Return-Path: <nifl-povracelit@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id e8QLkq925101; Tue, 26 Sep 2000 17:46:52 -0400 (EDT) Date: Tue, 26 Sep 2000 17:46:52 -0400 (EDT) Message-Id: <000301c02803$144edee0$6b49b23f@hppav> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-povracelit@literacy.nifl.gov Originator: nifl-povracelit@literacy.nifl.gov Sender: nifl-povracelit@literacy.nifl.gov Precedence: bulk From: "Mary Ann Corley" <macorley1@earthlink.net> To: Multiple recipients of list <nifl-povracelit@literacy.nifl.gov> Subject: [NIFL-POVRACELIT:35] Examing Racial and Cultural Thinking X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 5.50.4133.2400 Status: O Content-Length: 2177 Lines: 42 Thanks to Steve Sumerford for sharing his thoughts and some quotes on the topic of racism. Beverly Daniel Tatum has an interesting article entitled "Examining Racial and Cultural Thinking" in the May 2000 issue of Educational Leadership. Although the audience of this journal is the K-12 educator, adult educators may find that many of the concepts are applicable to their programs. In the article, Tatum points out that many educators are unskilled at talking about racial issues because they have had limited opportunity to explore these issues in their own education. She makes the point that teachers must understand their own racial identity before they can support the positive development of their students' racial and ethnic identities--just the point that both Eileen and Margery made earlier this week on this list. Tatum's article describes a two-year demonstration project in a small northeastern school district. Tatum designed the course curriculum for the teacher in-service. In the course, participants were required to examine their sense of racial identity and their attitudes toward other groups, as well as to develop effective antiracist curricular and educational practices that would affirm student identities. Topics included an examination of prejudice, racism, white privilege, and internalized oppression. The course also looked at theories of racial-identity development for both whites and people of color. Do subscribers to this list think these concepts have applicability to adult education and literacy programs, and, if so, in what ways? What about to patient education/health programs? What about to library programs? Do you think our respective fields are ready for this type of self-scrutiny? Can we engage in self-scrutiny in ways that project positive outcomes and not simply create "white guilt"? Please share your thoughts and enrich our discussion. This is an opportunity for us to explore these issues and begin to consider how we might make changes in our programs to be more responsive to all our learners/clients. Mary Ann Corley Director National Center for Literacy and Social Justice macorley1@earthlink.net
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