Peggy,

The National Clearinghouse on English Language Acquisition (NCELA) has
yearly information for the country and each state.  They also list a
number of other references where you can get additional information.  Here
is their website.

www.ncela.gwu.edu/

Jodi Crandall

-- 
JoAnn (Jodi) Crandall
Professor, Education Department
Director, Ph.D. Program in Language, Literacy & Culture
Coordinator, Peace Corps Master's International Program in ESOL/Bilingual
Education
University of Maryland, Baltimore County (UMBC)
1000 Hilltop Circle, Baltimore, MD 21250
ph:    410-455-2313/2376  fax:   410-455-8947/1880
email: crandall at umbc.edu
www.umbc.edu/llc/
www.umbc.edu/esol/
www.umbc.edu/esol/peacecorps.html


> Hello!

> I am looking for the most up-to-date information on changing demographics

> in our K-12 school settings.

> Where are the best places to look for information on culturally and

> linguistically diverse students? I am looking for statistics on both a

> national level and also as they apply to students in Texas. I am

> especially interested in bilingual learners.

>

> Thanks!

>

> Peggy

>

> Peggy Semingson, Ph.D.

> Assistant Professor, Literacy Studies

> College of Education, Department of Curriculum & Instruction

> University of Texas at Arlington

> 701 Planetarium Place

> Box 19227

> Arlington, TX 76019-0227

> cell: 817-526-0927

> office:817-272-7568

> Email: peggys at uta.edu

> Office: 413 Hammond Hall

> Website: http://www3.uta.edu/faculty/peggys/index.html

>

>

> --- On Mon, 12/29/08, diversity-request at nifl.gov

> <diversity-request at nifl.gov> wrote:

>

> From: diversity-request at nifl.gov <diversity-request at nifl.gov>

> Subject: Diversity Digest, Vol 7, Issue 24

> To: diversity at nifl.gov

> Date: Monday, December 29, 2008, 9:00 AM

>

> When replying, please edit your Subject line so it is more specific

> than "Re: Contents of Diversity digest..."

>

>

>

>

> Today's Topics:

>

>    1. [Diversity 327]  Fw: Re:  Re: abusers in our classrooms

>       (Nadia and Kevin Colby)

>    2. [Diversity 328] Re: abusers in our classrooms

>       (Pichard, Mercedes Dr.)

>

>

> ----------------------------------------------------------------------

>

> Message: 1

> Date: Sun, 28 Dec 2008 12:18:05 -0800 (PST)

> From: Nadia and Kevin Colby <thecolbys at prodigy.net>

> Subject: [Diversity 327]  Fw: Re:  Re: abusers in our classrooms

> To: The Diversity and Literacy Discussion List <diversity at nifl.gov>

> Message-ID: <23920.31305.qm at web81004.mail.mud.yahoo.com>

> Content-Type: text/plain; charset="windows-1252"

>

>

>

> --- On Sun, 12/28/08, Nadia and Kevin Colby <thecolbys at prodigy.net> wrote:

>

> From: Nadia and Kevin Colby <thecolbys at prodigy.net>

> Subject: Re: [Diversity 326] Re: abusers in our classrooms

> To: thecolbys at prodigy.net

> Date: Sunday, December 28, 2008, 3:16 PM

>

>

>

>

>

>

> Just to make a quick remark.? I was able to access the site that provides

> the information about Griffith and Dale.? This is a within the site of

> research and practice regarding violence:

>

> Learning to Teach

> Research in Practice: Learning through experience

> Research in practice (RiP) is research by people involved in literacy

> practice. It is usually done to improve practice ? to make a difference

> for adult learners. It is also a way to name, document and share

> practitioners? and learners? knowledge and experience. RiP can also be an

> opportunity for practitioners to step back from our work, take stock and

> reflect. This process often results in personal learning and growth, which

> also contributes to improved practice.

> RiP is particularly valuable on the issue of violence and learning as it

> helps us to focus on an area that is often ignored, and to develop new

> understanding and approaches.

> Below are examples of using research in practice to learn more about how

> to address impacts of violence on learning.

>

>

> Moving research about violence and learning into practice (2008)

> How do we move the research about violence and learning into practice?

> This question was a starting point for research projects by eleven

> practitioners. In this publication they share their research process and

> what they learned. Topics explored included the effects of systemic

> violence; power relationships; mind-body learning; arts based approaches

> in literacy education; what literacy practitioners know about violence and

> learning; what people learn and apply from workshops on violence and

> learning; and a research model.

