I.  Course Rationale and Objectives

One important goal of teacher education is to cultivate the ability to think critically about the social context in which people teach and learn. A focus on context reveals multiple inequalities that influence access to, treatment in, and outcomes of schooling. Schools alone did not create these inequalities, and teachers alone cannot solve them. But teaching is an inherently political and moral enterprise, and teachers' daily actions do matter in building a more just, caring society.

This course is designed to:

• help prospective teachers examine their educational beliefs and teaching practices in the context of societal inequities
• examine the meanings and implications of social justice in education, poverty and social class inequality, sexism and gender equity, multicultural and anti-racist education, heterosexism, and First Nations education
• enhance prospective teachers' ability to evaluate educational claims and participate in the on-going public debate about the purposes of education

II. Schedule of Topics and Due Dates

III. Participation, Assignments, and Assessment Criteria

Please note: UBC's Teacher Education Program is piloting a pass/fail grading system in most of its core courses, including EDST 314, during 2001-2002. Only "pass" or "fail" will appear on a student's transcript. In a professional faculty, passing a course entails both good academic performance as well as active participation in learning activities. Students are expected to meet all criteria to receive a passing mark in the course. In cases where students fail to meet expected standards, they will have the opportunity to revise and resubmit written assignments. In such cases, I ask that you please attach the first draft of the assignment and highlight the changes you have made to it in response to my comments. If you have two assignments that do not meet expectations or you continue not to meet expectations in participation or attendance, I am required to complete an interim report, a copy of which gets filed with the Teacher Education Office and the Department of Educational Studies.

It's my responsibility to provide you with timely, specific, and helpful responses to your written assignments. When I hand back assignments, I will provide written evaluative comments on a separate sheet. I will retain copies of these written comments on my computer, and should you request a letter of recommendation from me in the future (e.g., if you apply to a graduate program), I can draw from this accumulated written record. I will also use this record to keep track of any student who excels in all aspects of the course, and I will nominate such a student for scholarships and awards.

For policies on late assignments and attendance, please see the cohort handout distributed during orientation week.

A. Class Participation

Everyone should come to class prepared to discuss the assigned readings. Class members will learn as much from the exchange of views inside the classroom as we will from analyzing the readings on our own. Some questions to consider as we construct our learning environment together:

1. Did you read the assigned material and come to class having attempted to synthesize the readings, to identify concepts you didn't understand, to pinpoint where the author(s) seemed confused?
2. Did you attempt to contribute to class discussion in a way that enhanced our understanding of the readings?
3. Did you make an effort to speak? (Measure yourself against your usual inclination for "speaking up," not against how much you talked in relation to how much other people talked.)
4. Did you avoid dominating discussion?
5. Did you deal respectfully with others' questions, confusion, and discussion priorities?
6. Did you use class discussion (regardless of whether you spoke) as an opportunity to expand your understanding of the topics at hand?

Assessment criteria:

Pass:	Regularly (1) shows active evidence of having done all the required readings; (2) shows evidence of active listening by responding to others' contributions in a constructive manner; (3) contributes meaningfully to class discussions and group activities; (4) treats others respectfully.
Fail:	Regularly (1) appears unprepared and ignorant of course readings; (2) dominates discussions or treats others disrespectfully; (3) makes little or no contribution to class discussions or group activities.

 

B. An Op-Ed or Personal Reported Essay on an Educational Issue

Write a 600-word opinion piece or personal reported essay on an educational issue. A workshop on how to write this effectively and maximize your chances of getting your opinion piece published will be held in class on September 19.

Assessment criteria:

Pass:	(1) easy to read (well organized; concise; proofread for errors of grammar, spelling, and diction); (2) provides examples and explanations; (3) facts, personal insights, or preferably both are shaped into a structured argument; (4) highlights an equity-related educational issue.
Fail:	(1) recurring errors of grammar, spelling, diction, and/or organization; (2) lacks examples; (3) lacks transitions between thoughts or fails to make an argument; (4) fails to address an equity-related educational issue.

