Race and Schooling

Youth, Citizenship and the Production of 'Dangerous Communities': Representations of Young Muslims in Britain and Germany

by Maria Hilbert

M.Res. Thesis

This dissertation explores representations of young Muslims in Britain and Germany. The relatively recent focus on... more This dissertation explores representations of young Muslims in Britain and Germany. The relatively recent focus on Islam in Western politics is contextualised within wider discursive shifts that frame ethnic minorities increasingly in terms of culture and faith, rather than race and ethnicity. Two case studies are explored – the Rushdie Affair and the Rütli Affair – to demonstrate the ways in which Muslims are ‘othered’ and constructed as ‘dangerous’ by non-Muslims. Media and political debates around these affairs are explored through the use of selected documents and discourse analysis. This highlights similarities in the ways Muslims are conceptualised in both countries as well as historic continuities. Representations of Muslims carry connotations of a Clash of Civilizations; an idea that has gained particular momentum following the 9/11 terrorist attacks in the United States. Portrayals of Islam as archaic and anti-Western position it as a possible threat to nation, state and society. Gendered accounts render young males deviant and aggressive, while women are conceived as passive or oppressed. The discourses examined reveal concerns about Muslims as segregated and not ‘integrated’. Underlying notions of assimilation place particular demands on them to demonstrate compliance with apparent national cultures and values.

Newsletter Nº 19, Septiembre de 2010 / ADOPCIONES, FAMILIAS, INFANCIAS / ESTRATEGIAS DE PARTICIPACIÓN Y PREVENCIÓN DE RACISMO EN LAS ESCUELAS

by AFIN Barcelona

Dirección Newsletter: Esther Grau, Diana Marre y Beatriz San Román
Contenidos: Margarita del Olmo y Pilar Cucalón... more Dirección Newsletter: Esther Grau, Diana Marre y Beatriz San Román
Contenidos: Margarita del Olmo y Pilar Cucalón Tirado
Edición, Formato y Difusión: Sofía Gaggiotti
ISSN: 2013-2956

Estrategias de participación y prevención de racismo en las escuelas (http://www.proyectos.cchs.csic.es/integracion) es el título de un proyecto de investigación que estamos desarrollando financiadas por el Ministerio de Ciencia e Innovación (FFI2009-08762). El Grupo AFIN nos ha ofrecido la oportunidad de difundir nuestro trabajo entre los lectores y lectoras de la Newsletter AFIN, y vamos a hacerlo utilizando imágenes, captadas por nosotras mismas a lo largo de nuestros
trabajos de campo, y de pequeños textos que pretendemos inviten a la reflexión.
Nuestros objetivos son: analizar el proceso de participación de los alumnos y alumnas en el sistema escolar, identificar los obstáculos que impiden una participación equitativa de todos los alumnos y alumnas, hacer propuestas para superarlos y valorar la producción científica y los recursos para la enseñanza/aprendizaje que ya existe.

School Names as Cultural Arenas: The Naming of US Public Schools after Martin Luther King, Jr.

by Derek Alderman

Alderman, Derek H. 2002. “School Names as Cultural Arenas: The Naming of U.S. Public Schools after Martin Luther King, Jr.” Urban Geography 23(7): 601-626.

Black and White TV: Race, Television Viewing and Academic Achievement

by Carl L Bankston

co-authored with Stephen J. Caldas

The academic achievement of Vietnamese American students: Ethnicity as social capital= La réussite universitaire des étudiants vietnamiens américains: l'ethnicité …

by Carl L Bankston

Multilevel examination of student, school, and district-level effects on academic achievement

by Carl L Bankston

Studying the Effects of Early Child Care Experiences on the Development of Children of Color In the United States: Toward a More Inclusive Research Agenda

by Deborah J. Johnson

Parental characteristics, racial stress, and racial socialization processes as predictors of racial coping in middle childhood

by Deborah J. Johnson

Racial socialization strategies of Blacks in three private schools

by Deborah J. Johnson

This my chapter volume I edited book... The book was published by Praeger. There is a followup to this chapter in the new version of the book coming out in Nov 2011(Black Educational Choice in a Climate of School Reform: Consequences for K-12 Student Learning and Development). When the official publication comes out, I will add it here.

LIFE IN THE 813: ONE DAY A MIGRANT STUDENT, THE NEXT A GANGSTER

by Alayne Unterberger

Black Teachers and Citizenship: researching differing identities

by Audrey Osler

Teachers and Teaching, Volume 3, Issue 1 March 1997 , pages 47 - 60

This article examines black UK teachers' accounts of their lives and careers and seeks to explore questions of... more This article examines black UK teachers' accounts of their lives and careers and seeks to explore questions of citizenship and identity that arise from these accounts. It is based on a life history research project which began in 1991 and which includes 26 experienced teachers, 10 of whom have attained senior management positions within the education service. The first section of the paper sets the context in Europe, outlining some key issues concerning citizenship and citizenship education. In the second section I discuss the research methodology and raise some ethical questions which have arisen from this work. The final section explores questions of citizenship and identity, by drawing on the teachers' accounts of their experiences within the family and local community, in their own schooling and at work. It considers how the experiences of these teachers might inform our thinking and practice in education for citizenship.

