When the Rules Are Fair, but the Game Isn't

Autor/inn/en	Jost, Muktha; Whitfield, Edward L.; Jost, Mark
Titel	When the Rules Are Fair, but the Game Isn't
Quelle	In: Multicultural Education, 13 (2005) 1, S.14 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-3844
Schlagwörter	Race; Minority Groups; Equal Education; Teacher Education Programs; Teacher Educators; Racial Composition; African American Students; Racial Differences; Hispanic American Students; Asian American Students; Graduate Students; Whites; United States + Suchen Sie Ihr Suchwort? Rasse; Abstammung; Ethnische Minderheit; Teacher education; Education; Lehrerausbildung; Lehrerbildung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Rassenunterschied; Hispanic; Hispanic Americans; Hispanoamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; White; Weißer
Abstract	This article discusses the inequality in public education. The core issues of educational inequality are related to matters of race, social justice, democratic equality, and the diversity curriculum. Many of these issues are only marginally understood or accepted as legitimate by most teachers, teacher educators, and administrators (of any race) who are entrusted with the equal education of all children. Based on their own experiences, most White teachers are blind to issues of racial inequity, and often refuse to recognize differences that separate races. They believe that society is fair and just. In fact they believe that the United States was built on principles of fairness, justice, and equality. For most Black teachers, on the other hand, race is a concept that they cannot ignore. It is a concept they have to reconcile with on a daily basis, and many of them understand institutional racism at a gut level, but are reluctant to articulate it. This classroom activity provides a visceral experience in helping remove those blinders. The authors present findings and insights culled from teaching a constantly redesigned graduate level course in diversity issues, a required course for all graduate students in education. This course is being taught at a historically black university with a classroom composition of 60% Black teachers and 40% White teachers. About 80% of course participants tend to be teachers in surrounding schools. (ERIC).
Anmerkungen	Caddo Gap Press, 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Web site: http://www.caddogap.com.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10