instructional materials can assist integration

Instructional Materials Can Assist Integration

M. LI/CM JAMES

I HERE is little wonder that a 21- year-old middle-class white college graduate would ask, "What do I teach a group of 13- year-old Negro, American Indian, Puerto Rican, Oriental, or Mexican-American inner- city children?" His Negro counterpart raises a similar question, "What should I teach these 13-year-old middle-class white youths about the Negro and other minority groups: the Puerto Rican, American Indian, Oriental, or Mexican-American?"

Questions such as these are to be ex pected when one analyzes the present school situation. The average minority child Negro, Oriental, or Mexican-American, Puerto Rican, or American Indian attends a highly segregated school in which the character istics of the student body are predominantly the same as his (1). Likewise, of the 2.4 million white school children, 2 million attend schools in which 90 percent of the students are of the same race (2).

"What we know about anything relates directly to the way we behave about it." Para

phrased, "What racial groups know about each other is reflected directly in the way they relate to each other." From this, one rriay infer that understanding and knowledge among racial groups will help immeasurably toward achieving integration. Integration is more than physical presence. It exists when people of all races accept themselves and each other, recognize the value of their dif ferences, know the contributions of all groups and have an opportunity to interact (3).

The school should be a major social in stitution for achieving integration. However, the integration process is effective only when the educational experiences of the students are designed with the intent to develop an understanding of all groups, and to provide adequate opportunities for each individual to acquire positive relationships and mutual re spect for each other. These changes can be initiated and implemented through the use

* M . Lucia James, Director, Curriculum Labora tory, University of Maryland, College Park

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of instructional materials, as well as through course content, methods of instruction, and teacher attitudes (4).

A Lasting Impact

Until recently, textbooks and other in structional materials which most school sys tems across the nation used were often void or grossly inadequate in their treatment of minorities; others reflected ethnocentrism (5). As the most universally used instruc tional material, the textbook has significant influence. It suggests not only the organiza tion and content of a course, but also the collateral readings, activities, and experi ences (6). This makes one cognizant of how inextricable methods and materials are, and how the textbook perpetuates many of the attitudes that are prevalent in our society.

Until recently, few texts featured any Negro personalities. Few books used or courses offered reflected the harsh realities of life in the ghetto, or the contribution of Negroes to the country's culture and history (7).

Instructional materials must be pro duced to create new conditions and to pro vide vicarious experiences for those who, because of de facto or de jure segregation of schools, are deprived of the opportunity to have direct contact with or to learn about minorities. Instructional materials are needed also for use by minority groups who, regardless of social class, are bound by a color-caste complex that affects their self- concept (8), and who, because of the ab sence of or paucity of materials relevant to their environment, culture, or contributions of their race, have become hostile toward so ciety and question the utility of what is being taught (9).

It is not to be assumed that materials can substitute for direct experiences and con tact among racial groups. They do, however, have a significant and lasting impact. When placed in proper perspective and used intel ligently, a wide variety of well-selected multi media, multi-ethnic instructional materials can become creative and effective instru

ments for fostering integration. Emphasis should be placed on utilizing an abundance of up-to-date materials rather than a single type. As is true of the textbook, no one type can develop adequately all aspects of a concept; achieve the various purposes for which individuals use the materials; and still provide for the complexity of needs, indi vidual differences, experiences, and interests of the users.

Among the types and forms of instruc tional materials to which students and teach ers should have access, in addition to the textbook, are the following:

Reference books—basic, accurate, objective sources about minority groups, as The Negro Almanac, or the International Library of Negro Life and History, which can provide authentic historical and contemporary information.

Literary materials—biographies (other than those of Booker T. Washington, George Wash ington Carver, and Marian Anderson), fiction, poetry, short stories, drama, etc., that present minority groups in an authentic, contemporary setting with which they can identify or from which the majority group can gain insight into the social pressures that minorities endure. Stereotyped illustrations or distorted pictures of minorities should be avoided. An example is the illustration of Pedro sleeping under the yucca, which has become the stereotyped pic ture of the Mexican-American.

