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Essay / Research Paper Abstract
A 15 page paper answering several questions about teaching special populations as well as providing rationale for a training program targeting racism in schools. The paper provides background on the need for new approaches and makes suggestions of what those approaches could be. It also discusses teachers' personal responsibility to honestly assess how they may be furthering racism in subtle ways that they need to change. In other sections, the paper discusses family systems theory and learning strategies approaches for at-risk adolescents. Bibliography lists 26 sources.
Page Count:
15 pages (~225 words per page)
File: CC6_KSeduRacism.rtf
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Unformatted sample text from the term paper:
is 2 pages over the number ordered. The overrun is due in part to the writers wordiness, in part to a miscalculation in the number of pages ordered. Inservice
Training: Raising Awareness Part 1: Introduction and Plan of Approach Racism is alive and well in American schools - and British schools, and
Canadian schools, and Australian schools. Certainly no caring, dedicated teacher would actively marginalize any student in any class, and there has been much attention to diversity training with the
intention of achieving a color-blind classroom environment where there are no black children, white children, red children or children of any other color, only children who need to learn the
information and skills they will need in the future. Lewis (2003) flatly states that teachers and administrators want to do the right thing and wish race were not such
a factor in their classrooms. Lewis (2003) and others, however, note that we cannot "merely close our eyes and try by sheer force of imagination to will ourselves into
a color-blind world" (p. 189). Marriott (2003) observes that the silence that accompanies the desire to achieve a color-blind world has the power
to speak more loudly than any words on the subject. "My teaching was silent on issues of race, and it was a silence that must have spoken loudly to
my students" (Marriott, 2003; p. 496). This silence often is accompanied by small matters that preserve racism. Gillborn (2002) states that in Britain, black "students are more likely
to take later examinations and be put in a vocational program at schools because teachers judge them to have a lack of ability" (p. 9). Marriott (2003) supports this
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