Ethnicity and Education Forum

1997 ◽  
Vol 67 (2) ◽  
pp. 169-188 ◽  
Keyword(s):  
United States ◽  
Elementary Education ◽  
Graduate School ◽  
Ethnic Studies ◽  
Ethnically Diverse ◽  
The United States ◽  
Harvard Educational Review ◽  
School Of Education ◽  
Student Body ◽  
Harvard Graduate School

For over sixty years, the pages of the Harvard Educational Review have provided a forum for authors to discuss, debate, and share their ideas about important educational issues. On December 12, 1996, six distinguished scholars gathered in a live forum at the Harvard Graduate School of Education, entitled "Ethnicity and Education: What Difference Does Difference Make?" The participants responded to questions about issues of ethnicity and their connection to education. They approached the topic from several disciplines — ranging from sociology, psychology, and ethnic studies to elementary education — which provoked a multifaceted discussion that reflected their particular strengths and areas of knowledge. This edited transcript of their discussion highlights the current debates about ethnicity, race, culture, and identity. The speakers address the following questions: What is ethnicity? Who decides? How is ethnicity connected to education? What does it mean that racial minorities are sometimes referred to as "ethnics"? At a time when the student body in the United States is becoming more culturally, racially, and ethnically diverse, and the faculties of our schools remain mostly White, this debate is both timely and crucial.

Cornel West on Heterosexism and Transformation: An Interview

1996 ◽  
Vol 66 (2) ◽  
pp. 356-368 ◽  
Author(s):  
Vitka Eisen ◽  
Mary Kenyatta
Keyword(s):  
Graduate School ◽  
White Supremacy ◽  
The United States ◽  
Board Members ◽  
Harvard Educational Review ◽  
School Of Education ◽  
Special Issue ◽  
Harvard Graduate School ◽  
Cornel West

In the fall of 1995, deep in the midst of shaping and developing this Special Issue, several Harvard Educational Review Editorial Board members had the opportunity to hear philosopher and scholar Dr. Cornel West speak at the Harvard Graduate School of Education. They enthusiastically reported back to us that in his talk, West, who is Professor of Afro-American Studies and of the Philosophy of Religion at Harvard, drew explicit and repeated connections between White supremacy, patriarchy, and heterosexism. At the time, we were searching for an article that would illuminate the deep ties between different forms of oppression in the United States. We envisioned an article that would serve as a bridge from the diverse topics represented within this Special Issue to broad systems of power, privilege, and domination. Inspired by Dr. West's articulation of the above issues, as well as by his focus on democratic struggles for liberation, we asked him if he would be willing to be interviewed for our Special Issue.

Isolationism of a Kind: Two Generations of World Court Historiography in the United States

1987 ◽  
Vol 21 (3) ◽  
pp. 327-351 ◽  
Author(s):  
Michael Dunne
Keyword(s):  
United States ◽  
Graduate School ◽  
Research Team ◽  
Presidential Address ◽  
The United States ◽  
European History ◽  
American Historical Association ◽  
Current State ◽  
Harvard Graduate School ◽  
Two Generations

With these apocryphal words from the proverbial doughboy, Charles Homer Haskins lightened his presidential address to the American Historical Association in December 1922. Haskins's theme was the historical and historiographical relevance of Europe to Americans, two subjects on which he could speak authoritatively. Dean of the Harvard Graduate School, an outstanding scholar of medievalism and the Mediterranean, Haskins was best known to his contemporaries as a member of Woodrow Wilson's research team at the Paris Peace Conference, the so-called Inquiry. In the course of his address Haskins surveyed the current state of American writing on European history and pronounced it moderately satisfying; but his underlying anxiety could not be disguised. Since he believed that all the “great European wars” had been “in every instance…American wars” and therefore “world wars,” Haskins feared the consequences of any American political and academic neglect of Europe. In Haskins's ambiguous formulation: “European history [was] of profound importance to Americans.”

A Project Zero Model Classroom in a Malaysian Culture

2017 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Normah Abdullah ◽  
Laura Christ Dass ◽  
Siti Akmar Abu Samah
Keyword(s):  
Undergraduate Students ◽  
Graduate School ◽  
Classroom Teaching ◽  
Classroom Setting ◽  
School Of Education ◽  
School Settings ◽  
Harvard Graduate School ◽  
Culturally Different ◽  
Visible Thinking ◽  
Teacher's Perception

This paper is taken from a bigger study aimed at trialing a Western learning model in a Malaysian context where it is yet to be tested by previous research. The Visible Thinking (VT) Project of Project Zero research is used as benchmark for this study. A summary of selected PZ research projects presented in this paper highlights the learning benefits of establishing patterns of thinking within the classroom as projected by PZ studies of Harvard Graduate School of Education, the hallmark institution. Many aspects of classroom teaching have been shown by PZ research to enhance learning, this paper will focus on a Malaysian undergraduate classroom that has decided to trial this highly recommended model using a framework derived from PZ school settings. Part of the focus of the study was to check if the ideas and paradigms are transferable to a Higher Education ESL context of a culturally different setting in terms of the manifestations of classroom interactions, students’ and teacher’s perception of it as well as from the researcher’s observation of this classroom in session. The literature on the findings of VT project, mainly the thinking routines employed, the importance of establishing thinking routines in the classroom and examples of instances where these routines were visible in the classroom contexts are the summarized in this paper. Most of PZ research was conducted in school classrooms in a Western setting. This study prides itself in taking PZ research to a whole new level to study undergraduate students in a Malaysian classroom setting.