C. Reflection on a Conversation with a Resource Person or Teacher
(shared assignment with EDUC 311/EDUC 316)

Select a resource person or an experienced teacher (e.g., your school advisor) to interview for approximately 45 minutes. One way to think about this assignment is that you're gathering additional ideas with the aim of either (a) enhancing your unit plan assignment in social studies or English or (b) learning about another teacher's efforts to create an inclusive curriculum and classroom. In the former option, for example, if you know you are going to teach "Othello," you might ask an anti-racist educator knowledgeable about literature to describe strategies and resources that would enable you to put this play into historical and social context and connect it to students' lives. In the latter option, you might adapt the following sorts of general questions to suit your particular interests and concerns:

1. Can you please tell me something about your teacher training experiences, where and what grades and subjects you have taught?
2. Do you have some general comments about how one creates an inclusive and respectful teaching and learning environment?
3. In my courses we are exploring how gender, race, culture and language, social class, and sexual orientation affect teaching and learning. What are your thoughts about how any of these affect your teaching and the students' learning? Can you think of some of the challenges that you face or have faced as a teacher in addressing any of these aspects of teaching and learning? Can you tell me about what strategies you have used to address any of these issues?
4. What resources, including other teachers, professional development activities, books, and so on have you found helpful to your efforts to create a respectful and inclusive teaching and learning environment?

For the written part of this assignment, provide a summary of the key points that came out of your structured conversation (what have you learned?), a reflection on how you might put what you learned into practice in your own classroom, and a discussion of any new questions arising from your inquiry. Be sure to support your points with direct or paraphrased quotations from your interviewee and pertinent course readings. You do not have to attach a transcript of the interview, but you can if you would like.

Expected length: approximately 4-5 typed pages, double-spaced.

Assessment criteria:

Pass:

(1) easy to read (well organized; concise; proofread for grammar, spelling, and diction errors); (2) makes connections to pertinent course readings and concepts and class discussions; (3) moves beyond summarizing the interviewee's responses in some way, such as placing the interview into context (e.g., rapport with the interviewee, how school and neighborhood demographics influence inclusive practices) or exploring the assumptions of your interviewee; (4) discusses the implications for your future teaching practices; (5) includes your insights and conclusions.

Fail:

(1) recurring errors of grammar, spelling, diction, and/or organization; (2) lacks connections to course readings, concepts, or discussions; (3) incomplete or superficial description of structured conversation topics; (4) fails to appreciate the implications for future teaching practices.

C. Critical Assessment of Unit Plan or Negotiated Equivalent

Option 1:	Select a unit plan that you are developing for one of your curriculum and instruction courses and reflect on it in light of the perspective on social justice that makes most sense to you (see, e.g., the reviews in Gale & Densmore, 2000; Grant & Sleeter, 1998). Take into consideration such choices as the content of your unit plan, instructional strategies and areas of concern, the selection of texts and resources, the nature of assignments, evaluation.
Option 2:	Critically analyze Poverty: It's Local, It's Global, and It's All Connected (included in the EDST 314 course reader) as a student learning resource unit. Select a particular context (e.g., the school where you have been placed for the practicum, another school with which you are familiar) upon which to base your analysis. What is the socioeconomic profile of the surrounding neighborhood and the families whose children attend the school, and how will this affect your unit planning? Explain whether and how you would use the Poverty unit in this context. How old are your students, and what difference would you anticipate this making? What course would you use this unit in, and why? How and why would you supplement the resource?
Option 3:	Critically analyze the Teacher's Guide. Frontline: "The Merchants of Cool" as a student learning resource unit. This 8-page document is located at: http://www.pbs.org/wgbh/pages/frontline/teach/cool. The authors caution that the video is about teen media culture and that this culture should be respected. Comment on this in light of what you know about the young people either in the school where you have been placed for the practicum or another school with which you are familiar. Which ideas from the Teacher's Guide would you adapt for your own use? What course would you use this unit in, and why? How and why would you supplement the resource? What connections, if any, do you see between teaching media literacy and social justice?
Option 4:	Negotiate a comparable alternative.

 

Expected length for Options 1, 2, 3, or 4: approximately 5 typed pages, double-spaced.

