142 research outputs found
The CCA Students of Color Coalition, 2014
No full textFlyer for The CCA Students of Color Coalition, 201
Letter of Solidarity Regarding Current Events, December 11, 2014
No full textLetter of Solidarity Regarding Current Events, December 11, 2014, written by the Students of Color Coalition, and signed by students, faculty, staff and alumni from across the college. The letter seeks to: expand the official college response to racialized violence and the subsequent protests of 2014; to promote a deeper understanding of "racism in our society" by viewing "these events through a lense of power and oppression", to take a stand in solidarity with all affected and "those working to undo all forms of systemic and structural violence", and to "push the college further...to help create progress that embodies the needs of those most marginalized here" by outlining specific goals relating to Campus Climate, Curriculum and Enrollment that would "lay a foundation for and bring to light the need for greater support systems for students across all marginalized identities at CCA"
Communities of color in Multnomah County: an unsettling profile
No full textTitle from PDF cover (viewed on December 11, 2018).This archived document is maintained by the State Library of Oregon as part of the Oregon Documents Depository Program. It is for informational purposes and may not be suitable for legal purposes.Includes bibliographical references (pages 143-150).Mode of access: Internet from the Oregon Government Publications Collection.Text in English
The African immigrant and refugee community in Multnomah County: an unsettling profile
No full text"Citation: Curry-Stevens, A. & Coalition of Communities of Color (2013). The African Immigrant and Refugee Community in Multnomah County: An Unsettling Profile. Portland, OR: Portland State University"--Second unnumbered page.Includes bibliographical references (pages 112-116).Mode of access: Internet from the Oregon Government Publications Collection.This archived document is maintained by the Oregon State Library as part of the Oregon Documents Depository Program. It is for informational purposes and may not be suitable for legal purposes
Campus Climate and Coalition Building for Faculty of Color
No full textIt is common practice for colleges and universities to tout the diversity of their faculty, staff, and students in marketing materials and mission statements, but one must look beyond the shiny veneer of websites and brochures to understand the daily challenges faculty of color face in academia. In 2000, people of color comprised only 12.9% of full-time faculty (Diggs, Garrison-Wade, Estrada, & Galindo, 2009). The texts Faculty of Color: Teaching in Predominantly White Colleges and Universities, edited by Stanley, and Women of Color in the White Classroom, edited by Vargas, are collections of reflections by faculty members of color on their experiences in academia. Although the Vargas (2002) text focuses specifically on women faculty of color and the Stanley (2006) text on both male and female faculty of color, there are two main themes that surfaced time and time again: the impact of campus climate on faculty of color and the impact of coalition building, which is critical to the success of faculty of color. The consideration of these two common themes allows a better understanding of how campus climates can be modified to improve the experience of faculty of color and which coalitions are most effective in supporting faculty of color in higher education.https://repository.usfca.edu/listening_to_the_voices/1005/thumbnail.jp
Coalition for Prisoners\u27 Rights Newsletter, Vol 40-ww, No. 2
No full textSurvivors of The System of Class and Color
What Have They Ever Done To Us?: What Needs to be Changed Between the U.S. and Cuba
Un Fallo Emitido por un Juez de Derecha Demora el Indulto a Milliones de Inmigrantes Indocumentados
Voices in Solidarity
Share of World\u27s Wealth
Majority of U.S. Public School Students are in Povert
Effective Pākehā teachers of Māori Students
No full textTo teach in primary schools in Aotearoa-New Zealand means to encounter students from diverse backgrounds. A significant proportion of those students are Māori and a significant proportion of Māori students are not achieving to their potential in school. There are several reasons for this under-achievement, which this thesis explores, and there is substantial research evidence as to what will turn this situation around, which is also explored. Some argue that the answer is for Māori learners to be taught by Māori teachers, and in Māori medium contexts. This approach has achieved considerable success for a small number of Māori learners; however, the demographic data tell us that for now, the significant majority of Māori learners are in English language medium classrooms, taught by non-Māori teachers. At present, there are not enough Māori teachers to teach all Māori learners.
The New Zealand Ministry of Education has goals for improving the achievement of Māori learners through providing “high-quality, culturally responsive education that incorporates the identity, language and culture of Māori students, and engages their parents, families and whānau” (Ministry of Education, 2008). The Ministry and the New Zealand Teachers Council expect all teachers to be ‘culturally competent’, that is, to teach in culturally responsive ways.
The Ministry of Education’s research and development project, Te Kōtahitanga, continues to provide evidence of ‘what works’ for Māori learners in New Zealand secondary schools. The effective teaching profile that was developed as part of this project informs this thesis.
The thesis describes qualitative, social justice-based, case study research undertaken between late 2004 and 2006 with four effective Pākehā primary teachers of Māori children, and with children from those classes and their parents/whānau. The study sought to glean insights about what characterises effective Pākehā primary teachers of Māori students
(Re)negotiating and (Re)envisioning Our Feminist Journeys: A Collaborative Autoethnography of Five Women of Color Doctoral Students
No full textThis study utilizes critical collaborative autoethnography to explore the development, identity, and experiences as a feminist from five Women of Color doctoral students. Given that existing research on the experiences of doctoral women of color remains sparse, the purpose of this study is to expand the knowledge by highlighting and validating the lived experiences of doctoral women of color in the academy from a feminist perspective. Through the use of collaborative autoethnography, the authors explore and interrogate their individual journeys as self-identified or aspiring feminists. The findings present the living reality and complexity involving history, contexts, intersection of identities, conflicts, inter-/intra-racial coalition, and activism through these Women of Color doctoral students
Crossing borders and forging bonds: exploring interracial/intercultural relationships among youth of color
No full textThe majority of U.S. Black and Latino/a students attend schools that have 75 percent or higher minority enrollment (NCES, 2007). Despite frequent contact among students of color, there is limited research about youth of color interaction in educational spaces (Quijada, 2009; Quillian & Campbell, 2003). In this ethnographic dissertation, I engaged a group of youth of color (Black and Latino/a) in yearlong participatory action research (PAR) group called the Youth Coalition for Change (YCfC). As students participated in critical, social justice-oriented activities in the YCfC, I explored how collaboration and critical dialogue influenced and shaped youths’ relationships, as they navigated racial/cultural/class/gender/academic track differences. Data consisted of individual interviews with youth, school-wide observations, observations of the YCfC, artifacts, and a final focus group. Individual interviews with teachers and administrators at the school were critically important in describing the influences of school social structures on youth interaction. Data suggested that the YCfC provided youth a space to perform their fluid identities while raising their consciousness to issues facing their communities. The results of this dissertation inform research on the development of personal and collective agency; provide data about the role of emancipatory experiences in fostering better interracial/intercultural relations among youth; and provide fertile ground for theorizing about the fluidity of youth of color identities and the role of interracial/intercultural coalitions in addressing systemic oppression
“We Are All Students of Color Now”
No full textAnanya Roy’s reflection on a year of protest at UC Berkeley focuses on the use of “strategic essentialism” as a way of building political coalition across divides of race and class.</jats:p
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