Needs of the ‘Bilingual Schools' Program in Andalusia Regarding EFL Classrooms and Language Assistants

Since the implementation of Bilingual Education in Spain, research has focused on studying ways to improve the quality of this educational model. However, although there are aspects that threaten its correct functioning and/or implementation, little has been done to find solutions to those issues. Thus, this chapter presents findings from a research conducted in Seville, Spain, and compare them to those of some current studies in different autonomous communities to conclude that some important issues that have been previously reported but have not been solved are the lack of linguistic and methodological training for the stakeholders and time for coordination or planning, and confusion regarding specific information (roles, functions, procedures, etc.), among others. Most importantly, the chapter concludes that a number of actions should be taken by the regional Board of Education and/or schools to improve the quality of the bilingual education offered in Andalusia.

Reinhold Niebuhr During the Time of the White Compromise

The story of how the theological ethicist, Reinhold Niebuhr, dealt with race during the “white compromise” (from after Reconstruction to the Civil Rights Movement) gives us a good picture of what will work and not work in re-directing American Prosperity toward a sustainable future. In his early years, Niebuhr argued against the Ku Klux Klan in Detroit, and supported sharecropper cooperatives in Arkansas. He guided his later ethical analysis of national and international groups by what he called “Christian realism,” which assumed that groups had limited capacity for doing good. At the height of his national status, he wrote books as though American history was the same as white history. He suggested caution in applying the Brown v. Board of Education decision to white families and after the civil rights movement had disrupted the “white compromise,” Niebuhr moved somewhat closer to Martin Luther King Jr.’s view of the “beloved community.”

Brown v. Board of Education and the Development of Special Education

May 2020 was the 66th anniversary of the U.S. Supreme Court’s ruling in Brown v. Board of Education of Topeka. In this case, perhaps the most important ruling of the 20th century, the Supreme Court ruled that the racial segregation of Black children in public schools was unconstitutional. In addition, the ruling in Brown v. Board had a profound effect on the education of children with disabilities. The purpose of this column is to examine the Supreme Court’s ruling and to explore the impact of the rulings on students with disabilities.

Social Science in the Courtroom

Chapter 18 describes social science research of the 1940s and 1950s that showed how segregation harmed both minority and majority populations and thereby played a role in the landmark Brown v. Board of Education decision of 1954. Between 1896, when the Supreme Court endorsed segregation in Plessy v. Ferguson to 1954, when the Supreme Court rejected segregation, social science had built a consensus about the many harms and costs that racial segregation imposed on Black and on White children. Like school desegregation, marriage equality’s victories in the courts were built on a social science consensus, specifically the social science consensus that children raised by same-sex couples have good outcomes.

“War against the Constitution”

This chapter recounts the battles outside and within the Supreme Court over the five cases, first argued in 1952, argued again the following year, and decided in May 1954 under the caption Brown v. Board of Education of Topeka, Kansas. The chapter draws on transcripts of the lawyers’ oral arguments, notes of justices from the Court’s closed-door conferences to debate and decide cases, and the Court’s unanimous opinion striking down public school segregation. Among the dozen-plus lawyers who argued the five cases, Thurgood Marshall as NAACP general counsel and John W. Davis, former Democratic presidential candidate and U.S. solicitor general, who both argued in the South Carolina case, presented a sharp contrast over the rights of states to impose segregation in public schools. The Court’s closed-door conference after these arguments exposed a rift, with at least one and possibly four justices unwilling to jettison the Plessy “separate but equal” doctrine. Concerned that a split decision would inflame the heated national debate, Justice Felix Frankfurter proposed a second round of arguments a year later; the sudden death in September 1953 of Chief Justice Fred Vinson led President Dwight Eisenhower to name California governor Earl Warren to replace him. Warren used his personal charm and political skills to cajole the Court’s holdouts to join a unanimous decision. However, a third round of arguments on “implementation” of integration allowed Jim Crow schools to proceed with “all deliberate speed” in complying with the Court’s decree, which led to decade-long foot-dragging by southern officials. The chapter concludes with an account of the Little Rock, Arkansas, integration case, Cooper v. Aaron, holding that state officials could not wage “war against the Constitution” by resisting the Court’s orders.

Innovation as a Consideration for Being a Social Justice Decolonization Construct Within Culturally Responsive Teaching & Learning

This paper explores the context of innovation as a social justice decolonization construct used to initiate the education advancement process for Black people. Further, this paper explores how Black people innovated ideologies, legal and social processes, and movements in order to cause upheaval to the societal status quo that denied them education opportunities. The timeline I chose for this focus is pre-Brown vs. Board of Education, as I maintain that the efforts made by Black people to advance their cause for education in the pre-Brown vs. Board of Education era helped to generate forward progress toward the systematic dismantling and decolonization of overt segregationist efforts in education spaces. For centuries, the use of and intention of innovation has been used as a construct to alter the present realities, within a particular time and space, and is usually connected with the technological, scientific, and engineering processes intended to modify or improve products and services. This paper, however, will explore how the efforts to change, alter and disrupt the systemic and societal processes that denied Black people education opportunities were also innovative - in thought, in the form of a long-term vision, and in action - with the intended result of furthering the educational aspirations of themselves and for themselves. Still, further, I argue for the importance of (re)positioning their efforts to change, alter, and initiate the upheaval of systems that were established to oppress them as ones that are innovative and that such efforts be regarded as those that are aligned with social justice decolonization. Further, this paper will describe a contemporary context where innovative teaching and learning practices occur, and analyze how such practices serve as a link to social justice and a visible effort to decolonize learning spaces and create forward academic momentum for students of color.

Psychoanalysis and anti-racism in mid-20th-century America: An alternative angle of vision

The conventional historiography of psychoanalysis in America offers few opportunities for the elaboration of anti-racist themes, and instead American ‘ego psychology’ has often been regarded as the most acute exemplar of ‘racist’ psychoanalysis. In this article, consistent with the historiographical turn Burnham first identified under the heading of ‘the New Freud Studies’, I distinguish between histories of psychoanalytic practitioners and histories of psychoanalytic ideas in order to open out an alternative angle of vision on the historiography. For psychoanalytic ideas were in fact omnipresent within American culture at mid-century, and they played a fundamental role in the psychological reworking of race that unfolded in the work of social scientists, literary artists, and cultural critics in the 1940s and early Cold War years, culminating in the Brown v. Board of Education ruling of 1954, a major landmark in the civil rights narrative. By pursuing the implications of psychoanalysis in anti-racist struggles at mid-century, and with particular attention to Richard Wright and his autobiographical novel Black Boy, I move towards unearthing an alternative historical account of the intersection between psychoanalysis and race, which offers new ways for psychoanalysis and the history of the human sciences to think about this period.

Diversitas Dewan Direksi dan Profitabilitas pada Perusahaan Terdaftar di Bursa Efek Indonesia

The study discusses the problem of company performance by looking at the level of diversity of the board of education (gender, age, nationality and nationality), and the type of company. In this day and age, Diversity of workers and top management is one of the ways to increase productivity and work effectiveness of an organization. The study was conducted as a development of research that has applied hypothesis testing which is useful for testing how the influence of the independent variable on the dependent variable. The research was conducted on entities listed on the IDX from 2016-2020 (excluding entities in finance and insurance). The population is 514 entities. The number of samples used is 384 entities with purposive sampling method Data processing using statistical software SPSS and Eviews. The results of the study show that female directors, age and nationality have no significant effect on ROA, ROE and Tobin`s Q, while education has no significant effect on ROA, ROE, but has a significant negative effect on Tobin`s Q. Keywords: Profitability; Gender; Age; Education; Citizenship.