Assessment criteria:

Pass:	(1) easy to read (well organized; concise; proofread for grammar, spelling, and diction errors); (2) supports claims with citations from the document and examples; (3) demonstrates a synthesis of course concepts and themes and makes connections to pertinent course readings, class discussions, school-based observations, teacher interviews, and your own teaching in the 2-week practicum; (4) includes your insights and conclusions.
Fail:	(1) recurring errors of grammar, spelling, diction, and/or organization; (2) lacks examples; (3) fails to demonstrate comprehension of course content; (4) lacks meaningful connections between theory, personal experience, and professional practice.
Note:	For all written assignments, if you cite a reading for this course, you may refer to it in the text itself by author(s) and date. Please attach a list of complete references for any other reading(s) you cite. (I do not, however, expect you to use outside readings.)
Note:	For all written assignments, you may choose to work together in small groups.

D. Student Negotiation of Assignments and Assessment Criteria

Assessment practices should support student learning. If you can think of an assignment that would enhance your learning and still meet the above stated course objectives, I encourage you to negotiate this with me. For example, if you have been thinking and reading a lot about a particular issue that we merely touch on in this course and want to write a more in-depth research paper on the topic, you could propose this as a major assignment. If you are relatively new to many of the topics introduced in this course, you may propose writing a series of mini-assignments (e.g., written commentaries on a number of class readings). By the same token, feel free to negotiate assessment criteria with me ahead of time.

COURSE READINGS

September 12:

Bigelow, William. (2001). Inside the classroom: Social vision and critical pedagogy. In J. H. Strouse (Ed.), Exploring socio-cultural themes in education: Readings in social foundations (2nd ed., pp. 293-301). Upper Saddle River, NJ: Merrill Prentice Hall.

Westheimer, Joel, & Kahne, Joseph. (1998). Education for action: Preparing youth for participatory democracy. In Ayers, W., Hunt, J. A., & Quinn, T. (Eds.), Teaching for social justice (pp. 1-20). New York: The New Press.

September 19:

McMartin, Pete. (2000, March 14). Intolerance gets a foothold when school subject is sex: Those taking a vocal stance against gay-straight alliance clubs have seen prejudice, so why are they dishing it out? Vancouver Sun, p. A3.

Martinuk, Susan. (2000, March 22). Will BCTF also set up clubs for nerds, geeks and dorks? The Province, p. A24.

Gosine, Andil. (2000, April 2). Boys will be . . . : What I wish I'd told that B.C. teenager who killed himself over "fag" taunts. Toronto Star.

Video: "Stuart Hall: Representation and the Media" (director Sut Jhally, 1997, 55 minutes)

Guest speaker: David Beers

Optional:
Hall, Stuart. (2000). Heroes or villains?; and stereotyping as a signifying practice. In J. M. Iseke-Barnes & N. N. Wane (Eds.), Equity in schools and society (pp. 97-109). Toronto: Canadian Scholars' Press.

September 26:

As background, I recommend you review the Bell orientation reading.

Gale, Trevor, & Densmore, Kathleen. (2000). Playing fair: Who gets what and why? In Just schooling: Explorations in the cultural politics of teaching (pp. 8-29). Buckingham, Philadelphia: Open University Press.

Grant, Carl A., & Sleeter, Christine E. (1998). Excerpts from Turning on learning: Five approaches to multicultural teaching plans for race, class, gender, and disability (pp. 162-169, 182-186, 206-209, 253-259, 294-299, 2nd ed.). Columbus, OH: Prentice Hall.

Video: "A Class Divided: Then and Now" (60 minutes)

October 3:

Read pp. 5-6 ("What is poverty?") and skim the rest of the document:
British Columbia Teachers' Federation. (1997). Poverty: It's local, it's global, and it's all connected. Vancouver: Author.

Rose, Mike. (1989). "I just wanna be average." In Lives on the boundary: The struggles and achievements of America's underprepared (pp. 11-37). New York: The Free Press.

October 10:

Davies, Bronwyn. (1993). Deconstructive reading. In Shards of glass: Children reading and writing beyond gendered identities (pp. 150-174). Cresskill, NJ: Hampton Press, Inc. [pp. 2-3 are also included to provide background information on the data used in chapter 7]

October 17:

Williams, Steven D. (1998). Reading sexuality in popular music. Radical Teacher, no. 52, 25-30.

Ferris, Melanie A. (2001, Winter/Spring). Resisting mainstream media: Girls and the act of making zines. Canadian Woman Studies/les cahiers de la femme, 20/21 (4/1), 51-55.

