Our hope for creative living in this world house that we have inherited lies in our ability to reestablish the moral ends of our lives in personal character and social justice. Without this spiritual and moral awakening we shall destroy ourselves in the misuse of our own instruments.

No abstract

In 2012, the Department of Education, Office of Civil Rights Division, presented a report titled Revealing New Truths About Our Nation's Schools. This lengthy and detailed report delineated the increasing problem of young African American males being suspended and expelled from school, thus robbing them of an opportunity to fully participate in our nation's new economy. This article attempts to problematize even further the issue of over-representation of Black males who are exposed to out-of-school suspension. We offer the framework cultural collision and collusion as an explanation for this increasing phenomenon. We also recommend prescriptive measures for educators and school leaders to take under consideration to prevent the ushering out of Black males from the educative process.

Scholars of multicultural education urge school administrators to produce curricula in which the heterogeneity found in our public schools becomes an asset and not a barrier. In this survey research, we examined the extent to which secondary school principals in a southeastern state positively viewed the values and principles of multicultural education with regard to shaping their school climate to make certain it reflects the ideals of respect, trust, and high morale for all students. We found that secondary school principals’ perceptions as to whether multicultural education can have a positive effect on the school climate were significantly influenced by the socioeconomic status ofthe administrator’s community. These findings suggest that when it comes to issues of diversity and multicultural education, outside influences that exist in public education can play a major role in principals’ perceptions as to whether or not multiculturalism is seen as something of value.

This study focused on the actions and relationships among educators, which promoted an environment of failure or success for African American students. The researchers examined the perspectives of teachers and administrators as related to pedagogy and practice in a Midwestern urban middle school. Specifically, the study employed ethnographic strategies to develop a comprehensive case study. Emergent areas included challenges related to leadership, pedagogy, and relationships within an urban school in an era of heightened accountability.