Our Children Need . . . “Education for Resistance”

Children and youth in the United States are bombarded and besieged with numerous demands, temptations, and enticements on their time, energy, attention, and allegiance. The magnitude and complexity of these are unprecedented. Whether positive or negative, they create a chaotic and confusing society that often sends conflicting and contradictory messages. The severity and complexity of human problems demand from children, youth, and adults “inclinations, dispositions, and knowledge quite different from those that have shaped, and continue to shape, our social identities and ideological outlooks, moral preferences, and attitudinal priorities” (Shapiro, 2009, p. 1). They also require an education different from many of the programmatic emphases that are currently in vogue. What are the salient features of the socio-economic, moral, and demographic character of U. S. society, and the kind of education students need to live more effectively in it, or to transform it? These are the questions of interest in the subsequent discussions

Chinese students in a UK business school: hearing the student voice in reflective teaching and learning practice.

This paper presents the outcomes of a study carried out in 2001-2002 with nine postgraduate students from China, enrolled on taught master's programmes in a UK university business school. The aims of the research were to explore the development of the students' orientations to learning during their year of study in the UK, and to explore how the researcher's interactions with the study group contributed to her professional reflections and influenced her academic practice. The main conclusions of the project were that participants' underlying approaches to learning did not change substantially over the year, owing to the culturally implicit nature of UK academic conventions and that they experienced high levels of emotional isolation and loneliness, which affected their academic confidence

Finishing the euchromatic sequence of the human genome

The sequence of the human genome encodes the genetic instructions for human physiology, as well as rich information about human evolution. In 2001, the International Human Genome Sequencing Consortium reported a draft sequence of the euchromatic portion of the human genome. Since then, the international collaboration has worked to convert this draft into a genome sequence with high accuracy and nearly complete coverage. Here, we report the result of this finishing process. The current genome sequence (Build 35) contains 2.85 billion nucleotides interrupted by only 341 gaps. It covers ∼99% of the euchromatic genome and is accurate to an error rate of ∼1 event per 100,000 bases. Many of the remaining euchromatic gaps are associated with segmental duplications and will require focused work with new methods. The near-complete sequence, the first for a vertebrate, greatly improves the precision of biological analyses of the human genome including studies of gene number, birth and death. Notably, the human enome seems to encode only 20,000-25,000 protein-coding genes. The genome sequence reported here should serve as a firm foundation for biomedical research in the decades ahead

Gay, Geneva, Curriculum Theory and Multicultural Education, pp. 25-43 in James Banks and Cherry Banks, eds., The Handbook of Research on Multicultural Education. New York: Macmillan, 1995.

Reviews theoretical work in multicultural education within an extensive comparison with theoritical work in general curriculum

Gay, Geneva, Designing Relelvant Curricula for Diverse Learners, Education and Urban Society, 20(August, 1988), 327-340.*

Presents an approach to a multicultural curriculum design

Atuando nas Crenças na Formação de Professores para a Diversidade Cultural

Essa discussão se concentra em um aspecto da formação de professores para a diversidade que é frequentemente mencionado, mas não suficientemente desenvolvido em detalhe. Trata-se das atitudes e das crenças de alunos e professores de pedagogia sobre as diferenças raciais, culturais e étnicas. Essas diferenças constituem os alicerces ideológicos das decisões e comportamentos didáticos, e atendem aos critérios de Cuban de estruturas profundas e metas de segunda ordem da reforma educacional

Gay, Geneva, Seeking Direction without Adequate Vision, Journal of Curriculum and Pedagogy, 1(Summer, 2004), 24-26.

Challenges the current testing and accountability policies in education for their ignoring of professional conventions of curriculum design and implementation

Gay, Geneva, Curriculum Theory and Multicultural Education, pp. 30-49 in James A. Banks and Cherry A. McGee Banks, eds., Handbook of Research on Multicultural Education, 2nd ed. San Francisco: Jossey-Bass, 2004.*

Revises and updates article by the same name in the 1995 first edition of the Handbook