(1994). Employment Equity for the Disabled in Canada. International Labour Review, v133 n1 p75-88. Less emphasis should be placed on numbers of disabled people employed and more on their equitable distribution within organizations. An affirmative action model categorizing jobs as nonable-body dominated and able-body dominated would distinguish types of disability and reduce structural barriers to employment. (SK)…
(1994). Reflections of Diversity. American School Board Journal, v181 n2 p44-46 Feb. Arts education courses must recognize the complexity of our cultural diversity. Ethnic studies can expand students' cultural horizons by exposing them to different points of view. Only the arts can reveal the spirit and the soul of a nation committed to social equity. (MLF)…
(1998). Sheltered Employment for Persons with Disabilities. International Labour Review, v137 n3 p347-65. Across nations, sheltered workshops for people with disabilities follow several models: therapeutic (protection vs. employee status), intermediate (disabled worker as \quasi-employee\), mixed/dual, and wage employment (protection and labor legislation). Impairment should present no insurmountable obstacle to integration into working life. (SK)…
(1996). Soziale Arbeit in guter Gesellschaft? Gesellschaftliche Modernisierung und die "Normalisierung" der Sozialpadagogik (Social Work in Good Company? Social Modernization and the "Normalization" of Social Pedagogics). Zeitschrift fur Padagogik, v42 n6 p853-68 Nov-Dec. Confronts the thesis that Germany is witnessing a process of "normalization" of social work, substantiated by the expansion of the fields of action of social work, with findings of a sociocultural "division of society." Inquires into the consequences of these findings for clients and objectives of social work. (DSK)…
(2001). Commentary on \Laying Down the Sword.\. Multicultural Education, v8 n3 p36-37 Spr. Discusses a book which describes through poetry, essays, and personal life reflections on how it was to grow up as a Black American. Offers information on the author, an educational administrator and 30-year veteran of the music and recording industry; presents the book's introduction; and includes comments about the book by two educational administrators. (SM)…
(1995). Adult Education: Politics, Rights and Privilege. Australian Journal of Adult and Community Education, v35 n3 p211-17 Nov. In the 1990s, the idea of adult education as a right or privilege has yielded to the notion of education as a private consumer good. This concept makes it difficult for liberal adult education to achieve such goals as liberation, personal and social enlightenment, and social harmony and integration. (SK)…
(1996). How Black Academics Viewed the Million Man March. Journal of Blacks in Higher Education, n10 p59-63 Win 1995-96. Responses of over 600 readers, largely black, to a survey of the attitudes of academics, largely black, about the Million Man March of October 1995 indicated that blacks were more likely to support the March than others. In all, 84% of respondents believed that the March would help racial relations. (SLD)…
(1996). Respect!. Journal of Intergroup Relations, v23 n1 p3-9 Spr. Argues that being respected, having respect for others, and having self-respect are central components of equality in society, and that the group that becomes disenfranchised first becomes disrespected. Schools are agencies for disrespect by labeling groups as having low educability or educational deficits, by holding examinations that are cited for racial bias, and by using disrespected groups stereotypically or negatively. Discusses keys to building solidarity. (GR)…
(2000). Guidelines and Ethical Considerations for Assessment Center Operations: International Task Force on Assessment Center Guidelines. Public Personnel Management, v29 n3 p315-31 Fall. This update of the International Personnel Management Association's guidelines for organizational psychologists, human resource management specialists, and others addresses elements of assessment centers, policy statements, assessor training, informed participation, and participants' rights. (SK)…
(2000). Can There Be a Right to Education in the United States?. Equity & Excellence in Education, v33 n2 p5-12 Sep. Explains that the right to education is not mentioned in the Constitution of the United States as a fundamental right, discussing whether the United States needs a right to education. Examines how such a right could be established through either modification of the Constitution or by becoming a right by social discernment. (SM)…
(1998). The Americans with Disabilities Act–Are We Keeping Our Promise? An Analysis of the Effect of the ADA on the Employment of Persons with Disabilities. Journal of Vocational Rehabilitation, v10 n3 p191-203 Jun. Employment data, compliance information from the Equal Employment Opportunities Commission, and employer attitude surveys show that the Americans with Disabilities Act has had minimal impact on changing the patterns that decrease opportunities for people with disabilities. (SK)…
(2004). Environmental Education Research in Southern Africa: Dilemmas of Interpretation. Environmental Education Research, v10 n3 p409-424 Aug. These multiple framings of our reflections on environmental education research in southern Africa are written as dilemmas of interpretation that aim to disrupt any temptation to generalise or essentialise its qualities and characteristics. Recognising that research is a textual practice, we use J. M. Coetzee's portrayal of the dilemmas faced by African novelists as a point of departure in reflecting on the changing landscape of environmental education research in southern Africa as we have experienced it over six years. We provide readings framed by reference to post-colonialism, changing epistemologies and methodologies, contexts of transformation and tension, the influence of international organisations such as the United Nations and its instrumentalities, and concerns about human rights and accountability. We conclude by affirming the post-colonialist trajectories of environmental education research in southern Africa and speculating on the distinctive possibilities that… [Direct]
(2004). Terrorism, Civil Liberties, and Preventive Approaches to Technology: The Difficult Choices Western Societies Face in the War on Terrorism. Bulletin of Science, Technology & Society, v24 n1 p55-59 Feb. This article explores public policy alternatives to the current war on terrorism. Western society's vulnerability to terrorism has been dealt with primarily by expanding the law enforcement and surveillance authority of governments at the expense of the freedoms and civil liberties of the public. This approach threatens to undermine the prerequisites to meaningful democratic institutions. An alternative public policy might target high-risk technologies (civilian airlines, nuclear reactors, etc.) as the source of vulnerability to terrorism, thereby protecting civil liberties by reducing or eliminating the use of such technologies…. [Direct]
(2004). Fighting Injustice through Education. History of Education, v33 n5 p573-583 Sep. Brian Simon's life work brought together a set of themes that cross the Atlantic in interesting ways: race and class, contests over education's aims and structures, equity and equality as differential measures of social justice, and the role of history in illuminating education's place in forming national identity and fostering change. The following examination of higher education for blacks during the first half of the twentieth century in the US provides unique insights into the application of Simon's ideas to a different national context…. [Direct]
(2004). A Commentary: \Brown v. Board of Education I: A Reconsideration\. Peabody Journal of Education, v79 n2 p41-50 Mar. This article, a reconsidering of both the benefits and the consequences of the Brown v. Board of Education (1954; Davis and Graham, 1995) case, posits determinations as to the historical significance of the U.S. Supreme Court justices' decision. Carefully weighing the words of the justices renders a position that the decision of the Court and the intention of the Court do not fall in alignment with one another. And despite the rightness of the decision and all that has been reaped in the way of its benefits, still, the decision's unarticulated language has rendered a greater significance and has placed enduring consequences on the public education system, as well as in the greater context of race as a whole….