Newspapers, newsletters, periodicals, and journals— sources for current happenings and analysis of news items regarding minorities, their economic and social problems. Ebony, Afro-American, the Pittsburgh Courier, Southern Education Report, and the Journal of Negro His tory are among suggested tides which should be available for a ll students, not just Negroes.

Films, filmstrips, records, tapes, micro forms, television, and radio programs— authen tic, up-to-date, productions to provide historical as well as current information and sufficient facts to negate the stereotypes, mydis, and fal lacious generalizations about minority groups. The NET Series, "History of the Negro People," or the filmstrip, Values, by Louis Raths are examples.

Pamphlets and leaflets—brief, current dis cussions of related topics about minorities.

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Flat pictures and photographs—outstand ing individuals of minority groups, especially personalities of contemporary society; and pic tures of integrated scenes portraying the natural everyday life of minorities who are not "tan- Nordic" or middle class.

Teacher- and pupil-prepared materials— creative art and writing, flat pictures, trans parencies, etc., are often indispensable sources in the absence of appropriate instructional ma terials about minority groups.

Speeches, reports, diaries, songs—authen tic, documentary, source materials. President Lyndon B. Johnson's speech, "To Fulfill These Rights," or William Katz's Eyewitness: The Negro in American History, are among recom mended sources.

Professional materials—books, as Heller's Mexican-American Youth: Forgotten Youth at the Crossroads, courses of study, curriculum ma terials prepared by the Regional Laboratories, research studies, and bibliographies. Examples of selective bibliographies are: The Negro Amer ican in Paperback, Building Bridges of Under standing, Intergroup Education: Methods and Materials, and Reading Ladders for Human Re lations. Many school systems have developed comprehensive lists, as the Cultural and His torical Contribution of American Minorities, by the Buffalo Public Schools, and Intergroup Rela tions, produced jointly by the New York State Education Department and the State University of New York.

The social trend of rapid change is re flected increasingly in the availability of multi-ethnic materials. This trend is evident in materials prepared for use in many of the subject fields. In the social studies, as an example, Land of the Free places Negroes in the mainstream of American history and cul ture;, in the Holt, Rinehart and Wtnston Urban Social Studies Series, children can identify with the incidents and verbalize their emotions from the integrated photographs.

Basal readers, as the Skyline Series and the Chandler Reading Program introduce multi-racial groups in normal school and play situations; an inclusive, rather than an exclusive society is reflected. The new Steck- Vaughn Human Values Series helps to de velop the concept of self and stress the inner

reactions shared by all children. This trend is reflected also in trade books and other types of instructional materials, yet there is still a dearth of well-developed, accurate, multi-ethnic materials that present the life experiences of minorities, or present them in a natural realistic setting.

In contrast to the popular belief that social studies is the logical phase of the cur riculum to discuss minorities or intergroup relations, every subject and experience of the educational program should include such relations, and should utilize up-to-date mate rials. Obsolete, outdated instructional ma terials which omit topics on intergroup liv ing, or which present stereotypes of minorities should be discarded. This is essential if materials are to assist in integration.

Dignity and WorthAs was evident from a cursory examina

tion of several recent curriculum guides, many elementary and secondary schools are introducing courses in humanities and an thropology. In many of these programs the basic concepts from the study of "man as a human being" are being developed, and the fundamental dignity and worth of every indi vidual, regardless of race, color, or creed, is emphasized as a solution to our societal problems.

Realizing the value of a variety of in structional materials to support the curricu lum, publishers are producing different types of materials and media that can be adapted to new educational strategies. Critical think ing and inquiry, role playing, and other group process and problem-solving skills are only a few of these strategies which can and should be used with instructional materials to foster intergroup relations and racial un derstanding. Critical inquiry and thinking, in-depth studies, role playing, scientific ana lysis, and discovery methods should help stu dents and teachers to evaluate objectively, to distinguish fact from fallacy, and to acquire new truths from which they can generalize.