Video: "Merchants of Cool" (correspondent Douglas Rushkoff, 2001, 60 minutes)

November 7:

Gay and Lesbian Educators of BC. (2000). Dealing with homophobic comments and name-calling. In Challenging homophobia in schools (strategies, pp. 15-16). Vancouver: GALE of BC.

Khyatt, Didi. (1995). Compulsory heterosexuality: Schools and lesbian students. In M. Campbell & A. Manicom (Eds.), Knowledge, experience, and ruling relations (pp. 149-163). Toronto: University of Toronto Press.

Video: "It's Elementary: Talking about Gay Issues in School" (director Debra Chasnoff, 1997, 37-minute version).

November 14:

Lee, Enid. (1994). Taking multicultural, anti-racist education seriously. In B. Bigelow, L. Christensen, S. Karp, B. Miner, & B. Peterson (Eds.), Rethinking our classrooms: Teaching for equity and social justice (pp. 19-22). Milwaukee, WI: Rethinking Schools Ltd.

Maclear, Kyo. (1994, July). The myth of the "model minority": Rethinking the education of Asian Canadians. Our Schools/Our Selves, 5 (3), 54-76.

Video: "Pride and Prejudice: The Road to Multiculturalism and Human Rights in British Columbia" (director Gary Marcuse, 1999, 60 minutes)

November 21:

Hare, Jan, & Barman, Jean. (2000). Aboriginal education: Is there a way ahead? In David A. Long & Olive P. Dickason (Eds.), Visions of the heart: Canadian aboriginal issues (pp. 331-359). Toronto: Harcourt Brace Canada.

Video: "For Angela" (NFB, director Nancy Trites Botkin, 1993, 29 minutes)

November 28:

Novogrodsky, Myra, Kaufman, Michael, Holland, Dick, & Wells, Margaret. (1992, April). Retreat for the future: An anti-sexist workshop for high schoolers. Our Schools/Our Selves, 3 (4), 67-87.

Nieto, Sonia. (2000). Multicultural education in practice. In Affirming diversity: The sociopolitical context of multicultural education (3rd ed., pp. 349-370). New York: Longman.

FURTHER READING:

Ideological Perspectives on Education and Society

Lakoff, George. (1996). Moral politics. Chicago: University of Chicago Press.

**Policy.ca is a non-partisan resource for the public analysis of Canadian policy issues, including education: http://www.policy.ca

Sadovnik, Alan R., Cookson, Peter W., Jr., & Semel, Susan F. (1994). Perspectives on education: Conservative, liberal, and radical visions. In Exploring education (pp. 21-37, 64-65). Toronto: Allyn and Bacon.

Zeichner, Kenneth M., & Liston, Daniel P. (1996). Reflective teaching. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.

Social Justice Education, General and Miscellaneous

Adams, Maurianne, Bell, Lee Anne, & Griffin, Pat. (Eds.). (1997). Teaching for diversity and social justice: A sourcebook. New York: Routledge.

Ayers, William, Hunt, J. A., & Quinn, Therese. (Eds.). (1998). Teaching for social justice. New York: The New Press.

Banks, James A. (1993, June-July). The canon debate, knowledge construction, and multicultural education. Educational Researcher, 22 (5), 4-14.

**British Columbia Teachers' Federation (BCTF); check out the "social responsibility" link on its website: <http://www.bctf.bc.ca>

Christensen, C., & Rizvi, F. (Eds.). (1996). Disability and the dilemmas of education and justice. Philadelphia: Open University Press.

Christensen, Linda. (2000). Reading, writing, and rising up: Teaching about social justice and the power of the written word. Milwaukee, WI: Rethinking Schools.

Cohen, Elizabeth. (1994). Designing groupwork: Strategies for the heterogeneous classroom (2nd ed.). New York: Teachers College Press.

Dei, George J. Sefa, et al. (2000). Removing the margins: The challenges and possibilities of inclusive schooling. Toronto: Canadian Scholars' Press.

Ellsworth, Elizabeth. (1994). Representation, self-representation, and the meanings of difference. In R. A. Martusewicz & W. M. Reynolds (Eds.), Inside/out: Contemporary critical perspectives in education (pp. 99-108). New York: St. Martin's Press.

