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It takes more than good intentions to make meaningful change The “spirit slashing” of injustice: that is how McDermott describes the psychic toll that marginalized students face every day. So how can you make a difference? McDermott gives you the tools to become a powerful ally, showing you how to: Better understand injustice so you can pierce the fog of privilege and embrace ally-hood Fill the gap between your desire to eliminate injustice and the attitudes and skills required to be effective Leverage your natural strengths, including your disposition, educational training, and professional position Challenge the structural barriers, practices, and beliefs that diminish opportunities for many students
This book is about the learner side of the teaching and learning equilibrium, centering on the educational experiences and perspectives of Chinese students in the United States. These students ranged from kindergarteners, adolescents, undergraduate, graduate, to adult learners, across the educational spectrum. Because Chinese students are the largest cohort among all international students in the U.S., and their prior educational experiences and perspectives in China are so different from those in the U.S., exploring who they are, what their learning experiences have been, and how their learning needs can be better met, may not only allow U.S. educators to teach them more effectively, but also help the educational community in both countries better learn about and from each other. The chapters in the book examine the constructs of learner privilege and responsibility in the teaching and learning equation, cultural and linguistic challenges and transitional adjustments, selfconcept, learning strategies, comparison and contrast of differences and similarities between Chinese and American students, and/or critical reflections on significant issues confronting Chinese learners. While each chapter is situated in its own research literature and connects with its own teaching and learning practices, all of them are united around the overarching themes of the book: the experiences and perspectives of diverse learners from Chinese backgrounds in the United States. The chapters also flesh out some of the larger theoretical/pedagogical issues between education in China and in the United States, provide useful lenses for rethinking about and better understanding their differences and similarities, as well as offer pertinent suggestions about how the educational community in both countries may benefit from learning about and from each other.
White privilege is viewed by many as a birthright and is in essence an existentialist norm that is based upon the power and privilege of pigmentation. Because it is the norm for the white race, this privilege is virtually invisible, but its racist byproducts are not. It becomes common for white to believe falsely that their privilege was earned by hard work and intellectual superiority; it becomes the center of their worldview. The reality is that when they defend their pigmentary privilege, what they are really saying is that peoples of color have earned their disadvantage. This volume focuses on facilitating our understanding of the conceptual correlation between white privilege and racism and how these intertwined threads are manifested in selected areas of adult and continuing education practice. Chapters include: White Racist Ideology and the Myth of a Postracial Society The Nature of White Privilege in the Teaching and Training of Adults Racism and White Privilege in Adult Education Graduate Programs: Admissions, Retention, and Currcicula Whiteness at Work in Vocational Training in Australia White Privilege in Human Resource Development Immigration, Racial Profiling, and White Privilege: Community-Based Challenges and Practices for Adult Educators A Living Spiral of Understanding: Community-Based Adult Education The Intersections of White Privilege and Racism: Moving Forward Together the contributors have assembled a volume to ignite the much-needed discussion of linkages between the white racist ideology, white privilege, and white attitudes and behaviors behind that racism. This is the 125th volume of the Jossey-Bass higher education quarterly report series New Directions for Adult and Continuing Education. Noted for its depth of coverage, New Directions for Adult and Continuing Education is an indispensable series that explores issues of common interest to instructors, administrators, counselors, and policymakers in a broad range of adult and continuing education settings, such as colleges and universities, extension programs, businesses, libraries, and museums.
Though the Supreme Court concluded that the First Amendment does not provide a journalists¿ privilege in grand jury proceedings, 49 states have adopted a journalists¿ privilege in various types of proceedings. Journalists have no privilege in fed. proceedings. This report discusses how Congress has considered creating a journalists¿ privilege for fed. proceedings, and bills to adopt a journalists¿ privilege were introduced in the 110th and 111th Congresses in both the House and Senate. These bills generally would provide for a more narrow privilege than the privileges provided by state laws. This is a print on demand edition of an important, hard-to-find report.
Providing solutions to specific issues which regularly arise in practice, this practical guide gives detailed and up to date coverage of all key aspects of privilege including legal advice privilege, joint and common interest privilege, and the privilege against self-incrimination as they apply to litigation and non-litigation situations.
This book is about teacher evaluation in public schools and how we can improve it.

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