(1998). The Contemporary Women's Movement and Women's Education in India. International Review of Education/Internationale Zeitschrift fuer Erziehungswissenschaft/Revue Internationale de l'Education, v44 n2-3 p155-75. Examines how the contemporary women's movement in India (1975-present) has addressed the issue of women's education. Highlights contributions of the 19th-century social-reformist movement and the nationalist movement. Details the role of the contemporary women's movement in redefining knowledge and the curriculum. Concludes with challenges facing the women's movement. Contains 39 references. (VWC)…
(1999). Memories of Reading, Memories in Writing. ALAN Review, v26 n3 p61-64 Spr. Discusses how literature (especially African-American) affected and shaped the author all her life. Explores how her writing drew on her own experiences and memories. Discusses her experiences writing historical fiction further exploring African-American history. Portrays a spirit of freedom that will show her readers confidence and self-esteem that she could not find in literature growing up. (SC)…
(1999). Between Discourse and Practice; Immigrant Rights, Curriculum Development, and ESL Teacher Education. TESOL Quarterly, v33 n3 p513-28 Aut. Reports on a teacher-education project in which English-as-a-Second-Language teachers from five community-based organizations in Chicago developed a textbook about immigrant rights in the United States. The process not only produced significant course materials, but it also changed teachers' understanding of their classes, students, and teaching practices. (Author/VWL)…
(1998). Achieving Legal Viability in Personnel Evaluation. Journal of Personnel Evaluation in Education, v11 n3 p215-30 Feb. The legal viability of an evaluation means that the evaluator can address legal issues successfully while avoiding debilitating legal difficulties. This article argues for the inclusion of a legal viability standard in the "Personnel Evaluation Standards" of the Joint Committee on Standards for Educational Evaluation and presents a prototype standard. (SLD)…
(1998). Making Waves: The Theory and Practice of Black Feminism. Black Scholar, v28 n2 p18-28 Sum. Identifies crucial elements of black feminist theory as they surface in the scholarship and activism of black women at the end of the second wave of feminism in the 1970s and the beginnings of the third wave of feminism in the 1980s and 1990s. Socially constructed categories of race and power are emphasized. (SLD)…
(2000). The Long March: How the Cultural Revolution of the 1960s Changed America. Texas Education Review, v1 n2 p21-27 Sum. Reviews the modern academy's intellectual foundations, rooted in Marcuse's, Ginsburg's, Kerouac's, and Mailer's ideas. Highlights Kimball's new book on the 1960s cultural revolution. Questions the notion that the 1960s were about peace, love, compassion, and diversity, revealing deep connections between modern political correctness and Marcusian beliefs that rights like free speech are provisional and should be withheld from the bourgeois. (SM)…
(2001). Images of Idiocy in Puritan New England. Mental Retardation, v39 n2 p147-51 Apr. A review of how New England colonists viewed idiocy finds that for practical purposes, colonists defined idiocy in terms of incompetence in order to create a class of individuals who might qualify for protection under the laws. The influence of the beliefs of the Puritan preacher Cotton Mather is discussed. (Contains references.) (CR)…
(2002). Section 504: What Teachers Need To Know. Intervention in School and Clinic, v37 n5 p259-66 May. This overview of the requirements of Section 504 of the Rehabilitation Act of 1973 offers guidelines for schools to ensure compliance. Sections address eligibility for Section 504 services and protections, individuals covered under Section 504, requirements of Section 504, services in public schools, and school requirements for Section 504. Attachments include an evaluation form and a sample accommodation plan. (Contains references.) (DB)…
(1999). The Equal Employment Opportunity Commission and People with Mental Retardation. Mental Retardation, v37 n2 p162-65 Apr. This commentary discusses the passage of the Americans with Disabilities Act (ADA) and the success the Equal Employment Opportunity Commission (EEOC) has had in enforcing the ADA for people with mental retardation. Cases the EEOC has won against discriminatory employers are described, and the need for ongoing efforts is emphasized. (CR)…
(2001). Racism in Rural Areas. MCT, v20 n1 p39-43 Aut. Discuses the presence of racism in rural areas of Scotland, describing the nature of the problem, outlining key features of the current discourse on rural affairs, and examining some of the limited research that exists on the experiences of rural minority ethnic household/dwellers, presenting an agenda for the future in relation to race in rural areas. (SM)…
