Monday, April 20, 2009

What was the "Bong Hits 4 Jesus" case all about?

We have posted our second teaser interview from our "Talking With the Authors" series on YouTube.

In it, ACLU staff attorney Aaron Caplan discusses the Morse v Frederick case, in which a student in Alaska held up a banner titled "Bong Hits 4 Jesus" during the 2002 Olympic Torch Relay, and was subsequently suspended for 10 days.

Frederick, who argued that his right to free speech had been violated, took his case to the U.S. Supreme Court, which ruled against him in 2007.

Go to the video on YouTube.

Caplan's original article, "Visions of Public Education in Morse v. Frederick," first appeared in our Winter 2008 issue, "Schooling as if Democracy Matters."

To view Caplan's full interview, visit:

Wednesday, April 8, 2009

The Journal is now on YouTube

In the interests of getting these educational issues to the largest audience possible, we have begun posting excerpts from our "Talking With the Authors" series. First up is former Ballard High School principal David Engle.

In the fall of 2000, David Engle became the principal of Ballard High School in Seattle. At the time, the Seattle School was implementing an integration plan that allowed families to choose which high school they would like to attend. In the event of high enrollment at a particular school, the district had made provisions for a "racial tiebreaker" to be used, giving minority groups priority over the substantial population of white students in the area. When, after the protests of many of the white neighborhoods in the Seattle area, the 9th Circuit Court ruled against use of the "racial tiebreaker," Engle resigned his position in protest.

Stay tuned for excerpts from our interview with Aaron Caplan, and our forthcoming interview with Bill Lyne.

Go to the video on YouTube.

David Engle's article, "As Our Students Watched," first appeared in our Winter 2007 issue "Jonathan Kozol's Nation of Shame Forty Years Later."

Click here to watch our full interview with Engle.

Monday, April 6, 2009

"American Indians in Children's Literature" Comments on a Recent Article in our Journal

This morning, I came across what looks like an interesting and informative blog called: "American Indians in Children's Literature." On the April 5th posting on the blog, Debbie Reese, a member of the Nambe Pueblo in northern New Mexico and a former school teacher who currently teaches in UIUC's American Indian Studies program, talks about an article that the Journal of Educational Controversy just published in its current issue. Our article was entitled, "Examining Images of Family in Commercial Reading Programs," and it was written by Judith Dunkerly and Frank Serafini. While generally favorable to the article, Debbie Reese raises some interesting questions about the author's account of Native American students in their study. We reproduce the post from her website below, so our readers can consider the concerns expressed and respond with their own thoughts.

Update: Our authors have notified us of an error in their article. The figure for Native American representation should be .9% and not 9%. We will make the correction in the article.

From the American Indians in Children's Literature Website:

Basal Readers
by Debbie Reese

Earlier today I read an article about a research study of basal readers (textbooks used to teach children how to read).

The researchers wanted to see how families are presented in the readers. Here's the citation. Click on the title to go right to the complete article.

Examining Images of Family in Commercial Reading Programs
Judith Dunkerly, M.Ed., Doctoral Student, University of Nevada, Las Vegas
Dr. Frank Serafini, Ph.D., Arizona State University
Journal of Education Controversy, Volume 4, Number 1, Winter 2009

The study is definitely worth reading. Texts they studied are:

  • Harcourt Trophies
  • MacMillan-MacGraw Hill Readers
  • Scott Foresman Reading

What stands out for me is the content related to American Indians. In the Findings section of the article, this is under "Ethnicity."

"Ethnic diversity within the basal anthologies more closely mirrored the face of American society statistically. Nineteen (40 percent) of the basal anthology selections depicted Caucasians. Characters of Hispanic and African American descent were portrayed in eleven selections (24 percent) and nine selections (20 percent), respectively. There were seven stories featuring Asian or Pacific Islanders, which made up the other 16 percent. Comparatively, the student population of the school district under study is 9 percent American Indian, 6.6 percent Asian, 28.8 percent Hispanic, 13.8 percent African American, and 49.9 percent Caucasian, figures that are closely aligned with state and national statistics (Population Reference Bureau, 2000).

"While the percentages of race representations in the basal anthologies do favor Caucasians, they are at least comparable to the statistical composition of both national and local populations. However, it is worth noting that while overall portrayals of different ethnicities are fairly representative, 45 percent of children under the age of five are minorities. Coupled with data showing that Hispanics continue to be the largest and fastest growing minority group at 42.7 million people followed closely by African Americans at 39.7 million (U.S. Population, 2006), the comparatively representative portrayal of minorities in basal anthologies will not be so in the near future, if both publishing and population trends continue along the current pattern."

I read that first paragraph several times. None of the stories portray American Indians.

The researchers say the diversity in the readers "more closely mirrored" national statistics. And, they say, the local school district (unnamed) is "9 percent American Indian."

Again, none of the selections in the readers reflect American Indian families.

American Indians are absent from the readers, but, American Indians are absent, too, from the researcher's discussion. They give us that statistic (9 percent) but don't comment on it. To be fair, Dunkerly and Serafini were not looking at Native representation. Perhaps they've written about that elsewhere, and for the purpose of this particular article, it seemed to them unnecessary to note the lack of Native people. I hope, in fact, that they've written about it somewhere, because Serafini teaches in Arizona.

Many stories in readers like the ones Dunkerly and Serafini used for their study are drawn from children's literature. In their discussion of socio-economic status, for example, the researchers refer to Cynthia Rylant's story, The Relatives Came. There's a lot of books like The Relatives Came that publishers can use to portray Native families. One terrific example is Cynthia Leitich Smith's Jingle Dancer. I should head over to UIUC's school collection to see what the basal readers we've got available look like.