>

>

> Violence and Learning: Taking Action (2004)

> Includes reports by five practitioners who explored ways to break silences

> about violence and create environments to support learning for all. Topics

> include: Applying Learning to Practice; Creating safety in learning;

> Facilitation reflection about self-concept; Facilitating a workshop about

> violence and learning; and Working with adult learners in light of one?s

> own experiences of violence.

>

>

> Take on the Challenge: A Source Book from the Women, Violence, and Adult

> Education Project (2002) ()

> This contains the learning from a three year project where teachers from

> six adult basic education programs in New England all changed practices in

> their programs and classrooms to address the impact of violence on

> learning.

> Two articles from the same project:

> Ridgway, R. & Griffith, D. (2002). Struggles: Writing as Healing. Focus on

> Basics, 5(C).

> Morrish, E. (2002). Reflections on the Women, Violence, and Adult

> Education Project. Focus on Basics, 5(C).

> Learning to Teach

> Research in Practice: Learning through experience

> Research in practice (RiP) is research by people involved in literacy

> practice. It is usually done to improve practice ? to make a difference

> for adult learners. It is also a way to name, document and share

> practitioners? and learners? knowledge and experience. RiP can also be an

> opportunity for practitioners to step back from our work, take stock and

> reflect. This process often results in personal learning and growth, which

> also contributes to improved practice.

> RiP is particularly valuable on the issue of violence and learning as it

> helps us to focus on an area that is often ignored, and to develop new

> understanding and approaches.

> Below are examples of using research in practice to learn more about how

> to address impacts of violence on learning.

>

>

> Moving research about violence and learning into practice (2008)

> How do we move the research about violence and learning into practice?

> This question was a starting point for research projects by eleven

> practitioners. In this publication they share their research process and

> what they learned. Topics explored included the effects of systemic

> violence; power relationships; mind-body learning; arts based approaches

> in literacy education; what literacy practitioners know about violence and

> learning; what people learn and apply from workshops on violence and

> learning; and a research model.

>

>

> Violence and Learning: Taking Action (2004)

> Includes reports by five practitioners who explored ways to break silences

> about violence and create environments to support learning for all. Topics

> include: Applying Learning to Practice; Creating safety in learning;

> Facilitation reflection about self-concept; Facilitating a workshop about

> violence and learning; and Working with adult learners in light of one?s

> own experiences of violence.

>

>

> Take on the Challenge: A Source Book from the Women, Violence, and Adult

> Education Project (2002) ()

> This contains the learning from a three year project where teachers from

> six adult basic education programs in New England all changed practices in

> their programs and classrooms to address the impact of violence on

> learning.

> Two articles from the same project:

> Ridgway, R. & Griffith, D. (2002). Struggles: Writing as Healing. Focus on

> Basics, 5(C).

> Morrish, E. (2002). Reflections on the Women, Violence, and Adult

> Education Project. Focus on Basics, 5(C).

> --- On Sun, 12/28/08, Nadia and Kevin Colby <thecolbys at prodigy.net> wrote:

>

> From: Nadia and Kevin Colby <thecolbys at prodigy.net>

> Subject: [Diversity 326] Re: abusers in our classrooms

> To: "The Diversity and Literacy Discussion List" <diversity at nifl.gov>

> Date: Sunday, December 28, 2008, 9:20 AM

>

>

>

>

>

>

>

>

>

>

>

>

>

>

> I have been looking at some of the websites recommended in the discussion.

> Jenny Horseman's suggested by Janet Isserlis, and Focus on Basics (Volume

> 5, Issue C, February 2002) in http://www.ncsall.net/?id=245?suggested by

> Kate.??I realized what I somewhat knew.?? "But, I am not a therapist" is a

> legitimate concern but to an extent an easy way out.?? We, as instructors,

> can go beyond referrals, which oftentimes are dealt with by overloaded

> social workers.

> ?

> This discussion has brought up categories such as "forgiveness",

> "privilege", "male privilege", "perpetrator", "victim", that can be seen

> through different perspectives.? Feminism, religion, education

> philosophies, moral values are?all prisms that involve?our subjectivity

> and make us shy away or engage (disagreements expected as we have seen).?

> ?

> Challenge?seems to be?the key word.?? Dealing with violence is somewhat

> similar to dealing with diversity.?Difficult but not that subjective.?

