The Race Controversy in Amerian Education

From the Publisher: In this unique two-volume work, expert scholars and practitioners examine race and racism in public education, tackling controversial educational issues such as the school-to-prison pipeline, charter schools, school funding, affirmative action, and racialized curircula. From the AU Library: This title is available in ebook format for Antioch University Library Patrons. Permalink for this ebook: AueID login required http://antioch.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1022569&site=ehost-live&scope=site Table of Contents attached below About the Editor: This 2-volume book from the Praeger series, Racism in American Institutions, is edited by Dr. Lillian Dowdell Drakeford, a 2010 graduate of the PhD Program in Leadership and Change at Antioch University. A retired educator in from the Dayton [Ohio] Public Schoos, Dr. Drakeford has served as a teacher and administrator. Her dissertation, What\u27s Race Got to Do with It?: A Historical Inquiry into the Impact of Color-blind Reform on Racial Inequality in America\u27s Public Schools is available in open access at the OhioLINK ETD Center, http://rave.ohiolink.edu/etdc/view?acc_num=antioch1286127101https://aura.antioch.edu/stubooks/1001/thumbnail.jp

Intensity of cross-modal meaning discrimination in academic achievers and underachievers.

PsychologyDoctor of Philosophy (PhD

What\u27s Race Got to Do with It?: A Historical Inquiry into the Impact of Color-blind Reform on Racial Inequality in America\u27s Public Schools

This dissertation examines the history and impact of color-blind educational reform in the post-Brown era on racial inequality of educational opportunities and outcomes in America\u27s public schools. Through the lens of critical race theory and race critical theory, the dissertation employs a dual analysis. A macro analysis of the evolution and impact of colorblind educational reform on the national level is juxtaposed with a micro, case-study analysis of the history of color-blind educational reform at a historically Black high school. The historical analysis of the relationship between race and education encompasses intellectual and social aspects of education in the U.S. during the pre-Brown era, however, this dissertation\u27s primary interest is on the past forty years, 1970 to the present. The dissertation draws on the work of traditional critical race scholars, critical race theorists in education, and critical theory pedagogues. Largely informed by document and policy evidence, the aim of the macro analysis is to reconstruct the history of education in the U.S. from a race-critical perspective. While archival evidence is very important to the microanalysis, the locus of analysis at the micro level centers on the narrative, antenarrative, microstoria, and lived experiences of the people most closely associated with the case study. By making the people its focus, the dissertation uncovered nuanced understandings and submerged interpretations that provide valuable insight into the relationship between race, education, and educational reform in the African American community. The resulting narrative exposed the racialized oppression of color-blind educational reform and the effects of internalized racism, and suggested the need for a counterhegemonic culture and emancipatory pedagogy in predominantly African American schools, thus revealing hopeful possibilities in the development of a race-critical twenty-first century conscientization. The electronic version of this dissertation is at OhioLINK ETD Center, https://etd.ohiolink.edu

Thomas Jefferson and the Declaration of Independence: The Man and the Document. 8th Grade Lesson Plan

This lesson is designed to teach how Thomas Jefferson spoke for the thirteen colonies when he wrote the Declaration of Independence and took a stand to free the colonies of British rule. This lesson plan was part of the Gateway to Dayton Teaching American History: Citizenship, Creativity, and Invention project which was sponsored by the Ohio Humanities Council and was a National Endowment for the Humanities We The People project. This lesson plan was created between 2003-2005

Black Male Presidents of Historically Black Colleges and Universities: A Life Narrative Study

There is a gap in the academic literature on Black male identity formation, in relation to, Black male leadership development. This dissertation attempts to address a portion of that gap by examining the life narratives of Black males with at least a decade of experience leading Historically Black Colleges and Universities (HBCUs). The central inquiry guiding this examination asks: What identity and leadership qualities of three Black males emerge as conducive to acquiring and sustaining their positions as Presidents of Historically Black Colleges and Universities? This original research uses qualitative life narrative methodology, including in-depth life narrative interviews, focused observations, and critical reviews of documents linked to the three participants. An analysis of their lives provides evidence to support a multi-faceted explanation of how these men used functions of identity and concepts of dynamic leadership to navigate within society. The data found these men enacted various aspects of Black identity including (a) bridging, bi- or multi-cultural competence; (b) individualism, youth leadership experience; (c) buffering, ability to translate challenges into opportunities; and (d) bonding, experience building Black organizations and programs. Secondly, this analysis provides a dynamic understanding of Black leaders who operate between accommodation and protest views of leadership. Moreover, the findings provide compelling insights into the development of Black male identities in relation to Black leadership development toward the collective identification of Blackness.Doctor of Philosoph