(1977). Ethnic Heritage Project General Bibliography. The document lists approximately 280 ethnic heritage-related materials. Bibliographic citations for anthologies, plays, speeches, autobiographies, films, filmstrips, study guides, curriculum outlines, learning activities, and critical and historical studies for works published from 1950 through 1976 are annotated. The materials consider cultural conflicts, chronicle the history of cultural groups in the United States, and present the art, music, dance, literature, and religion of ethnic groups. The general bibliography categories are American Indian, Asian, Australian, Black American, Caribbean, Chinese, French, German, Greek, Irish, Italian, Japanese, Jewish, Latin American, Polish, Puerto Rican, Russian, Spanish/Portugese, General, and Professional. Entries are organized alphabetically by author according to type of material. (DB)… [PDF]
(1967). ANNUAL REPORT, NOVEMBER 7, 1966 – OCTOBER 31, 1967. DURING ITS FIRST YEAR OF OPERATION THE CENTER MADE ITS SERVICES KNOWN TO HELP SCHOOLS ELIMINATE THE PROBLEMS ASSOCIATED WITH DESEGREGATION. AMONG THE PROBLEM AREAS INVESTIGATED IN CONFERENCES, WORKSHOPS, CLINICS, INSTITUTES, AND SPECIAL PROGRAMS WERE–CULTURAL DIFFERENCES, COUNSELING AND GUIDANCE SERVICES, TEACHING METHODS, SOCIAL ACTIVITIES, NEGRO ACADEMIC PERFORMANCE, EFFECTIVE COMMUNICATION BETWEEN THE NEGRO CHILD AND NEGRO COMMUNITY AND THE WHITE ESTABLISHMENT, LEGAL AND HISTORICAL ASPECTS OF SCHOOL DESEGREGATION, TEACHING COMPETENCIES, CURRICULUM INNOVATIONS, AND REORIENTATION ABOUT THE MEANING OF QUALITY EDUCATION. SOME OF THE CENTER'S RESOURCE MATERIALS AND THE HELP EXTENDED IN MANY OF THESE AREAS ARE BRIEFLY DESCRIBED. (AF)… [PDF]
(1975). California Women. Report of the California Commission on the Status of Women. Major activities of the California Commission on the Status of Women during 1974-75 are described, and summaries are presented which characterize the status of women in California in areas of social, political, and economic life. Established by the state legislature in 1965, the Commission has among its goals the study of changing roles and responsibilities of women, elimination of inequities in law, operation as an information center for government and the public, and provision of technical and consultive advice to groups working toward women's equity. During 1974-75, the Commission conducted public awareness activities, developed publications, and supported legislative changes for women in areas of legal equity, credit, government participation, insurance, child care, education, counseling, employment, and the media. Seven chapters explore these areas in detail, giving statistical information and explanations of women's changing status. Each chapter reviews recent legislation…
(1975). The Politics of Education: Challenges to State Board Leadership. This book is composed of six separate but interrelated chapters. The first presents a historical view of education through an exposition of four propositions: (1) success produces problems, (2) historically, people have supported schools because it was in their self-interest, (3) the schools' success and the serving of the public's self-interest has liquidated the values that allowed the public to support education, and, (4) the search for new goals must and will lead directly to a search for the changing basis of self-interest that will cause the public to continue to support education. The second chapter details two cases of the moment–busing and teacher strikes. The third points out that people generally have come to look for and listen to the specialist and have downplayed or ignored the citizen. The fourth describes the concern of business with the schools, stressing the views of those who must absorb the products of the schools. The fifth explains that if there ever was a…
(1975). The Legal Rights of Students. Fastback Series, No. 59. This booklet provides an overview of the changes in the area of student rights in recent years. Most of these changes have been mandated by the courts and cover such areas as discrimination, student records, searches, religion in the schools, freedom of speech and assembly, suspension, and expulsion. The author holds that in the future there will be a decline in student rights litigation because teachers and administrators have become and will continue to become more aware of legal principles in the schools. (Author/IRT)…
(1972). Statistical, Legal, and Moral Problems in Following the EEOC Guidelines. Statistical, legal and moral problems involved in following the EEOC guidelines are described. The guidelines require separate data for minority and non-minority groups with differential cut off scores for aptitude tests which have a racial bias. Problems reviewed include: identification of racial bias in tests is difficult; giving one race an advantageous cutoff over another may be unfair, creating legal challenges; and determining selection by race may diminish the effectiveness of the work group. The author suggests selection on the basis of proportion of numbers of each race applying, taking the top from each group. (DJ)… [PDF]