Although not designed solely to promote integration, many of the picture sets and profusely illustrated books can also be used:

November 1968 131

Discussion Pictures for Beginning Social Studies, Words and Action, The Family of Man, The Color of Man, and Picture Packets.

Since pictures can be used effectively to communicate attitudes, facts, and feelings (10), the picture sets suggested may be used to stimulate creative writing and art, as well as to develop role-playing and problem-solv ing skills. In either of these activities the student may reveal his feelings and attitudes toward minority groups.

If instructional materials are to be used to foster integration, some criteria for their selection must be based on the following:

1. An accurate, adequate, objective presen tation of basic concepts of race and culture;

2. Sufficient facts to eradicate the prejudgments and generalizations about minorities;

3. Emphasis on human values the dig nity and worth of each individual;

4. The diversity of American life in a meaningful, realistic, unbiased manner, with interaction among multi-cultural, multi-racial, and multi-religious groups;

5. An objective treatment of the problems and obstacles, as well as the contributions of each minority group;

6. Well-developed content, with the basic concepts and principles of the particular subject expressed adequately.

The use of instructional materials is not a panacea; mere facts or materials are in sufficient to change persons who have strong prejudgments and prejudices. Materials, however, can provide new insights, and ex tend and expand knowledge and appreciation of others. They can also provide the informa tion needed to allay the unwarranted fears and insecurity, destroy the myths and stereo types, and eradicate misunderstandings. Yet it is the teacher who seizes every opportunity to help his students develop a measure of sensitivity, to create a climate in which a change of attitudes, feelings, and under standings is possible, and who in the end

The photograph on page 132 illustrates a natural or realistic situation which may be adapted for use in subject areas other than social sciences. Holt Words & Action Photo No. 10. Used by permission.

will determine how effectively instructional materials assist in the integration process.

References

1. James S. Coleman. Equality of Educa tional Opportunity. Washington, D.C.: U.S. De partment of Health, Education, and Welfare, 1966. p. 183.

2. U.S. Commission on Civil Rights. Racial Isolation in the Public Schools. Washington, D.C.: Superintendent of Documents, U.S. Government Printing Office, 1967. p. 1.

3. Gertrude Noar. The Teacher and Integra tion. Washington, D.C.: National Education Asso ciation, 1966. p. xi.

4. Gordon Klopf and Israel A. Laster, editors. Integrating the Urban Schools. New York: Bureau of Publications, Teachers College, 1963. p. 97.

5. U.S. House of Representatives, Committee on Education and Labor. Hearing on Books for Schools and the Treatment of Minorities. 89th Con gress, Second Session, 1966.

6. M. Frank Redding. Revolution in the Text book Industry. Washington, D.C.: National Educa tion Association, 1963. (Occasional Paper No. 9.) p. 8.

7. Report of the National Advisory Commis sion on Civil Disorders. New York: Bantam Books, Inc., 1968. p. 434.

8. Jean D. Grambs. "The Self-Concept: Basis for Reeducation of Negro Youth." In: Negro Self- Concept. William C. Kvaraceus and others. New York: McGraw-Hill Book Company, Inc., 1965.

9. Op. cit., p . 434.10. Rollyn Osterweis. "Pictures as Inspiration

for Creativity." English Journal 57: 93-95; January 1968.

Author's Note

The following is a list of materials which the author suggested in the above article:

Afro-American. Baltimore. Maryland. (Na tional, State, and City Editions.)

V. Clyde Arnspiger e t al. Values to Share. Aus tin, Texas: Steck-Vaughn Company, 1967.

Virginia Brown e t al. Skyline Series. New York: McGraw-Hill Book Company, Inc., 1965.

