off campus) where the students are teachers and the teachers are students. The purpose of this volume is to provide examples of how service learning can be integrated into courses addressing social justice issues. At the same time, it is about demonstrating the power of service learning in advancing a course content that is community-based and socially engaged.To stimulate the adaptation of the approaches described in these books, each volume includes an Activity / Methodology table that summarizes key elements of each example, such as class size, pedagogy, and other disciplinary applications. Click here for the table to this title.
Race, Racism and the Geography Curriculum
by John Morgan David LambertChanges in the nature of knowledge production, plus rapid social and cultural change, have meant that the 'curriculum question' – what is to be taught, and by extension, 'whose knowledge' – has been hotly contested. The question of what to teach has become more and more controversial. This book asks: what is an appropriate curriculum response to the acute, renewed interest in issues of race and racism? How does a school subject like geography respond? The struggle over the school curriculum has frequently been portrayed as being between educational 'traditionalists' and 'progressives'. This book suggests a way out of this impasse. Drawing upon and extending insights from 'social realism', it explores what a Future 3 geography curriculum might look like - one that recognizes the importance of the academic discipline as a source of curriculum-making but at the same time avoids geographical knowledge becoming set in stone. The book focuses very sharply on issues of race and racism, enabling teachers to engage in curriculum making in geography that is racially literate.