Citizenship Education and National Identities in France and England: inclusive or exclusive?

by Audrey Osler

co-authored with Hugh Starkey Oxford Review of Education, Volume 27, Issue 2 June 2001 , pages 287 - 305

This paper examines and compares recent citizenship education policy documents from France and England and explores... more This paper examines and compares recent citizenship education policy documents from France and England and explores the extent to which they encourage inclusive or exclusive concepts of national identity and citizenship. Current policies are being developed in a context of perceived disillusionment and political apathy amongst the young. Whilst citizenship education has traditionally aimed to prepare young people to take their place in adult society and a national community, today the notion of a single national identity is increasingly questioned. Using framing questions from the International Association for the Evaluation of Educational Achievement (IEA) survey of civic education, we examine programmes of study in each country to determine the extent to which they promote human rights as shared values, make positive references to cultural diversity, and conceptualise minorities. We consider the potential of citizenship education thus defined to contribute towards the development of justice and equality in society and challenge racism and xenophobia. We note the strengths and limitations of each approach to education for citizenship and suggest what each might gain from the other.

Citizenship Education and National Identities In France and England: Inclusive or Exclusive?

by Audrey Osler

This paper examines and compares recent citizenship education policy documents from France and England and explores... more This paper examines and compares recent citizenship education policy documents from France and England and explores the extent to which they encourage inclusive or exclusive concepts of national identity and citizenship. Current policies are being developed in a context of perceived disillusionment and political apathy amongst the young. Whilst citizenship education has traditionally aimed to prepare young people to take their place in adult society and a national community, today the notion of a single national identity is increasingly questioned. Using framing questions from the International Association for the Evaluation of Educational Achievement (IEA) survey of civic education, we examine programmes of study in each country to determine the extent to which they promote human rights as shared values, make positive references to cultural diversity, and conceptualise minorities. We consider the potential of citizenship education thus defined to contribute towards the development of justice and equality in society and challenge racism and xenophobia. We note the strengths and limitations of each approach to education for citizenship and suggest what each might gain from the other.

Schooling citizens: policy in practice in South Africa

by Frances Hunt

published in Compare (2011), Vol. 41 (1), pp. 43-58

The notion of 'student citizen' is implicit in a range of national and provincial policy documents in South Africa,... more The notion of 'student citizen' is implicit in a range of national and provincial policy documents in South Africa, with citizenship promoted as both an expected outcome of schooling and an encouraged practice within schools. This paper provides an account of how policy on student citizenship was translated differently into practice in four secondary schools in Cape Town, each with a different former racial categorisation under apartheid. It argues that student engagement with citizenship varied considerably between the schools and in many cases was significantly different from the policy framework. Influencing factors included staff-student relations, socio-historical contexts and how diversity was played out in the schools.

Fighting, Loving, Teaching: An Exploration of Hope, Armed Love and Critical Pedagogies In Urban Teachers' Praxis

by Emily Daniels

Changing of the Guards: Teacher-Student Interaction in the Intifada

by Gad Yair

Sociology of Education, 68, 2 99-117

Maintains that, during the intifada (the revolt of Palestinians against Israeli occupation), the social order and... more Maintains that, during the intifada (the revolt of Palestinians against Israeli occupation), the social order and power bases in Arab schools in East Jerusalem were transformed by significant social change. Discusses the rapid decline in teachers' authority and students' abuse of teachers and their property.

Unconscious mental processes and the racial achievement gap

by Brian Earp

Earp, B.D. (2010). Automaticity in the classroom: Unconscious mental processes and the racial achievement gap. Journal of Multiculturalism in Education, Vol 6 No 1, 1-22.

Through Different Lenses: West Virginia School Staff and Students React to School Climate

by Caitlin Howley

Conducted on behalf of The Education Alliance

This report describes findings from a random stratified cluster sample survey of West Virginia middle and high school... more This report describes findings from a random stratified cluster sample survey of West Virginia middle and high school students and staff to investigate perceptions of school climate by race, socioeconomic status, achievement, and several school-level variables. A total of 2,931 students and 371 staff from 19 schools completed the survey, which included eight subscales: academic expectations; instruction; course-taking; counseling about education options; respect; mentoring and caring relationships; fairness; and student relationships. To analyze the resultant data, factor analysis, tests of statistical significance and multiple linear regression were conducted. Findings suggest that African American students and those in schools with large percentages of students qualifying for free or reduced priced school meals tended to make less positive assessments of their school climates.

Blacklash: African American Educators' Retreat from Racial Justice

by Caitlin Howley

Co-Authored with Patricia Kusimo

This paper explores the interpretations a sample of African American educators in a predominantly white school system... more This paper explores the interpretations a sample of African American educators in a predominantly white school system make of their roles and responsibilities as teachers of African American students in schools in which African American student achievement is significantly lower than that of their non-African American counterparts. Our interest in and concern about African American educators’ views of their roles arose during our involvement with a research and development effort undertaken to improve the academic achievement of African American students.

La ségrégation en action : les Aborigènes de l’école de Nambucca Heads

by Bastien Bosa

Published in 'Genèses´, 2007, No69

Cet article entend détailler un moment clé de redéfinition des frontières raciales dans la petite ville de Nambucca... more Cet article entend détailler un moment clé de redéfinition des frontières raciales dans la petite ville de Nambucca Heads sur la côte nord des New South Wales : le processus de la ségrégation de l’école en 1915. L’examen minutieux de tous les aléas de cet événement, et en particulier l’étude des diverses formes de « réactions aborigènes » auxquelles ce processus a donné lieu, permettra de s’interroger sur les conditions d’émergence d’une discrimination explicite, inconnue jusqu’alors, entre Noirs et Blancs.