Peter Buckley and Hortense Jones. Holt Ur ban Social Studies Series. New York: Holt, Rine- hart and Winston, Inc., 1966.

Buffalo Public Schools. Cultural and Histori cal Contributions of American Minorities. Buffalo Public Schools, (n.d.).

Lawrence W. Carillo, editor. Chandler Lan-

November 1968 133

Language and Learning Disorders of the Pre-Academic Child

WITH CURRICULUM GUIDE

TINA E. BANGS, Houston Speech and Hear ing Center. A comprehensive plan for early identification and assessment of learning disabilities, designed especially for use by clinicians and teachers. Draw ing on recent findings in communication disorders, it stresses the need to diagnose language deficiency before a child is six years old. A unique feature of the volume is a pre-academic Curriculum Guide to ward strengthening a child's assets and compensating for his deficits. 408 pp., illus., 56.50

The Guidance Function in Education

SECOND EDITION

PERCIVAL w. HUTSON, University oj Pitts burgh. The new edition of this highly re garded, research-oriented text expanded and brought fully up to date stresses the widely recognized "team" concept of guidance, involving the entire school staff in the performance of the guidance func tion. 786 pp., 59.50

The Development of Education in Western Culture

RALPH L. POUNDS, University oj Cincin nati. A concise yet comprehensive survey of the evolution of schools and education, from pre-literate times to the present. Educational development is systematically related to prevailing social, cultural, polit ical, and religious mores and events. 307 pp., illus., 55.00

APPLETON-CENTURY-CROFTSDivision of Meredith Corporation

440 PARK AVE. SOUTH NEW YORK 10016

guage—Experience Readers. San Francisco: Chandler Publishing Company, 1965.

John W. Caughey, John Hope Franklin, and Ernest R. May. Land of the Free: A History of the United States. New York: Benzinger Brothers, 1966.

Robert Cohen. The Color of Man. New York: Random House, Inc., 1968.

Ebony. Chicago, Illinois.Jean Grambs. Intergroup Education: Methods

and Materials. New York: Prentice-Hall, Inc., 1968.Celia S. Heller. Mexican-American Youth:

Forgotten Youth at the Crossroads. New York: Ran dom House, Inc., 1966.

Lyndon B. Johnson. A President's Commit ment: Four Statements on Human Rights and Equal Justice for All Americans. ( Privately printed.)

The Journal of Negro History. Washington, D.C.: Howard University.

William Loren Katz. Eyewitness: The Negro in American History. New York: Pitman Publish ing Co., 1968.

Charlotte M. Keating. B uilding Bridges of Understanding. Tucson, Arizona: Palo Verde Pub lishing Co., 1967.

Raymond Muessig. Discussion Pictures for Beginning Social Studies. New York: Harper and Row, Publishers, Inc., 1967.

Lindsay Patterson. The International Library of Negro Life and History. New York: Publishers Co., Inc., 1967.

Joseph Penn e t al. The Negro American in Paperback. Washington, B.C.: National Education Association, 1967.

Picture Packets for Primary Social Studies. New York: Silver Burdett Company, 1967.

Pittsburgh Courier. Pittsburgh, Pennsylvania.

Harry A. Ploski and Roscoe E. Brown, Jr. The Negro Almanac. New York: Bellwether Publishing Company, Inc., 1967.

Louis Raths, editor. Values, a series of filmstrips. Pleasantville, New York: Warren Schloat Productions, Inc.

Fannie Shaftel and George Shaftel. Words and Action; Role-Playing Photo Problems for Young Children. New York: Holt, Rinehart and Winston, Inc., 1967.

Southern Education Report. Nashville, Ten nessee.

Edward Steichen. The Family of Man. New York: Museum of Modern Art, 1955.

State University of New York and the New York State Education Department. Intergroup Relations: A Resource Handbook for Elementary School Teachers, Grades 4, 5, and 6. Albany: State University of New York, State Education Depart ment, 1964. D

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