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The issue brings together five articles examining racial awareness and teacher knowledge, critiques and portraits of Afrocentric curricula, models of parental involvement and mentorship for school culture, the effects of educational apartheid through case studies in South Africa, and structural barriers to cultural diversity in higher education. Contributions analyze how social order, race, gender, class, and institutional practices shape educational conditions and inclusion.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/politics-and-the-schools-theme-issue-journal-volume-6-number-2-spring-1992/602441/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/politics-and-the-schools-theme-issue-journal-volume-6-number-2-spring-1992/602441.png","ImageObject",300,407,{"name":92,"@type":93},"pixelkiddo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main theme of this issue of Educational Foundations?","Question",{"text":112,"@type":113},"The issue is devoted to the topic “Politics and the Schools,” focusing on how political and social forces shape educational practice and conditions.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does one article explain teachers’ racial awareness?",{"text":117,"@type":113},"Christine E. Sleeter discusses how teachers understand the social order through their racial, gender, and social class locations, emphasizing how teachers integrate race-related information from multicultural teacher education into existing knowledge.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the issue include about parental involvement in school culture?",{"text":121,"@type":113},"Concha Delgado-Gaitan and Nadeen T. Ruiz examine three common models of parental involvement programs: family impact model, school impact model, and cooperative system model.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602441,1792171871,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090883892,"https://ap-avatar.wpscdn.com/avatar/e00115db34f3e0f11b?x-image-process=image/resize,m_fixed,w_180,h_180&k=1790152879550218658","AUTHOR  \nTITLE  \nINSTITUTION  \nSPONS AGENCY  \nREPORT NO  \nPUB DATE  \nNOTE  \nAVAILABLE FROM  \nPUB TYPE  \nJOURNAL CIT  \nEDRS PRICE  \nDESCRIPTORS  \nIDENTIFIERS  \nABSTRACT  \nDOCUMENT RESUME  \nBorman,Kathryn M.,Ed.;0'Reilly,Patricia,Ed.  \nPolitics and the Schools.  \nAmerican Educationa1 Studies Association.  \nCincinnati Univ.,Ohio.  \nISSN-1047-8248  \n92  \n117p.  \nCaddo Gap Press,915 L Street,Suite C-414,Sacramento,CA 95814($7.50).  \nCollected Works -Serials(022)--Reports -Descriptive(141)Educational Foundations;v6 n2 Spr 1992  \nMF01/PC05 Plus Postage.  \n*African Studies;Apartheid;Black Studies;Cu1turalDifferences;Elementary Secondary Education;ForeignCount.ries;*Foundations of Education;*InstitutionalRole;Mu1ticultural Education;Parent Influence;Parent Participation;Parent School Relationship;Parent Student Relationship;*Politics of Education;Racial Attitudes;Racial Segregation;*Role ofEducation;Social Class;*Social Structure;TeacherAttitudes;Teacher BackgroundSouth Africa  \nThis theme issue of the serial \"Educational  \nFoundations\"contains five articles devoted to the topic of \"Politicsand the Schools.\"In \"Resisting Racial Awareness:How TeachersUnderstand the Social Order from Their Racia1,Gender,and SocialC1ass Locations,\"Christine E.S1eeter discusses the conception ofmu1ticu1tural education of 30 teachers,26 of whom are white,andconcludes that teachers integrate information about race provided inmulticultural teacher education programs into the knowledge theya1ready have,much more than they reconstruct that knowledge.AlanWieder's \"Afrocentrisms:Capitalists,Democratics,and LiberationistPortraits\"reviews the πu1tidimensional aspects of Afrocentriccurricula.Concha Delgado-Gaitan