Indian Heart/White Man's Head: Native-American Teachers in Indian Schools, 1880–1930

Two teachers at Haskell who had a profound impact on my life were Ella Deloria and Ruth Muskrat Bronson. They stood apart from the others as far as I'm concerned. Ella Deloria was Standing Rock Sioux and a graduate of Columbia. … She taught girls'physical education and drama. Ruth Muskrat Bronson was Cherokee and a graduate of Mount Holyoke. She taught English. They both had such a wonderful sense of bumor. They taught non-Indian subject matter but had a very strong respect for Indian culture, and they were clever enough to integrate it into the curriculum. They taught their students to have a healthy respect for themselves as individuals and a pride in their heritage. They taught us about Indian values and kept them alive in us. They respected and encouraged us to voice our opinions in and out of the classroom, and they had the ability to draw out our creativity. When Ruth would tell us to have pride in who we were, she'd say, "Indians are people too. Don't forget that."     

Chronicle of Race,Sex and Schools Race

Applying microeconomic theory to No Child Left Behind predicts that its use of significant consequences for schools that do not reach 100% proficiency on rigorous standardized tests by 2014 will likely prevent most, if not all schools, from providing a high-quality education for their students. The central problem is cost. Quality assurance models predict that costs associated with achieving the required 100% pass rate will rise well above typical school budgets. Thus, No Child Left Behind, or any reform that combines a rigid demarcation between passing and failing with a 100% proficiency requirement, will fail as prohibitively expensive.     

Challenging White Jesus: Race and the Undergraduate Bible Classroom

Abstract

In this article, we offer analysis of and propose means of resistance to White Jesus in undergraduate Bible survey courses. White Jesus functions as a proxy for the operation of white normativity in contexts of religious education. Research on a cohort of first-year undergraduate students demonstrates the durability of race as a factor in students’ experiences and outcomes in required Bible courses. After interpreting these findings in light of literature on race, biblical studies, and higher education, we suggest strategic pedagogical interventions that instructors can employ to resist white normativity.     

White on White: Researcher Reflexivity and the Logics of Privilege in White Schools Undertaking Reform

I use this paper to reexamine my role as a White researcher on a multi-racial research team. I reanalyze data I collected during an evaluation project to reveal how I avoided seeing race in the schools I visited and how I dodged discussions of race with members of those school communities. By analyzing my own discursive practice, I introduce a series of logics enacted through a variety of strategies that I used to manage race talk. The purpose of this paper is two-fold: (1) an analysis of the strategies I used to sustain White privilege and (2) an examination of the logics of those strategies in order to understand the power they have in reproducing inequity. Only by understanding the self-perpetuating nature of White privilege will we be able to begin to dismantle it. Jenny Gordon is an assistant professor in the Division of Education, School of Education and Human Development at Binghamton University. She teaches foundations courses for elementary education and courses on qualitative research methods. Her scholarly work includes articles on methodological issues pertaining to qualitative research methods and narratives on the impact of race on research and teaching.     

Magnet Schools: Reform and Race in Urban Education

Popular film impacts the work of educators and education in a variety of ways. In this article, the authors examine popular films' portrayals of education and K-12 schooling and higher education instructors from a variety of perspectives. The authors also investigate how education provides a platform for the examination of contemporary cultural concerns. The authors and education graduate students offer recommendations for fruitful viewing. In addition, the authors provide some rationales for further study of education in popular film.     

Huelga Schools in Houston: Community-Based Education in the Struggle for Legal Recognition, 1970

This essay provides an overview of the huelga schools established in Houston, Texas, in 1970. For 2 years, from 1970 to 1972, the Mexican American community opposed the Houston Independent School District’s plan to integrate the schools by pairing so-called White Mexican Americans with African American students. While they protested this decision, Mexican Americans also established huelga or strike schools in order to provide their children with basic skills in education and to explain the meaning and significance of their political actions. This is the history of the huelga schools established in the 1st months of this struggle.     

Socialization Values and Practices of Indian Immigrant Parents: Correlates of Modernity and Acculturation

Mothers and fathers from 100 first-generation, Gujarati, Indian immigrant families were interviewed about their socialization values and practices. Adolescents provided data about their parents' behavior as well. 3 predictors of parental attitudes and behavior were examined: modernity, acculturation, and time in the United States. The effects of the predictors varied as a function of parent and child gender. Whereas modernity and acculturation predicted socialization values for fathers of girls, only time in the United States predicted the socialization values of mothers. Parental modernity, acculturation, and time in the United States predicted the use of induction and psychological control, but differently as a function of parent and child gender. Implications for understanding the selective nature of acculturation are considered.