Improving anti-racist education for Multiracial students

This dissertation explores how anti-racist education might be improved, so that it more effectively teaches Multiracial students about racism. A brief history of anti-racist education and a theory of monoracism – the systematic oppression of Multiracial people – provide context for the study. Anti-racist education in communities and colleges has supported U.S. social movements for racial justice. However, most anti-racist education programs are not designed by or for students who identify with two or more races. Nor have such programs generally sought to address Multiraciality or monoracism. Since the 1980s, Multiraciality has become more salient in popular U.S. racial discourses. The number of people identifying as Multiracial, Mixed Race, or related terms has also increased, particularly among school-age youth. Further, the size and number of Multiracial people’s organizations have also grown. Anti-racist education may pose unintended challenges for Multiracial students and their organizations. This study asked twenty-five educators involved in Multiracial organizations to discuss anti-racist education: what it should teach Multiracial students; what is working; what is not working; and how it might be improved. Qualitative data were gathered via five focus group interviews in three West Coast cities. Participants proposed learning goals for Multiracial students. Goals included learning about privilege and oppression; social constructionism; historical and contemporary contexts of racism; and impacts of racism and monoracism on Multiracial people. Participants also called for education that develops interpersonal relationships, self-reflection, and activism. Participants also discussed aspects of anti-racist education that may help or hinder Multiracial students’ learning, as well as possible improvements. Participants problematized the exclusion of Multiraciality, the use of Black/White binary racial paradigms, linear racial identity development models, and the use of racial caucus groups or affinity spaces. Participants also challenged educators’ monoracist attitudes and behaviors, particularly the treatment of questions as pathological “resistance.” Suggestions included addressing Multiraciality and monoracism, accounting for intersectionality and the social construction of race, validating self-identification, and teacher education about monoracism. The study then critically analyzes participants’ responses by drawing on literature about anti-racist education, social justice education, multicultural education, transgender oppression (cissexism), and monoracism. Based on that synthesis, alternate recommendations for research and practice are provided

Cell Wall Regeneration in Woody Protoplasts

この論文は国立情報学研究所の学術雑誌公開支援事業により電子化されました

Structure and Function of Snake Venom Proteins Affecting Platelet Plug Formation

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Apoptosis-like cell death induced by ionizing radiation in cultured conifer cells

Among plant species, coniferous plants are particularly sensitive to ionizing radiation. We examined the effects of X-ray irradiation on cultured cells of Japanese cedar. Cell death in the cultured cells was increased drastically by X-ray irradiation at 5 Gy, which is as low as the dose inducing radiosensitive programmed cell death, i.e. apoptosis, in mammalian cells. The advancement of cell death in the Japanese cedar cells was accompanied by nuclear DNA fragmentation, which is typically observed both in apoptosis of mammalian cells and in hypersensitive programmed cell death observed in plant cells exposed to various environmental stresses. The results suggested that radiosensitive cell death should be involved in the susceptibility of coniferous plants to ionizing irradiation, and furthermore, this death should be a kind of programmed cell death which has a similarity to apoptosis in mammalian cells.International Conference on Protection of the Environment from the Effects of Ionizing Radiatio