> Statistics talk. Just in case of violence against women:

> i) every 9 seconds a woman is physically abused by her husband

> ii) 95% of assaults on spouses or ex-spouses are committed by men against

> women

> iii) 42% of murdered women are killed by their intimate partner

> info at asafeplaceforhelp.org or

> http://www.asafeplaceforhelp.org/batteredwomenstatistics.html

>

> In the light of these numbers,?reading about the work of Leslie Ridgway

> and Dale Griffith in York Correctional Institution?was not only inspiring

> but productively challenging?because it does provide tools and concrete

> examples of what instructors and social?workers can do to help individuals

> deal with anger, fear and resentment, and open the possiblility of

> starting a healing process in different environments.

> ?

> As our world seems to be permeated with violence, education?must be a safe

> and committed environment where children, teenagers and adults, people

> from all background and venues can reflect upon these issues.??

> Challenging privileges, assumptions, prejudices is in itself a changing

> agent.

> ?

> Yet, knowing how hard it is for Mexican men to deal with?their privilege,

> aware of the potential sense of humiliation that comes with the change of

> roles?from "the man of the house" to Mexican immigrant, and thinking of my

> very traditional family and friends (loved people all)? my first reaction

> was "no way".? I can not deal with domestic violence and I can not

> challenge male privilege because whenever I did, ?I got in trouble.??

> Another piece is that in my experience students do know each other quite

> well, and even with potential perpetrators (which I might have recognized

> intuitively) they tend to be very protective because there is another

> intersection, quite poweful, that connects them all: adjusting with

> difficulty to a different culture, and sharing the joy and pains of

> learning a second language under stressing financial, emotional, and

> personal circumstances.??

> ?

> Questioning ourselves, looking for relevant information (such as the sites

> provided by Janet Isserlis and Kate Nonesuch), finding the time to talk

> with the social workers in our work sites, asking colleagues with

> experience in the topic, ?might all?represent that??"extra mile"?but, I am

> hopeful that?it?can pay off.

> ?

> Anecdotal information.? During the first year I lived in New York City, I

> had the honor to work with El Barrio Popular Education Program.?

> Unfortunately I needed help myself and ended working only one semester

> there.?? However,?as I look back I?remember that students made

> a?"fotonovela" ?whose main theme was sexual harassment.? All students

> participated and using a Freirean approach the plot built up and

> culminated with the main character's ?liberation from?her perpetrator.??

> Good information about this program??is found in Rivera, K. M. (1997), El

> Barrio Popular Education . In D. Taylor (Ed), "Many families, many

> literacies: An internatinal declaration of principles, pp. 128-133,

> Portsmouth, NH;

> Heinemann.??http://www.brooklyn.liu.edu/education/home/faculty/rivera_bio.html?

> ?

> Nadia Quiroz-Colby

> Houston, TX

>

>

>

> --- On Wed, 12/24/08, Janet Isserlis <Janet_Isserlis at brown.edu> wrote:

>

> From: Janet Isserlis <Janet_Isserlis at brown.edu>

> Subject: [Diversity 303] Re: abusers in our classrooms

> To: "The Diversity and Literacy Discussion List" <diversity at nifl.gov>

> Date: Wednesday, December 24, 2008, 12:32 PM

>

>

> thanks very much for this Karen.

> I think a lot about 'school' privilege as well. ?For some of us,

> learning/complying with the expectations of the classroom came far more

> easily than for others.

>

> When we're teaching (and learning) it's really important to be mindful of

> that particular form of privilege (being good at doing school).

>

> Many have written about the multiple layers of privilege and oppression ?

> and as Karen and others have said here, the more we understand about how

> those forces act on ourselves, our colleagues and our students, the better

> able we are to be responsive and proactive in our teaching strategies and

> practices.

>

> Janet

>

>

>

>

> From: Karen Wyman <Karenw at nmcadv.org>

> Reply-To: The Diversity and Literacy Discussion List <diversity at nifl.gov>

> Date: Wed, 24 Dec 2008 10:08:40 -0700

> To: The Diversity and Literacy Discussion List <diversity at nifl.gov>

> Conversation: [Diversity 301] Re: abusers in our classrooms

> Subject: [Diversity 302] Re: abusers in our classrooms

>

> Dear Kearney,

> I have to disagree that Kate?s comment is sexist. While most men are not

> abusers and are not violent, most abusers are men, and most acts of

> violence, particularly those acts against women, are committed by men. It

> is not unreasonable, inaccurate, or sexist to conclude that ?in any

> ordinary group of men that some will be violent to a greater or lesser

> extent.? I think Kate was being very careful not to be sexist with her

> language and word choice.

