1,731,093 research outputs found
Reactions to Race: Racial Reactions
No full textIt is impossible to ignore the degree to which notions of race have impacted upon the Australian social and political arena in recent years. Ask just about anybody about the current 'race debate' and the chances are you will find an opinion firmly located on one side or another of a contentious and emotional divide. The implications of race clearly extend beyond the boundaries of political controversy, and profoundly affect the way people construct their collective and individual subjectivity, that is their identity. However, race is more than merely an avenue though which meaning is derived from the world. Race structures the relations of institutions such as education, and constitutes individuals as acting—or acted upon—subjects. Race therefore signifies power, for it helps define meanings and social values. Through education, for instance, race has historically been at the heart of a cultural process of enlisting children into a particular doctrine which defines as positive or negative the child’s relation to the dominant Australian culture. This experience is not unique to Australia, nor for that matter to education. The manipulation of the meaning of race has an extensive history which has enabled particular groups to realise certain possibilities while denying them to others
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[Letter from Bruce M. Burton to Ann Swartzberg, October 26, 1989]
No full textPhotocopy of a letter from Bruce M. Burton, Office of Advancements, University of North Texas to Ann Swartzberg, Development Director, School of Fine Arts. In regards to the recent turn down from the Richardson Foundation and J.C Penny to match grant funding from the Getty Center. Burton hopes that Swartzberg will look over the proposal and make any comments which would help strengthen their case
Cultural Implications: achieving anti-discriminatory practices
No full textNotions of discrimination have a wide range of interpretations which can be applied to a variety of contexts. This chapter discusses the topic within the framework of a practice which evolves. In short it is argued that discriminatory practices change, and this is evident in the move away from overt acts towards those less easily observed forms that are increasingly channelled through the medium of culture
How does othering constitute cultural discrimination?
No full textA common theme across all chapters in this book is that interaction between schooling and students is influenced by a range of social and cultural factors. This chapter sets out to demonstrate how certain sets of social and cultural factors—in particular public notions of a differentiated other—hold the potential to draw disparate groups of people together. In particular, we find groups which would not usually be allies banded together through their involvement in processes of othering. In many cases such processes transcend the traditional lines of division that characterize and separate the groups generating this discourse
Terrell C. Newby to Bruce M. Keegan
No full textLetter from Terrell C. Newby, University of Washington to Bruce M. Keegan, March 2, 1973https://lawcommons.lclark.edu/iwc_correspondence_1-1/1040/thumbnail.jp
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Terrell C. Newby to Bruce M. Keegan
No full textLetter from Terrell C. Newby, University of Washington to Bruce M. Keegan, March 2, 1973https://lawcommons.lclark.edu/iwc_correspondence_1-1/1040/thumbnail.jp
Technophiles and Technophobes?
No full textRather than extol the benefits of new technologies in relation to pedagogy, this chapter seeks to unpack several of the broader social issues related to the rapid development of new technologies, and how these issues come to ground in schools. Clearly the integration of technology into the day-to-day educational practices of schools has been far from seamless. Usually debates about the efficacy of technology are bifurcated. On one side are technophobes or neo-Luddites who campaign against the negative outcomes of what they generally interpret as an over reliance on technology. On the other side are technophiles who naively position technology as a panacea for a multitude of problems faced by schools. Although both sides offer valid comment, as is often the case with extremely divergent opinions, a more accurate assessment is located somewhere in between these extreme positions. Despite the existence of a continuum of technological endorsement in society, it is important to note that many practicing teachers share a commonly focused understanding of the advantages and problems associated with technology within their schools. This perception of technology centres on teacher and student ability to manipulate technology as hardware, technology as software, and increasingly, technology as function
Bruce M. Metzger, An Introduction to The Apocrypha, 1957
No full textMarrou H.-I. Bruce M. Metzger, An Introduction to The Apocrypha, 1957. In: Revue des Études Anciennes. Tome 62, 1960, n°1-2. p. 226
Bruce M. Metzger, An Introduction to The Apocrypha, 1957
No full textMarrou H.-I. Bruce M. Metzger, An Introduction to The Apocrypha, 1957. In: Revue des Études Anciennes. Tome 62, 1960, n°1-2. p. 226
Bruce M. Metzger, An Introduction to The Apocrypha
No full textMassaux Éd. Bruce M. Metzger, An Introduction to The Apocrypha. In: L'antiquité classique, Tome 27, fasc. 1, 1958. pp. 190-191
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