(1991). The Pragmatics of Minority Politics in Belgium. Language in Society, v20 n4 p503-31 Dec. An analysis of newspaper reports, political policy papers and social science investigations, uncovers a coherent world of beliefs concerning minority-majority relations. These beliefs, centered around stable but vague notions of culture, nation, state, democracy, and human rights, reveal a society profoundly troubled by the idea of diversity, instead fostering a strict norm of homogeneity. (23 references) (JL)…
(1993). Facing the Racial Divide. Educational Leadership, v50 n8 p58-59 May. Whatever its causes, racial isolation is social dynamite. Problems and destiny of America and American education cannot be separated from fate of American cities, which daily grow poorer, more violent, less socially cohesive, and more isolated. Problems cannot be addressed without taking racism into account. Schools can help students understand racism problems and value of minority strengths and contributions. (MLH)…
(1993). Deepening Democracy in Japan: Adult Education. Convergence, v26 n1 p16-22. Adult education can play a role in alleviating sex, social, and racial discrimination in Japanese society by preparing citizens for participation and paying attention to the needs of special groups: women, Baraku people, dropouts, people with disabilities, the Ainu (indigenous Caucasians), Koreans living in Japan, and refugees. (SK)…
(1994). Physical Access and Programs Serving Young Children with Disabilities. Infant-Toddler Intervention: The Transdisciplinary Journal, v4 n2 p51-64 Jun. Title III of the Americans with Disabilities Act of 1990 requires child care centers to examine access to their rooms and spaces, playgrounds, and activities. The main components which require review are attitudinal barriers, physical barriers, policy barriers, and procedural barriers. (Author/JDD)…
(1996). Der Padagogische Umgang mit dem weltanschaulich-religiosen Pluralismus auf dem Prufstein (A Touchstone for the Pedagogical Approach to Ideological-Religious Pluralism). Zeitschrift fur Padagogik, v42 n1 p57-70 Jan-Feb. Examines the model for ethical-religious instruction introduced in Brandenburg (Germany) from a constitutional and structural-pedagogical viewpoint. Points to problems with both the proposed "uniform" and "plural" models: the first infringes on minorities' interests and the second presupposes a high degree of cooperation between churches and state to be efficient. (DSK)…
(1999). What Are We Doing When We are "Doing" Cultural Studies in Education–and Why?. Educational Theory, v49 n1 p107-23 Win. Argues that the only way creative and intellectual work in cultural studies of education can matter is if practitioners reconnect with cultural studies' activist work, noting historical moments, major texts, theoretical orientations, and research methodologies that allow educational researchers to take seriously social inequalities and their responsibility to enact social change. An intellectual popularism to address related concerns is recommended. (SM)…
(2000). Taking Black Studies Back to the Streets. Chronicle of Higher Education, v46 n37 pA18-20 May 19,. Discussion of current trends in Black Studies scholarship finds continuity in the activist tradition of emphasizing description, correction, and prescription, as well as increasing emphasis on building coalitions, economics, race, and gender. Focuses on collaboration of scholars and community activists as evidenced in the Black Radical Congress. Notes leadership of Harvard University (Massachusetts). (DB)…
(1999). Quebec Nationalism. Puzzle Corner. Canadian Social Studies, v33 n4 p126-27 Sum. Addresses the movement called civic nationalism in Quebec Province (Canada) that allows all people regardless of ethnic heritage to participate fully in the secular and governmental life of Canada. Provides a puzzle that focuses on the people uniting against civic nationalism. Included the clues and word list. (CMK)…
(2001). Legal Issues in Serving Postsecondary Students with Disabilities. Topics in Language Disorders, v21 n2 p1-16 Feb. This article compares students' rights under Individuals with Disabilities Education Act, Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act. General responsibilities of postsecondary institutions are discussed, including access to postsecondary education, reasonable accommodations, documentation, access to print/alternate text, access to computer technology, and interpreters. (Contains references.) (CR)…
(2002). Would African Americans Have Been Better Off without Brown v. Board of Education?. Journal of Blacks in Higher Education, n35 p102-104 Spr. Discusses the opinion held by some Blacks and many Whites that Supreme Court enforcement of the separate but equal rule of Plessy v. Ferguson would have produced better educational opportunities for blacks than one of forced racial integration. Suggests that this theory is incorrect, particularly in regard to African Americans in northern states. (SM)…
(2001). Making Accommodations: The Legal World of Students with Disabilities. Academe, v87 n6 p41-46 Nov-Dec. Describes the legal requirements with which institutions of higher education must comply regarding students with disabilities. Addresses the topics of equal access, degree of deference toward institutions' accommodations decisions, documentation, types of accommodation, and benefits to the academic community from inclusion of people with disabilities. (EV)…
(1998). Bilingual Education for Puerto Ricans in New York City: From Hope to Compromise. Harvard Educational Review, v68 n2 p193-217 Sum. Although policymakers, courts, and advocacy groups have raised awareness of bilingual education, there is a gap between the remedial model and grassroots community views of bilingual education as enrichment. Support for bilingual education must be recontextualized as a strategy for education reform with leadership from language-minority persons. (SK)…
(2003). Derrida, Pedagogy and the Calculation of the Subject. Educational Philosophy and Theory, v35 n3 p313-332 Jul. Luc Ferry and Alain Renaut argue that \the philosophy of 68\ eliminates and leaves no room for a positive rehabilitation of human agency necessary for a workable notion of democracy. In their Preface to the English Translation of \La pensee 68,\ Ferry and Renaut (1990a, p. xvi), refer to the philosophy of the sixties as a \Nietzschean-Heideggerian\ antihumanism which is structurally incapable of taking up the promises of the democratic project inherent in modernity. Their criticisms are specifically aimed at Derrida and are intended as a path back to a form of humanism, liberalism and individualism (the doctrine of human rights) which they think can sustain a notion of political agency required for democracy. Derrida provides resources for understanding and responding to these criticisms. He denies a simple-minded nihilism as it applies to the subject, to notions of political agency and to the Idea of democracy and he argues that the anti-Nietzschean polemical attack on the critique… [Direct]
(2004). Courtside: Private Effects?. Phi Delta Kappan, v86 n3 p254-255 Nov. After being accused of sexually harassing a student, a high school math teacher in New York was suspended with pay pending an impartial hearing. The district allowed the teacher to return to his classroom to collect his personal effects, which he had kept in boxes, desk drawers, and three filing cabinets, one of which was locked. He did not succeed in removing all of his belongings and later claimed that the district did not return all of them to him. The teacher filed suit in federal court, claiming that the district and its administrators had violated his Fourth Amendment rights in the search and seizure of his personal items in the classroom. An examination of this case finds that the Fourth Amendment offers only limited privacy protection to what many educators mistakenly consider their own workspace….
(2004). Becoming a Citizen of the World. Black Issues in Higher Education, v21 n19 p114 Nov. W.E.B. Du Bois, one of the leading intellectuals of the 20th century, was unwavering in his commitment to the equality of the colored peoples of the world. All intellectual giant and a life-long agitator, Du Bois devoted his life to ensuring that the majority of the people in the world, \those of color,\ would break the shackles of colonialism and racial discrimination. It was in 1900 during the first meeting of the Pan-African Congress in London that Du Bois made his famous statement, \The problem of the 20th century is the problem of the color line–the relation of the darker to the lighter races of men in Asia, Africa, in America and the islands of the sea.\…