Howe, Kenneth R. (1997). Understanding equal educational opportunity: Social justice, democracy, and schooling. New York: Teachers College Press.

Iseke-Barnes, Judy M., & Wane, Njoki Nathani. (Eds.). (2000). Equity in schools and society. Toronto: Canadian Scholars' Press.

Kumashiro, Kevin K. (2001). "Posts" perspectives on anti-oppressive education in social studies, English, mathematics, and science classrooms. Educational Researcher, 30 (3), 3-12.

Lee, Enid, Menkart, Deborah, & Okazaway-Ray, Margo. (Eds.). (1998). Beyond heroes and holidays: A practical guide to K-12 anti-racist, multicultural education and staff development. Washington, DC: Network of Educators on the Americas.

Maklar, Andra. (2000). Teaching for justice in the social studies classroom: Millions of intricate moves. Westport: Heinemann.

McLaren, Peter. (1994). Life in Schools: An introduction to critical pedagogy in the foundations of education (2nd ed.). New York: Longman.

Orlowski, Paul. (2001). The revised social studies curriculum in British Columbia: Problems and oversights. Our Schools/Our Selves, 10 (4), 85-102.

Our Schools/Our Selves. Quarterly magazine published by the Canadian Centre for Policy Alternatives.

**Rethinking Schools web site: www.rethinkingschools.org

Sleeter, Christine E. (1996). Multicultural education as social activism. Albany: State University of New York Press.

Young, Iris Marion. (1990). Justice and the politics of difference. Princeton: Princeton University Press. <Note: this is a more theoretical and general text>

Wiretap [by and for "socially conscious youth"; contains investigative news articles, personal essays, activism resources]: http://www.alternet.org/wiretapmag/

Poverty, Social Class, Schooling, and Streaming (Tracking)

Bigelow, Bill. (1994, February). Getting off the track: Classroom examples for an anti-tracking pedagogy. Our Schools/Our Selves, 5 (3), 125-143.

Bigelow, Bill. (1997). The human lives behind the labels: The global sweatshop, Nike, and the race to the bottom. Rethinking Schools, 11 (4), 1-16.

Brantlinger, Ellen, Massoumeh, Majd-Jabbari, & Guskin, Samuel L. (1996, Fall). Self-interest and liberal educational discourse: How ideology works for middle-class mothers. American Educational Research Journal, 33 (3), 571-597.

Curtis, Bruce, Livingstone, David W., & Smaller, Harry. (1992). Stacking the deck: The streaming of working-class kids in Ontario schools. Toronto: Our Schools/Our Selves Education Foundation.

Davis, Bob. (1998). Teaching streamed students. In Satu Repo (Ed.), Making schools matter: Good teachers at work (pp. 123-168). Toronto: James Lorimer & Company, Ltd.

**End Legislated Poverty, #211 - 456 W. Broadway, Vancouver, B.C. V5Y 1R3; telephone 604/879-1209.

Kelly, Deirdre M. (1996, September). Dilemmas of difference: Van Tech's schools-within-a-school model. Alberta Journal of Educational Research, 42 (3), 293-305.

Lareau, Annette. (1989). Home advantage: Social class and parental intervention in elementary education. London: Falmer Press.

Levin, Benjamin. (1995, Summer). Poverty and education. Education Canada, 28-35.

National Film Board. (1993). Them that's not. Video (55 minutes).

Olson, Paul. (1991). Poverty and education in Canada. In R. Ghosh & D. Ray (Eds.), Social change and education in Canada (2nd ed., pp. 158-174). Toronto: Harcourt Brace Jovanovich Canada.

Wheelock, Anne. (1994). Alternatives to tracking and ability grouping. Arlington, VA: American Association of School Administrators.

Yalnizyan, Armine. (1998). The growing gap: A report on growing inequality between the rich and poor in Canada. Toronto: Centre for Social Justice

Gender and Schooling

Bourne, Paula, McCoy, Liza, & Novogrodsky, Myra. (Eds.). (1997). Gender and schooling (special issue). Orbit [Ontario's magazine for schools, published by OISE/UT], 28 (1), 1-72.

