ERIC Number: ED467053
Record Type: RIE
Publication Date: 2002
Embracing Race: Why We Need Race-Conscious Education Policy.
Moses, Michele S.
This book examines unsolved issues of race and education, emphasizing four major race-conscious education policies: bilingual education, multicultural curricula, affirmative action, and remedial education. It suggests that such policies are critical to fostering self-determination and personal autonomy in students who would otherwise receive a deficient education. After an introduction, chapter 2 examines self-determination as a crucial underpinning of an education for justice and democracy, discussing the concept of personal autonomy within political philosophy. Chapter 3 examines bilingual education policy in light of Arizona's Proposition 203 and California's Proposition 227, defending bilingual education policy as a way to ensure that English language learners receive an education that improves their contexts of choice and supports the worth of their cultural identities. Chapter 4 explores the controversy surrounding multicultural curricula at the K-12 and college levels, viewing it as an educational approach that teaches students what they need to know to grow and succeed within a diverse society. Chapter 5 reviews and responds to common arguments against affirmative action in college admissions. Chapter 6 examines the debate over remedial education policy at the college level, defending its place in four-year colleges. (Contains approximately 350 references.) (SM)
Descriptors: Access to Education, Affirmative Action, Bilingual Education, College Admission, Educational Policy, Elementary Secondary Education, Equal Education, Higher Education, Multicultural Education, Remedial Instruction
Teachers College Press, P.O. Box 20, Williston, VT 05495-0020 (paperback: ISBN-0-8077-4237-6, $24.95; hardback: ISBN-0-8077-4238-4, $54). Tel: 800-575-6566 (Toll Free); Fax: 802-864-7626; e-mail: email@example.com; Web site: http://www.teacherscollegepress.com.
Publication Type: Books; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Note: Foreword by Gary Orfield.