(1972). Equal Educational Opportunity Workshop for Human Rights Workers at the Annual Meeting of the National Association of Human Rights Workers, Seattle, Washington, October 3-7, 1971. Special Report. NCRIEEO Newsletter, v3 n1 February. The Equal Educational Opportunity Workshop for Human Rights Workers focused on the theme \Equal Educational Opportunity–What Does It Mean to the Human Rights Worker? A Deep Examination of Professional Commitment.\ Most school systems and educational institutions have human rights specialists devoting staff time and resources to race and culture-related problems; yet progress towards equal educational opportunity is slow. Professionals at this workshop examined the progress and the necessary commitment of the professional human rights worker in the desegregation program setting. Several general sessions were held, and following them were simultaneous small group workshop sessions. This report contains excerpts from the small group workshops and covers topics such as: (1) strengthening personal skills in recognizing culturally based bias impediments to optimum professional function in desegregation programs; (2) an exploration of major intergroup relations issues in desegregation… [PDF]
(2003). Columbia: The Economic Foundation of Peace. Chapters 21-28. This document contains 8 chapters of a 35-chapter book that presents a comprehensive diagnosis of current economic, social, and educational conditions in Colombia and their importance to development prospects and the quest for peace. The eight chapters covered here are part of a section titled "Sharing the Fruits of Growth with All Colombians." Chapter 21, "Education" (Eduardo Velez), describes Colombia's education system and current enrollment trends and focuses on seven policy issues: highly inequitable access to schooling, excluding poor and rural children; low, perhaps deteriorating, educational quality; high grade repetition and dropout rates; allocation of public expenditures; growing household demand for schooling; inefficient and inequitable decentralization of education management; and negative impacts of violence and social displacement on schooling. Chapter 22, "Health" (Maria-Luisa Escobar, Panagiota Panopoulou), looks at recent reforms in…
(1994). Youth and Society. Rights and Responsibilities. Fifth Edition. Intended to educate youth and parents about the rights and responsibilities of youth in society, this manual outlines the prevailing rules as well as U.S. and Illinois laws applying to youth. Separated into four categories, the manual explores the relationship of youth to society, youth to family, social controls on youth, and the rights and responsibilities of youth in schools. The integration of this information into the lives of children and young adults is designed to promote the preservation of rights and recognition of responsibilities which lie at the core of democracy. The pamphlet concludes with a description of additional resources available through the Constitutional Rights Foundation and information on how to obtain them. (TSV)…
(1995). The Bill of Rights: A User's Guide [and] Teacher's Guide. Second Edition. Designed to help make the Bill of Rights a living document, the student text (user's guide) describes the history of each right in the Bill of Rights and explains how the Supreme Court has interpreted those rights throughout history. The units trace the history of the Bill of Rights, describe and analyze the first ten amendments, and explain the importance of the Fourteenth Amendment in expanding the concept of rights in the United States. The text contains stories of "ordinary" people who have helped in keeping the Bill of Rights a living document, and also includes a 27-item glossary, suggested reading list, as well as case and subject indexes. The teacher's guide offers classroom activities and handouts that correspond to the student text. Each lesson contains objectives, terms, concepts, and student activities. (TSV)…
(1982). Bibliographic Resources on Pacific/Asian Americans. P/AAMHRC Research Review, v1 n3 p3-6 Jul. Bibliography on Pacific and Asian Americans covers their sociocultural and historical background, experiences in the United States, educational needs, and related concerns. Categorizes materials by: (1) Pacific/Asian American group in general; (2) specific ethnic groups; (3) special topics; and (4) general sources on racial/ethnic groups. (Author/MJL)…
(1996). Gender Delusions and Exclusions in the Democratization of Schooling in Latin America. Comparative Education Review, v40 n4 p404-25 Nov. Examines how democratization of schooling is being shaped in Latin America and how dangerous delusions and exclusions affect the treatment of gender in this process. Focuses on initiatives and development policies of international aid agencies, their research projects, and international conferences. Suggests that democratization requires a larger school role in questioning school practices and students' experiences at home. (SV)…
(1994). Education as a Citizenship Right–A Concept in Transition: Sweden Related to Other Western Democracies and Political Philosophy. Journal of Curriculum Studies, v26 n4 p383-99 Jul-Aug. Discusses recent, Swedish, educational, restructuring trends that shift away from a view of education as a public good to view as a private good. Concludes that education should be a criterion of citizenship rights and necessary to shape the public good. (CFR)…
(1997). South Africa after Apartheid: Recent Developments and Future Prospects. Social Education, v61 n7 p395-403 Nov-Dec. Profiles the process of South Africa's transformation into a democracy. Outlines the many characteristics of the transition from white to majority rule, such as the attempt to achieve catharsis and bury the apartheid past through a process of amnesty and reconciliation. Describes the remaining obstacles to that transition. (MJP)…
(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]