> ?

> Also, I?d like to suggest that students are not in classes to ?handle?

> their classmates; they are there to learn. It is the instructor?s

> responsibility to create an environment in which that can occur, and that

> often includes being aware of potential problems before they happen and

> intervening on behalf of the safety and wellbeing of all students. I think

> it is an interesting assumption to think that these hypothetical students

> are necessarily ?non-feminist.?

> ?

> I think that privilege is an important piece of this conversation that is

> being left out. I believe that, in addition to confronting racism and

> sexism, we also have a responsibility to interrupt male and white (and

> other kinds, too) privilege when it rears its head. I wonder if that might

> be an interesting discussion: what can we do to confront the use of

> unwarranted privilege in our classrooms? How can we interrupt those

> conditioned behaviors that come with that privilege? Male privilege is one

> of the many tools that abusers employ to exercise power and control over

> their victims, and there are a number of ways in which we, as educators,

> have the opportunity to either challenge or reinforce that privilege. ?

> ?

> Respectfully,

> Karen

> ?

> ?

>

> ?

>

> ?

>

>

>

>

> ?

>

>

>

> ----------------------------------------------------

> National Institute for Literacy

> Diversity and Literacy mailing list

> Diversity at nifl.gov

> To unsubscribe or change your subscription settings, please go to

> http://www.nifl.gov/mailman/listinfo/diversity

> ----------------------------------------------------

> National Institute for Literacy

> Diversity and Literacy mailing list

> Diversity at nifl.gov

> To unsubscribe or change your subscription settings, please go to

> http://www.nifl.gov/mailman/listinfo/diversity----------------------------------------------------

> National Institute for Literacy

> Diversity and Literacy mailing list

> Diversity at nifl.gov

> To unsubscribe or change your subscription settings, please go to

> http://www.nifl.gov/mailman/listinfo/diversity

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>

> ------------------------------

>

> Message: 2

> Date: Mon, 29 Dec 2008 11:04:12 -0500

> From: "Pichard, Mercedes Dr." <MercedesRP at LeeSchools.Net>

> Subject: [Diversity 328] Re: abusers in our classrooms

> To: <thecolbys at prodigy.net>,    "The Diversity and Literacy Discussion

>     List" <diversity at nifl.gov>,    "The Diversity and Literacy Discussion

>     List" <diversity at nifl.gov>

> Message-ID:

>     <89C4B4360818BF47BE7F67DBAA36B8C908425306 at EXCHVS2.LCSD.local>

> Content-Type: text/plain; charset="iso-8859-1"

>

> Thanks to everyone for such an excellent discussion (and its many threads)

> and the marvelous resources which have been shared. 

>

> I am also a survivor of domestic abuse by my first husband.  I can

> remember being dragged on the floor by my hair; I can remember having

> heavy objects thrown at my face; I can remember being struck in front of

> my small children; I can remember rage and anger as a daily part of life

> when I was a victim.  Most of this violence against me happened with my

> three young children as witnesses, between 1985 and 1995.  I can also

> remember standing in front of a policeman in a Swiss village police

> station with my three young children  (all four of us weeping copiously) 

> and begging the Swiss police for help getting my husband to stop the

> domestic abuse.  I got no help from the Swiss police.   I ended up

> "kidnapping my own children"  (that's against the international La Hague

> Convention, which is another story)  and hiding the four of us back in the

> USA, living on a shoestring budget but finally living in peace.  The

> custody situation eventually got

>  resolved, etc. etc. 

>

> I am a proud survivor.  I got my Master's in TESOL and my doctorate in

> Curriculum and Instruction between 1998 and 2006.  I work with ELL

> teenagers and also ELL adults; I also design and create teacher-training

> products in the ESOL and EAP worlds.   My oldest son grew up and went on

> to beat his beautiful young wife, using her as a punching bag, as he had

> "learned" to do from his father.  She left him and he is in therapy.  My

> second son grew up, but is mentally ill and cannot work productively or

> really function in society.  Only my youngest, my daughter, was too little

> to remember most of the abusive events and is relatively unscathed,

> although she is a very 'reserved' young woman now. 