(2001). Problematizing the Race Consciousness of Women of Color. Signs: Journal of Women in Culture and Society, v27 n1 p171-98 Aut. Suggests that feminist studies of the intersection of race and gender have failed to problematize the race consciousness of women of color. Situates debates about the situation historically, focusing on the situation of black women. Argues that feminist studies assume race consciousness among all women of color, revealing race consciousness as an issue of both theoretical and activist concern. (SM)…
(2004). Keeping Schools Out of Court: Legally Defensible Models of Leadership. Educational Forum, The, v68 n3 p222-233 Spr. This paper draws attention to a knowledge gap in leadership models regarding bullying, particularly cyberbullying, an emergent form of student harassment. Given that parents are suing schools for failing to protect victims of bullying, educators need guidance in addressing harassment and discriminatory discourse in popular youth culture. The focus is on three important considerations: (1) the need to avoid criminalizing children and adolescents; (2) the need to clarify educators' legal obligations to protect students from psychological harm; and (3) the need to delimit educators' legal obligations to sustain school environments that reduce bullying and create equal opportunities for learning. Improved law-related courses, grounded in compatible theories on leadership, social justice, and ethics of care, are recommended for education students. Educators who take courses in these disciplines show great promise in helping schools navigate the unprecedented dilemmas of technology and… [PDF]
(2005). Economic Concepts at the Core of Civic Education. International Journal of Social Education, v20 n2 p35-66 Fall-Win 2005-2006. The focus of this article is on the role that content and concepts drawn from the field of economics should play in education for self-government. How important is economic knowledge for the practice of effective citizenship in a democratic society such as the United States, and what core economic knowledge is required for effective civic education? The author addresses these questions by considering the relationship between the economic freedoms of the market and political freedom in a free society, and the intersection between the fields of economics and political science. A literature review on essential economic concepts for civic education is used as a starting point for determining a core of economic content and concepts necessary in education for democratic citizenship. The author goes on to present an analysis of the degree to which the "Indiana Academic Standards for Social Studies: United States Government" has addressed this core of economic content, and offers… [Direct]
(2004). Using the Theme of Bullying to Teach about Human Rights in the Social Studies Curriculum: Reports from the Field. McGill Journal of Education, v39 n3 p327-341 Fall. This article argues that bullying is a human rights violation and should be a social studies curriculum concern. It treats bullying not only as a school incident but also as part of any systematic, continuous violence in any context. There is a discussion of legal implications, applicable educational theory, and attempts to deal with bullying in Canada and foreign jurisdictions. Ten classroom lessons present bullying as a social studies issue for teaching about rights. The lessons include history and current events as well as local, national, and international concerns. A supplementary Internet resource section is provided…. [Direct]
(2005). Enemy Combatants and the Courts. Social Education, v69 n2 p103 Mar. In some ways America's response to the murderous surprise attacks of September 11, 200l, resembled that of previous wars. The nation was mobilized and its military directed to hit back as soon as possible. Unlike past wars, however, the enemy proved to be a shadowy terrorist organization with a religious identity, a long-term strategy, and no fixed address. The Al Qaeda network did have fighters, however, and–in Taliban-ruled Afghanistan–a safe harbor. When the U.S. armed forces invaded that country to overthrow the Taliban regime, it captured thousands of prisoners, many of whom were thought to belong to Al Qaeda. Other suspected Al Qaeda operatives were captured elsewhere around the world, and in time, the immediate concern for disarming suspected hostile fighters and rendering them harmless gave rise to unprecedented questions: What are we to do with prisoners who are captured in a war that is unlikely to have any formal end? When, if ever, must these prisoners be released? What…