British Columbia, Ministry of Women's Equality. Women count: A statistical profile of women in British Columbia (4th ed.). Victoria: Author. <available in print and on their websitewww.weq.gov.bc.ca>

Canadian Teachers' Federation. (1994). Thumbs down! A classroom response to violence towards women. Ottawa: CTF. <lesson plans to bring the issue of violence against women into the classroom in age appropriate ways. CTF: 110 Argyle Ave., Ottawa, ON K2P 1B4 (613) 232-1505.>

Connell, R. W. (1996, Winter). Teaching the boys: New research on masculinity, and gender strategies for schools. Teachers College Record, 98 (2), 206-235.

Coulter, Rebecca Priegert. (1996, Fall). Gender equity and schooling: Linking research and policy. Canadian Journal of Education, 21 (4), 433-452.

Coulter, Rebecca Priegert. (1995). Struggling with sexism: Experiences of feminist first-year teachers. Gender and Education, 7 (1), 33-50.

Gaskell, Jane, & McLaren, Arlene. (Eds.) (1991). Women and education: A Canadian perspective (2nd ed.). Calgary, Alberta: Detselig Enterprises Limited.

Gaskell, Jane, McLaren, Arlene, & Novogrodsky, Myra. (1989). Claiming an education: Feminism and Canadian schools. Toronto: Our Schools/Our Selves.

Gaskell, Jane, & Willinsky, John M. (Eds.). (1995). Gender in/forms curriculum: From enrichment to transformation. New York: Teachers College Press.

Larkin, June. (1994). Walking through walls: The sexual harassment of high school girls. Gender and Education, 6 (3), 263-280.

Schaefer, A. C. (2000). G.I. Joe meets Barbie, software engineer meets caregiver: Males and females in B.C.'s public schools and beyond (BCTF research report RT00-0045). Vancouver: British Columbia Teachers' Federation.

**Status of Women web site: www.swc-cfc.gc.ca <background, events, resources>

Sexuality, Heterosexism, Homophobia

Dahl, findlay, Connors & Evans, barristers and solicitors. (n.d.). School's out! The law about education for lesbian, gay, bisexual, and transgendered youth and families. Vancouver: Author.

Eyre, Linda. (1997). Re-forming (hetero) sexuality education. In L. G. Roman & L. Eyre (Eds.), Dangerous territories: Struggles for difference and equality in education (pp. 191-204). New York: Routledge.

Frank, Blye. (1994). Queer selves/queer in school: Young men and sexualities. In Susan Prentice (Ed.), Sex in schools: Canadian education and sexual regulation (pp. 44-59). Toronto: Our Schools/Our Selves Educational Foundation.

Gay and Lesbian Educators (GALE) of B.C. (2000). Challenging homophobia in schools: A K-12 resource . . . . Vancouver: Author.

**International Lesbian and Gay Association Web Site: http://www.ilga.org

Knickerbocker, Nancy. (1998, March). Gay and lesbian students speak out on stress and violence at school. BCTF Teacher Newsmagazine [On line]. Available: http://www.bctf.bc.ca/ezine/archive/1998-03/support/gay.html

Petrovic, John E. (1998, Winter). The democratic sieve in teacher education: Confronting heterosexism. Educational Foundations, 12 (1), 43-56.

"School's Out! Confronting Homophobia in High Schools." National Film Board of Canada video (25 min.).

Sears, James T. (1996). Challenges for educators: Lesbian, gay and bisexual families. In Donovan R. Walling (Ed.), Open lives, safe schools: Addressing gay and lesbian issues in education (pp. 187-220). Bloomington, IN: Phi Delta Kappa Educational Foundation.

Sears, James T., & Williams, Walter L. (Eds.). (1997). Overcoming heterosexism and homophobia: Strategies that work. New York: Columbia University Press.

Ethnicity, Race, and Multicultural and Anti-Racist Education

Calliste, Agnes, & Dei, George Sefa. (Eds.). (1995, Spring). Race, gender & class perspective on Canadian anti-racism. Race, Gender & Class, 3 (2), 5-142.

Cummins, Jim. (1986). Empowering minority students: A framework for intervention. Harvard Educational Review, 56 (1), 18-36.

Cummins, Jim. (1997, September). Minority status and schooling in Canada. Anthropology and Education Quarterly, 28 (3), 411-430.