>

> I do what I can in my own classrooms.  Someone was asking for 'practical

> applications' examples from teachers about their own classrooms and how

> they foster safe environments.   I have a large classroom with a student

> computer lab within it.  I always have many conversations with my students

> dealing with co-creating a safe and "healthy" environment for all of us,

> girls / women and boys / men.   I talk to the ELLs specifically about the

> computers and the choices of websites they visit.  (Even though there is a

> firewall / filter, people -- teens and adults -- from many countries go to

> sites in their home languages, which circumvent the firewall.)   I talk to

> them specifically about not going to X-  rated or "bad" sites (of any

> genre).   I ask the boys and men how they would feel if their mother or

> sister visited our classroom and "something nasty" popped up onscreen, or

> even if their girlfriend were sitting next to them.   This

>  discussion -- which is not accusatory ---  and get

>  ting to know each other and feel safe in the classroom --- often leads to

> other talks on other days about domestic violence, how and why such

> things as abuse happen, what they all think about those things, what

> people can do to prevent those things, what people can do if they are

> experiencing those things, what the local resources are, etc.  and the

> students hear a range of viewpoints and strategies.  Although students do

> come up to me and share other things privately (like the domestic abuse

> they endure), which gives me the opportunity to share even more specific

> resources they can use, I have never had a single student share out loud

> in a class that they were either a victim or an abuser.  It's always

> "about other people", which I guess keeps it safe and healthy for

> them.   

>

> I know I'm a teacher and not a counselor, but I always seize the moment

> when a discussion of this type is imminent in my classroom, be it with

> teens or adults.  I do know for sure that people who are enduring abuse or

> violence cannot learn or function very well, and I do know how it feels to

> endure domestic abuse, so I'd rather have these open generic discussions

> than not, in a safe and healthy environment. 

>

> Mercedes

>

>

> ________________________________

>

> From: diversity-bounces at nifl.gov on behalf of Nadia and Kevin Colby

> Sent: Sun 12/28/2008 9:20 AM

> To: The Diversity and Literacy Discussion List

> Subject: [Diversity 326] Re: abusers in our classrooms

>

>

>

>

>

> I have been looking at some of the websites recommended in the discussion.

> Jenny Horseman's suggested by Janet Isserlis, and Focus on Basics (Volume

> 5, Issue C, February 2002) in http://www.ncsall.net/?id=245 suggested by

> Kate.  I realized what I somewhat knew.   "But, I am not a therapist" is a

> legitimate concern but to an extent an easy way out.   We, as instructors,

> can go beyond referrals, which oftentimes are dealt with by overloaded

> social workers.

>

> This discussion has brought up categories such as "forgiveness",

> "privilege", "male privilege", "perpetrator", "victim", that can be seen

> through different perspectives.  Feminism, religion, education

> philosophies, moral values are all prisms that involve our subjectivity

> and make us shy away or engage (disagreements expected as we have seen). 

>

> Challenge seems to be the key word.   Dealing with violence is somewhat

> similar to dealing with diversity. Difficult but not that subjective. 

> Statistics talk. Just in case of violence against women:

> i) every 9 seconds a woman is physically abused by her husband

> ii) 95% of assaults on spouses or ex-spouses are committed by men against

> women

> iii) 42% of murdered women are killed by their intimate partner

> info at asafeplaceforhelp.org or

> http://www.asafeplaceforhelp.org/batteredwomenstatistics.html

>

> In the light of these numbers, reading about the work of Leslie Ridgway

> and Dale Griffith in York Correctional Institution was not only inspiring

> but productively challenging because it does provide tools and concrete

> examples of what instructors and social workers can do to help individuals

> deal with anger, fear and resentment, and open the possiblility of

> starting a healing process in different environments.

>

> As our world seems to be permeated with violence, education must be a safe

> and committed environment where children, teenagers and adults, people

> from all background and venues can reflect upon these

> issues.   Challenging privileges, assumptions, prejudices is in itself a

> changing agent.

>

> Yet, knowing how hard it is for Mexican men to deal with their privilege,

> aware of the potential sense of humiliation that comes with the change of

> roles from "the man of the house" to Mexican immigrant, and thinking of my

> very traditional family and friends (loved people all)  my first reaction

> was "no way".  I can not deal with domestic violence and I can not

> challenge male privilege because whenever I did,  I got in

> trouble.   Another piece is that in my experience students do know each

> other quite well, and even with potential perpetrators (which I might have

> recognized intuitively) they tend to be very protective because there is

> another intersection, quite poweful, that connects them all: adjusting

> with difficulty to a different culture, and sharing the joy and pains of

> learning a second language under stressing financial, emotional, and

> personal circumstances.   

