Search Results

You are looking at 121 - 130 of 250 items for :

  • All: The African Continuum and African American Women Writers x
  • All content x
  • Chapters/Articles x
Clear All Modify Search
Restricted access

differences and dissonances from disabled people who will no longer make their presence and voices heard in the academy just enough to make the academics feel good about themselves. Why does the able-bodied academic study disability, and the experiences of those they can never really share? Just as the white heterosexual middle class male may have little ethical ground in studying or teaching about the experience of African American lesbians in ghettos, where is the ethical dialogue about the able-bodied academic making a career out of stifling the voices of those

Restricted access

Series:

students need investigate the up- stream investment plans of major and national oil companies, particularly those in the MENA (Middle East and North Africa) region.  Ranking of most important and uncertain key forces: Students then need establish a risk profile associated with those factors that impact on the focal point of interest. For example, to test the effectiveness of energy efficiency policies, demand growth can be fixed as a pre- determined force, while the other key forces can be regarded as either more or less risky building blocks of the scenarios – see

Restricted access

Series:

positive attitude to what we term here as the English habitus: Most of the Erasmus students did speak English, I felt it was the main language being used because there was a lot of British and American Erasmus students and obviously we all spoke English together, it just seemed to be the common language between us all, but saying that with my German friends, I spoke a lot of German with them […]. Staying in the English habitus and within the Erasmus fence appears to have been comfortable for socialisation. It is interesting in this context to note that 32 per cent

Restricted access

administra- tion. Since our programs attract future leaders in elementary, secondary, and tertiary institutions, new courses offer us an excellent chance to build on our concept of a P–20 continuum of democratic ethical educational leadership in the making. One course developed just for the New DEEL is called Profiles of Democratic Ethical Leadership. Using a wide cross-section of women and men from the U.S. and around the world, both in our own time and from times past, students con- sider the common qualities these leaders demonstrated as they faced their greatest

Restricted access

sociologist Anselm Strauss (1993), to account for the under-valued and often “invis- ible” forms of work (particularly, for him, the work of women at home and at work) which are nevertheless critical to the completion of tasks in everyday life, or in workplaces (see also Livingstone, this volume). Suchman 62 Phillip Kent (1996) presents the striking example of a legal office in which the attorneys (almost all male) regarded the work of their (almost all female) “document coding” support staff (that is, doing the preparation of the database index of the hundreds or

Restricted access

Series:

neutral good, she suggested that maternal rather than paternal involvement was expected as part of women’s assignment to childrearing as their primary state productive labor. Interrogating Reconceptualizing Early Care and Education 21 Valerie Suransky Polakow’s (Suransky, 1983/Polakow, 1992) initial critique of our con- cepts of childhood and child development were also focused on gender and class inequalities and were published in The Erosion of Childhood. Lubeck (1985) in The Sandbox Society showed through ethnographies of children in low-income Head Start and

Restricted access

- Saharan Africa, where women have few rights and no access to education. (Retrieved from: <http://transilvaniareporter.ro/special/pentru-cine-inceput-scoala-250- de-milioane-de-copii-nu-stiu-sa-citeasca>) (our translation) Article 2: The importance of education for girls and women This case explains what happens when girls have the opportunity to access high quality education, as well as how this opportunity influences both their individual destiny, and their capacity to contribute to the economic and social development. Likewise, the case study underlines the

Restricted access

Series:

there is a “problem that many African American, Chicanos, and Native Americans face with norm referenced testing when the norms are based on distant but supposedly representative, peer groups” (Gage & Berliner, 1991, p. 574). When this information is added to the “problem” that a hypothetical student named “Lisa” is having with her national percentile rank, then all the clues point to the norm group. The norm group is male, Anglo, and middle class. It is important to note that although Gage and Berliner (1991) regard social class, race, and gender to be “relevant

Restricted access

ferences are well documented since males and females are often socialized to have dif ferent motives and goals – depending on their ages, cultural backgrounds, and socialization histories (Brody and Hall 2000: 338). While many researchers in the field agree the culture of men is not identical to the culture of women (Brody and Hall 2000; Ellsworth 1994; Smith et al. 2003), using this classification – just like the characterization of Japanese as collectivist and Americans as individualist – can come perilously close to stereotyping. Indeed, a number of studies

Restricted access

Series:

Religion, Black Theology . New York: Continuum International. ——. (1974). A Black Political Theology , Philadelphia, PA: Westminster Press. Roberts, Samuel K. (2001). African American Christian Ethics . Cleveland, OH: The Pilgrim Press. Ross, Rosetta E. (2003). Witnessing and Testifying: Black Women, Religion, and Civil Rights . Minneapolis, MN: Fortress Press. Russell, Letty M., Kwok Pui-Lan, Ada María Isasi-Díaz and Katie Geneva Cannon, eds. (1988). Inheriting Our Mothers’ Gardens: Feminist Theology in Third World Perspective . Philadelphia, PA: Westminster Press