Derman-Sparks, Louise, & Phillips, C. (1997). Teaching/learning anti-racism: A developmental approach. New York: Teachers College Press.

Fine, Michelle, Powell, Linda C., Weis, Lois, & Wong, L. Mun. (Eds.). (1996). Off White: Readings on race, power, and society. New York: Routledge.

Foley, Douglas E. (1991, March). Reconsidering anthropological explanations of ethnic school failure. Anthropology & Education Quarterly, 22 (1), 60-86.

Jhally, Sut. (Producer and Director). (1996). Race: The floating signifier [featuring] Stuart Hall. [Video]. (Available from Media Education Foundation, Northampton, MA)

Kincheloe, Joe L., & Steinberg, Shirley R. (1997). Changing multiculturalism. Buckingham and Philadelphia: Open University Press.

Lee, Enid. (1985). Letters to Marcia: A teacher's guide to anti-racist education. Toronto: Cross Cultural Communication Centre.

McCarthy, Cameron, & Crichlow, Warren. (Eds.). (1993). Race and representation in education. New York: Routledge.

Moodley, Kogila. (Ed.). (1992). Beyond multicultural education: International perspectives. Calgary: Detselig.

Perry, Theresa, & Fraser, James W. (Eds.). (1993). Freedom's plough: Teaching in the multicultural classroom. New York: Routledge.

Roman, Leslie G., & Stanley, Timothy J. (1997). Empires, emigres, and aliens: Young people's negotiations of official and popular racism in Canada. In L. G. Roman & L. Eyre (Eds.), Dangerous territories: Struggles for difference and equality in education (pp. 205-231). New York: Routledge.

Ryan, James. (1998, Fall). Understanding racial/ethnic stereotyping in schools: From image to discourse. Alberta Journal of Educational Research, 44 (3), 284-301.

Tatum, Beverly Daniel. (1992, Spring). Talking about race, learning about racism: The application of racial identity development theory in the classroom. Harvard Educational Review, 62 (1), 1-24.

Young, Jon. (Ed.). (1984). Breaking the mosaic: Ethnic identities in Canadian schooling. Toronto: Garamond Press.

Language and Culture

Corson, David. (1996). Social justice and language policy in education: The Canadian research. Toronto: OISE Press.

Roessingh, Hetty. (1995). Teaching to diversity: Meaningful inclusion of ESL students in high school mainstream settings. Exceptionality Education Canada, 5 (1), 65-81.

Watt, David, & Roessingh, Hetty. (1994, Sept.). ESL dropout: The myth of educational equity. Alberta Journal of Educational Research, 40 (3), 283-296.

First Nations Education

Assembly of First Nations. (1994). Breaking the silence: An interpretive study of residential school impact and healing as illustrated by the stories of First Nations individuals. Ottawa: Author.

Canada. Royal Commission on Aboriginal Peoples. (1996). Report of the Royal Commission on Aboriginal Peoples. Ottawa: The Commission. Vol. 1: Looking forward, looking back <residential schools, pp. 333-410> Vol. 3: Gathering strength <education, pp. 433-584>

Battiste, Marie, & Barman, Jean. (Eds.). (1995). First Nations education in Canada: The circle unfolds. Vancouver: University of British Columbia Press.

British Columbia Human Rights Commission. (2001). Barriers to equal education for aboriginal learners: A review of the literature. Victoria: Author. Available on-line: http://www.bchumanrights.org/

First Nations and Metis Education home page: http://www.bctf.bc.ca/social/FirstNations/

Haig-Brown, Celia. (1988). Resistance and renewal: Surviving the Indian residential school. Vancouver: Tillacum Library. <Kamloops>

National Film Board. (1993). Education, as we see it. First Nations: The circle unbroken, vol. 4 (15 minutes).

Price, Richard T. (1991). Legacy: Indian treaty relationships. Edmonton, AB: Plains Publishing.

Wotherspoon, Terry, & Schissel, Bernard. (2000). Marginalization, decolonization and voice: Prospects for aboriginal education in Canada. In Lenoir, Y., et al. (Eds.), Pan-Canadian education research agenda (pp. 193-214). Ottawa: Canadian Society for Studies in Education.

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