>

> Questioning ourselves, looking for relevant information (such as the sites

> provided by Janet Isserlis and Kate Nonesuch), finding the time to talk

> with the social workers in our work sites, asking colleagues with

> experience in the topic,  might all represent that  "extra mile" but, I am

> hopeful that it can pay off.

>

> Anecdotal information.  During the first year I lived in New York City, I

> had the honor to work with El Barrio Popular Education Program. 

> Unfortunately I needed help myself and ended working only one semester

> there.   However, as I look back I remember that students made a

> "fotonovela"  whose main theme was sexual harassment.  All students

> participated and using a Freirean approach the plot built up and

> culminated with the main character's  liberation from her

> perpetrator.   Good information about this program  is found in Rivera, K.

> M. (1997), El Barrio Popular Education . In D. Taylor (Ed), "Many

> families, many literacies: An internatinal declaration of principles, pp.

> 128-133, Portsmouth, NH; Heinemann. 

> http://www.brooklyn.liu.edu/education/home/faculty/rivera_bio.html

>

> Nadia Quiroz-Colby

> Houston, TX

>

>

>

> --- On Wed, 12/24/08, Janet Isserlis <Janet_Isserlis at brown.edu> wrote:

>

> From: Janet Isserlis <Janet_Isserlis at brown.edu>

> Subject: [Diversity 303] Re: abusers in our classrooms

> To: "The Diversity and Literacy Discussion List" <diversity at nifl.gov>

> Date: Wednesday, December 24, 2008, 12:32 PM

>

>

> thanks very much for this Karen.

> I think a lot about 'school' privilege as well.  For some of us,

> learning/complying with the expectations of the classroom came far more

> easily than for others.

>

> When we're teaching (and learning) it's really important to be mindful of

> that particular form of privilege (being good at doing school).

>

> Many have written about the multiple layers of privilege and oppression -

> and as Karen and others have said here, the more we understand about how

> those forces act on ourselves, our colleagues and our students, the better

> able we are to be responsive and proactive in our teaching strategies and

> practices.

>

> Janet

>

>

>

>

> From: Karen Wyman <Karenw at nmcadv.org>

> Reply-To: The Diversity and Literacy Discussion List <diversity at nifl.gov>

> Date: Wed, 24 Dec 2008 10:08:40 -0700

> To: The Diversity and Literacy Discussion List <diversity at nifl.gov>

> Conversation: [Diversity 301] Re: abusers in our classrooms

> Subject: [Diversity 302] Re: abusers in our classrooms

>

> Dear Kearney,

> I have to disagree that Kate's comment is sexist. While most men are not

> abusers and are not violent, most abusers are men, and most acts of

> violence, particularly those acts against women, are committed by men. It

> is not unreasonable, inaccurate, or sexist to conclude that "in any

> ordinary group of men that some will be violent to a greater or lesser

> extent." I think Kate was being very careful not to be sexist with her

> language and word choice.

>

> Also, I'd like to suggest that students are not in classes to "handle"

> their classmates; they are there to learn. It is the instructor's

> responsibility to create an environment in which that can occur, and that

> often includes being aware of potential problems before they happen and

> intervening on behalf of the safety and wellbeing of all students. I think

> it is an interesting assumption to think that these hypothetical students

> are necessarily "non-feminist."

>

> I think that privilege is an important piece of this conversation that is

> being left out. I believe that, in addition to confronting racism and

> sexism, we also have a responsibility to interrupt male and white (and

> other kinds, too) privilege when it rears its head. I wonder if that might

> be an interesting discussion: what can we do to confront the use of

> unwarranted privilege in our classrooms? How can we interrupt those

> conditioned behaviors that come with that privilege? Male privilege is one

> of the many tools that abusers employ to exercise power and control over

> their victims, and there are a number of ways in which we, as educators,

> have the opportunity to either challenge or reinforce that privilege. 

>

> Respectfully,

> Karen

>

>

>

>

>

>  

>

>

>

>

>

>

>

>

> ----------------------------------------------------

> National Institute for Literacy

> Diversity and Literacy mailing list

> Diversity at nifl.gov

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