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 i9NIf1a15680; Sat, 23 Oct 2004 14:41:01 -0400 (EDT) Date: Sat, 23 Oct 2004 14:41:01 -0400 (EDT) Message-Id: <29006241.1098556262626.JavaMail.root@beaker.psp.pas.earthlink.net> 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:1439] Articles from the PEN Weekly Newsblast X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit X-Mailer: Earthlink Zoo Mail 1.0 Content-Type: text/plain; charset=ISO-8859-1 Status: O Content-Length: 2304 Lines: 19 The following articles are among those appearing in the current week's issue of the Public Education Network (PEN) Newsletter -Mary Ann Corley *********** USING THE "N-WORD" & THE RACIAL DYNAMICS OF TEACHING How do high school teachers contend with students' use of offensive racial and sexual language? asks Wendy Luttrell and Janie Ward. What wells of emotions are tapped as teachers wrestle with their decisions about what "battles to pick" in their everyday interactions with youth? Learning how to negotiate one’s authority as a white teacher in relation to racially diverse students is an inevitable part of teaching. That teachers might worry about correcting or "passing judgment" on students language use (whether black dialect or offensive racial epithets) is part of a larger debate about the role of culture and power in education. Discussions about the n-word highlight why we need a professional growth curriculum so that teachers can consider what they know and what authority they can claim in their work with racially diverse youth. (Harvard Education Letter, September/October 2004) http://www.edletter.org/past/issues/2004-so/racialdynamics.shtml DICTIONARY OF EDUCATIONAL EUPHEMISMS In this delightful article, Education World columnist Linda Starr, shares 20 excerpts from her "Dictionary of Education Euphemisms." Here's a sample to whet your appetite: "'Sarah exhibits exceptional verbal skills and an obvious propensity for social interaction.' (She never stops talking.)" Okay, one more: "'Jonathan accomplishes tasks when his interest is frequently stimulated.' (He has the attention span of a gnat.)" Follow the link below and read them all: http://www.education-world.com/a_issues/issues225.shtml GET TOUGH YOUTH PROGRAMS ARE INEFFECTIVE, PANEL SAYS Boot camps and other get-tough programs for adolescents do not prevent criminal behavior, as intended, and may make the problem even worse, a new study has found. Further, laws transferring juveniles into the adult court system lead these teenagers to commit more violence, the study said. More promising, reports Laura Meckler, are programs that offer intensive counseling for families and young people at risk. http://www.boston.com/news/nation/washington/articles/2004/10/16/get_tough_programs_for_youths_criticized/
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