'Forget the Alamo': Race Courses as a Struggle Over History and Collective Memory
- Sonic Interventions: An Introduction. Mieszkowski, Sylvia; Smith, Joy; de Valck, Marijke // Thamyris/Intersecting: Place, Sex & Race;2008, Vol. 18 Issue 1, p11
The article discusses various reports published within the book including one gender and race identity formation, sound and race, and sound and place.
- Do debates about diversity policies miss the point? Zalaznick, Matt // University Business;Sep2015, Vol. 18 Issue 9, p15
The article focuses on public discussions about the use of ethnicity and race in higher education admission decisions have been used to increase campus diversity.
- University of Arkansas Little Rock to Debut a New Academic Program on Race and Ethnicity. // Journal of Blacks in Higher Education (BruCon Publishing Co.);3/8/2012, p12
The article announces that the history department of the University of Arkansas at Little Rock will offer a minor program in race and ethnicity beginning in Fall 2012 to coincide with the establishment of the Institute on Race and Ethnicity.
- PART 2 REWARDS AND PUNISHMENTS: WHITENESS ON A WHITE CANVAS: TEACHING RACE IN A PREDOMINANTLY WHITE UNIVERSITY. MCKINNEY, KARYN D. // Race in the College Classroom: Pedagogy & Politics;2002, p126
An essay is presented on the reaction of college students at Pennsylvania State University in Altoona to the author's course statement on racial/ethnic autobiography. She states that teaching race and ethnicity increases her awareness of her identity as a white, female, Southern, middle-class...
- "Isn't That a Dude?": Using Images to Teach Gender and Ethnic Diversity in the U.S. History Classroom--Pocahontas: A Case Study. Padurano, Dominique // History Teacher;Feb2011, Vol. 44 Issue 2, p191
In this article the author discusses how he has used historical images to develop critical thinking skills in students in his U.S. history survey courses. It focuses on an example of this teaching method wherein the author posed guided questions and elicited conversation amongst his students...
- Chapter 14: "I SHALL NOT BE MOVED": TEACHING RACE IN A MULTIETHNIC CLASSROOM. Ellis, Cyrus Marcellus // Long Way to Go: Conversations about Race by African American Fac;2004, p152
Chapter 14 of the book "A Long Way to Go: Conversations About Race by African American Faculty and Graduate Students" is presented. It focuses on the difficulty of teaching race, culture, and ethnicity as an African American faculty member. Particular focus is given to the educative value of...
- Multiple Identities. Sinke, Suzanne M. // Journal of American Ethnic History;Fall2012, Vol. 32 Issue 1, p101
An essay is presented that focuses on teaching the course "Race, Ethnicity, and Citizenship" at Florida State University, focusing on use of the book "Black Cuban, Black American: A Memoir," by Evilio Grillo. It examines Grillo's Cuban, working-class identity during his youth and the...
- Exploring the Sociology Curriculum at Community Colleges in the United States. Rowell, Katherine; This, Craig // American Sociologist;Dec2013, Vol. 44 Issue 4, p329
This study examines course catalogs of 850 community colleges in each of the fifty states in order to explore the sociology curriculum offered. As part of the study, a content analysis of introductory sociology course descriptions was also examined. Findings suggest there are some State...
- Experiment prompts students to see selves as another race. // Christian Science Monitor;8/21/96, Vol. 88 Issue 187, p4
Reports on elementary and middle-school teacher Wendy Edwald's `Black Self/White Self,' an experiment that aims to explore children's beliefs about their race. Preconceptions about being black or white; Background on the methodology of the experiment.