Realizing the pedagogy of white privilege
The objective of this project is to explore the educational history on the Kainai Reserve in order to comprehend the role of patriarchy and colonialism as forms of racism in pedagogical practice. Three individuals integral to this research are Canon Middleton, Buffalo Child Long Lance and the author. The personal process of the learner outlines the transformation from the expectations that she would become an accepted member of the Kainai community to the realization that she will always be an outsider to the culture of the reserve because of her race.
Re-visioning family therapy : race, culture, and gender in clinical practice
Part I: Re-Visioning Family Therapy. McGoldrick, Introduction. Laird, Theorizing Culture. Falicov, The Cultural Meaning of Family Triangles. Kliman, Social Class as a Relationship. Walsh, Beliefs, Spirituality, and Transcendance. Hines, Climbing Up the Rough Side of the Mountain. Part II: Challenging Racism in Ideology and Training. Green, Race and the Field of Family Therapy. Green, Training Programs. Hardy, Laszloffy, The Dynamics of a Pro-Racist Ideology. Akamatsu, The Talking Oppression Blues. Part III: What It Means to Be White. McIntosh, White Privilege. Miner, Body Ritual among the Nacirema. Dolan-Del Vecchio, Dismantling White Male Privilege within Family Therapy. Part IV: Cultural Legacies. Pinderhughes, Black Genealogy Revisited. Colon, The Discovery of My Multicultural Identity. McGoldrick, Belonging and Liberation. Mahboubi, Searcy, Racial Unity from the Perspective of Personal Family History. Folwarski, No Longer an Orphan in History. Part V: Therapy with Different Populations. Mahmoud, The Double Binds of Racism. Boyd-Franklin, Franklin, African American Couples in Therapy. Watson, African American Sibling Relationships. Crohn, Intercultural Couples. Kim, Marriages of Asian Women and American Military Men. Johnson, Keren, The Families of Lesbian Women and Gay Men. Garcia-Preto, Latinas in the United States. Part VI: Migration. Mock, Clinical Reflections on Refugee Families. Sluzki, Migration and the Disruption of the Social Network. Mirkin, The Impact of Multiple Contexts on Recent Immigrant Families. Part VII: New Approaches to Therapy Practice. Byrne, McCarthy, A Fifth Province Approach to Intracultural Issues in an Irish Context. Waldegrave, The Challenges of Culture to Psychology and Postmodern Thinking. Almeida, Woods, Messineo, Font, The Cultural Context Model.
Hedy: A Gradual Language for Programming Education
One of the aspects of programming that learners often struggle with is the syntax of programming languages: remembering the right commands to use and combining those into a working program. Prior research demonstrated that students submit source code with syntax errors in 73% of cases and even the best students do so in 50% of cases. An analysis of 37 million compilations by 250.000 students found that the most common error was a syntax error, which occurred in almost 800.000 compilations. It was also found that Java and Perl are not easier to understand than a programming language with randomly generated keywords, stressing the difficulties that novices face in understanding syntax. This paper presents Hedy: a new way of teaching the syntax of a programming language to novices, inspired by educational methods by which punctuation is taught to children. Hedy starts as a simple programming language without any syntactic elements such as brackets, colons or indentation. The rules slowly and gradually change until the novices are programming in Python. Hedy is evaluated on 9714 programs.