and Nadeen T.Ruiz's \"ParentMentorship:Socializing Children to School Culture\"examines threecommon models of parental involvement programs:(1)family impactmode1;(2)schoo1 impact mode1;and(3)cooperative system mode1.In\"Dismantling Educational Apartheid:Case Studies from South Africa,\"Beverly Lindsay explores the resu1ts of apartheid on contemporaryeducational conditions by investigating six 1ocal schools in SouthAfrica.In the final article,\"Institutional Inertia to AchievingDiversity:Transforming Resistance into Celebration,\"Nancy P.Greenman,and others,discuss structural barriers to cu1turaldiversity in higher education.(Author/CK)  \n☆****☆*☆***☆***************☆****************☆**☆c*☆☆**☆*☆☆**☆*☆**☆**☆**  \n*Reproductions supplied by EDRS are the best that can be made☆  \n六from the original document.六  \n☆*☆*☆*********☆*********☆*☆☆☆**☆***☆***☆☆****☆*☆***☆*☆*☆☆*☆*********六*  \n上ducational  \ntions  \nU s.DEPATMENT UF EDUCATIONONce o Educstronal Research and improvementEDUCATIONAL RESOURCES INFORMATION1e Theme:CENTER(ERICIand the SchoolsVolume 6\"PERMISSION TO REPRODUCE THISVumber 2机HSpring 1992JONESTO THE EDUCATIONAL RESOURCESINFORMATION CENTER(ERIC).\"  \nThu document h bgo(oroducdrocPd from热e 0arson or orcan  alooriqinating it  \n口Minor changes have been mede to mproveraproduction quality              \nPornsofvi0w Oopinionss!atedinihisdocUment do not necessanly represent officialOERI posrtron or polcy  \nPolitics  \nED 369663  \nAjourmal of the--  \nAmericans Educational.Studies AssociationfocusingOcs intexdisciplinary aspectsof the educationalt foundationsSponsured byPublished bythe University of Cincinnati2Caddo Gap Press  \nEducational Foundations  \nVolume 6,Number 2,Spring 1992  \nCo-Edi ors  \nKa aryn M.BormanPat:icia O'Reilly  \nDepartment of Educational Foundations.University of Cincinnati  \nEditorial Board  \nDeborah Britzman.State University of New York at BinghamtonJames Covert,Memorial University of NewfoundlandFrederick Erickson.University of PennsylvaniaJane Gaskell,University of British ColumbiaJames M.Giarelli,Rutgers UniversityBeth Goldstein.University of Kentucky  \nMaxine Greene.Teachers College,Columbia UniversityAlan H.Jones.Caddo Gap Press  \nFaustine C.Jones-Wilson,Howard UniversityVictor N.Kobayashi,University of Hawaii.HonoluluMargaret LeCompte.Universit","cbCaiavhs45yfVJp","https://ap.wps.com/l/cbCaiavhs45yfVJp","pdf",2492478,117,"English","# Introduction: Politics and the Schools\n## Resisting Racial Awareness: How Teachers Understand the Social Order from Their Racial, Gender, and Social Class Locations\n## Afrocentrisms: Capitalist, Democratic, and Liberationist Portraits\n## Parent Mentorship: Socializing Children to School Culture\n## Dismantling Educational Apartheid: Case Studies from South Africa\n## Institutional Inertia to Achieving Diversity: Transforming Resistance into Celebration","[{\"question\":\"What is the main theme of this issue of Educational Foundations?\",\"answer\":\"The issue is devoted to the topic “Politics and the Schools,” focusing on how political and social forces shape educational practice and conditions.\"},{\"question\":\"How does one article explain teachers’ racial awareness?\",\"answer\":\"Christine E. Sleeter discusses how teachers understand the social order through their racial, gender, and social class locations, emphasizing how teachers integrate race-related information from multicultural teacher education into existing knowledge.\"},{\"question\":\"What does the issue include about parental involvement in school culture?\",\"answer\":\"Concha Delgado-Gaitan and Nadeen T. Ruiz examine three common models of parental involvement programs: family impact model, school impact model, and cooperative system model.\"}]","Politics and the Schools - Theme issue - Journal Volume 6, Number 2, Spring 1992 | PDF",1792094689,295]