East African Studies Program, Syracuse University

1964 ◽  
Vol 2 (4) ◽  
pp. 575-577
Author(s):  
Fred G. Burke
Keyword(s):  
United States ◽  
Graduate School ◽  
Social Economic ◽  
The United States ◽  
Public Affairs ◽  
African Studies ◽  
East African ◽  
New Knowledge ◽  
Syracuse University

Rapid social, economic, and political developments on the continent of Africa since 1950 made it almost impossible for general African Studies Programs in the United States to keep up with new knowledge and events. In order to fill the growing need for more sharply defined Programs, Syracuse University, through the Maxwell Graduate School of Citizenship and Public Affairs, established in September 1962 the East African Studies Program with Dr Fred G. Burke as director.

Présentation

1988 ◽  
Vol 9 (1) ◽  
pp. 3-4
Author(s):  
Roland Simon
Keyword(s):  
United States ◽  
Graduate School ◽  
Foreign Relations ◽  
The United States ◽  
University Of Virginia ◽  
Arts And Sciences ◽  
United States Information Agency ◽  
Generous Support ◽  
The University ◽  
Selection Of

On 29-31 May 1988 a French-American Bicentennial Conference was held at the University of Virginia to share in the spirit of commemoration of the Revolution on both sides of the Atlantic. The Tocqueville Review is pleased to publish here a selection of the papers that were presented and discussed among a group of about forty specialists in political science, history, sociology, civilization and literature from France and the United States. The conference and the publication of its proceedings would not have been possible without the generous support of the French Ministry of Foreign Relations and the Cultural Services of the French Chancelry in Washington, D.C., the United States Information Agency, and the Dean of the Graduate School of Arts and Sciences of the University of Virginia to all of whom we express our gratitude.

The Melting Pot of the Pacific

2013 ◽  
Author(s):  
Ellen D. Wu
Keyword(s):  
United States ◽  
World War Ii ◽  
Indigenous Population ◽  
Ethnically Diverse ◽  
Asian Population ◽  
The United States ◽  
World War ◽  
Melting Pot ◽  
The Pacific ◽  
Racial Harmony

This chapter deals with the concept of Hawaiʻi as a racial paradise. In the 1920s and 1930s, intellectuals began to tout the islands' ethnically diverse composition—including the indigenous population, white settler colonists, and imported labor from Asia and other locales—as a Pacific melting pot free of the mainland's social taboos on intermingling. After World War II, the association of Hawaiʻi with racial harmony and tolerance received unprecedented national attention as Americans heatedly debated the question of whether or not the territory, annexed to the United States in 1898, should become a state. Statehood enthusiasts tagged the islands' majority Asian population, with its demonstrated capability of assimilation, as a forceful rationale for admission.

Forging a Diasporic Nigerian Ethnicity in the United States and Britain

2017 ◽  
Author(s):  
Onoso Imoagene
Keyword(s):  
United States ◽  
Identity Formation ◽  
Second Generation ◽  
Group Membership ◽  
Ethnically Diverse ◽  
The United States ◽  
Assimilation Theory ◽  
Segmented Assimilation

Chapter 4 examines why the Nigerian second generation in both the United States and Britain did not forge a reactive black ethnicity as predicted by segmented assimilation theory. It describes how blackness can be constructed to be ethnically diverse. The chapter details how the Nigerian second generation are forging a diasporic Nigerian ethnicity in the United States and Britain via two simultaneous processes required in identity formation: signaling difference from members of other groups and establishing similarity to determine the boundaries of group membership. I thoroughly discuss the cultural, moral and socioeconomic boundaries established by the Nigerian second generation to delineate ethnic parameters between themselves and their proximal host. I also explain why the second generation in Britain does not draw as sharp of a boundary between themselves and their proximal hosts compared to their U.S. counterparts.

An Educator's Journey

2019 ◽  
pp. 134-144
Author(s):  
Nenad Radakovic ◽  
Nesma Khalil
Keyword(s):  
United States ◽  
Graduate Education ◽  
Education Program ◽  
Gifted And Talented ◽  
The United States ◽  
School Of Education ◽  
Immigrant Teachers ◽  
Canadian Context

The goal of this chapter is to contribute to the investigation of teachers that are gifted and talented (GATE teachers) by shedding light on the experience of immigrant GATE teachers. The authors position the case within Canadian graduate education and within the context of education of immigrant teachers. More specifically, they present the case study of a GATE teacher as she navigates through the masters of education program at a major Canadian school of education. The presentation of the case study is followed by the discussion of how it contributes to the conversation about GATE teachers and immigrant teachers within Canadian context. The chapter ends with the overview of implications of the study for the United States' context.

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