Introduction
Racism is deeply embedded in institutional structures that influence everyday life 1993, p. 12). Mainstream organizations and institutions tend to promote racist ideology through policies and practices and, recursively; individuals tend to deliberately or unconsciously contribute to the strain of racism. Individuals and institutions alike also take part in the seductive delusion that race has no impact on our lives. Moreover, the proclivity for many Americans to not act and therefore, perpetuate the racist status quo, serves as a sad commentary on the likelihood of necessary change in our society. Inaction compromises the likelihood of changes, 1993, p.15). But there are also positive features to race that have not been overtly addressed in the book. One, the legacy of racism in the United States has been accompanied by a legacy of resistance. It is this legacy that has helped People of Color to endure racism and that has brought together people of all races to engage in the struggle for human rights and distributive justice. Two, the legacy of resistance has affected the conscience of Americans on the whole and has inspired social movements , 1993, p. 18). These social movements have, in turn, produced changes that people thought were never possible and have served to inspire people to introduce and persist in the struggle in the United States and abroad. The majority students are initially very eager to learn about themselves as racial beings and to be more effective practitioners in this era of heightened sensitivity to concerns of diversity or "multiculturalism." To us, the challenge has been to get students to engage in racial self-reflection, a painful process that has often entails considerable resistance to learning. We have found that after permitting students to discuss race and to engage successfully in exercises about hypothetical clients, they experience a great deal of difficulty transferring new racial knowledge to practice (Banks, 1993, p.20) . Often very surprising to students, when they take part in role-plays, some (usually the White students) become tongue-tied and remark how they feel too embarrassed or awkward about raising these issues. Others (usually students of color) talk of their awkwardness in addressing racial issues in the context of counseling or psychotherapy. We argue that the basis for these dismissals, feelings of awkwardness, and emotions of guilt and anger can be attributed to a lack of resolution of racial identity status dilemmas. On a positive note, we also contend that efforts to help students work through these feelings and make meaningful changes in the environment are possible ( 1993, p. 30) . These efforts ideally are made possible by promoting advanced racial identity status qualities within racially healthy academic environments.
The title of the article is Review of Research in Education. This essay examines some of the trends in educational, sociological, and social psychological research on inequality of educational opportunity for African Americans in the United States in, 1994, 291). A review of theoretical approaches and methodological developments is followed by an overview of research and theory in selected substantive areas; social allocation processes in schools (ability grouping, tracking, etc.), the relationship of poverty to academic achievement, and educational attainment. (1994, p. 292) have suggested that racial identity development may have important implications for multicultural teaching: White teachers with more fully developed racial identities are likely to experience greater success in multicultural teaching situations than those with poorly developed racial identities. Data from this study, limited to self-report of the participants, appear to confirm that hypothesis. While, the article of Mary Macdonald (1978, 197), entitled Education and Identity focused on the concerns of the needs of educational courses and curricula which seem to be created according to the concept of providing students with a type of psychological and social identity. (1978, p. 197) hypothesis in this article is that ” identity may be national, as in the case of emergent countries whose leaders wish to encourage national identity; creedal or ideological with courses designed to reinforce religious believers; or color-oriented..”
The data used of both studies can be considered to have high quality because it clearly described how race persists to be the focus of educational thou p. 293). The paper comprehensively discussed noticeable racial and ethnic people from a point of view that emphasizes their disparities or presuppositions that they are denied or poorer. The articles gave an in depth understanding of the concept of Whiteness, like the concept of race, are socially constructed and can have several layers of meaning. One layer, Whiteness as description, encompasses the characteristics of light skin and Western European physical features. Another, Whiteness as experience, describes the state of being race-privileged, the daily experience of receiving unearned privileges from which Whites .8). A deeper and more influential layer, the ideology of Whiteness, refers to beliefs, policies, and practices that enable Whites to maintain power and control in society. If these articles be improved, the following points should be done: (a) coursework in multicultural education because progress of racial identity happen during a semester and these explains into some successful efforts at multicultural teaching. (b) Stress further needs for teacher education students in order to guarantee success in multicultural teaching. The improved study will be different from the article in terms of, that it gives information on how white and black students’ new learning consciousness be converted into teaching . (d) Focus on the changing nature of the relationship between social justice and education in the light of the recent restructuring of the education system. (e) Focus on the concept of social justice itself, 'which theory of social justice is the most socially just'. What are the definitions of social justice which are useful to apply to a study of education? ( 1978, p. 200) (f) To consider the processes by which academic critique can or should influence political agendas.
Both studies have viewed identity as a problem because of the modernity, and it is something that needs to do something about as a responsibility of education and raised the following points about identity: (a) identity is not being sure about a person’s place in the society, or how to place himself inside an array of cultural styles and patterns. (b) if identity is how to get people to accept one’s place in a society. As right and appropriate, then both the self and the other would know how to get on in each other’s presence (, 1995, p. 299). The two studies are critical foundation of knowledge in the social sciences. The two articles think that education leads to the hardships that students encounter in their search of their identity. The study of is much better than the article of in because explored the role of history and culture of the working classes or Blacks and women that has been inadequately studied and analyzed ( 1978, p. 200). Moreover article addresses an adequate issue of racism on the lives of the minorities, their social and economic futures, as well as the postmodern views on identity as multiple, contingent and subject to rapid change, a more complex view of wider social and cultural power relations is needed, and well-rounded theorization of multicultural education is critical to social and educational policy (, 1978, p. 202) .
In conclusion, making an effort to enhance a research capacity for policy making needs raising doubts about the efficiency of present policy on anti-racism and multiculturalism in education, this may also recommend a reconsideration of multicultural policy as it was formulated within the field of education. Since it started, the academic and media arguments on multiculturalism have gained exponentially, 1990, n.p.). The curriculum industry equally expanded without much evidence of the latter activity building upon a research base generated by the former, and yet the lives of minority students have changed very little. In order to address adequately the impact of structural racism on students' lives, their social and economic futures, as well as the postmodern accounts of identities as multiple, contingent, and subject to rapid change, a more complex view of wider social and cultural power relations is necessary, as is a better theorization of multicultural education as critical to social and educational policy.
On the changing nature of work and school: its historical and contemporary links with racism and colonialism; and the differential distribution of social and political power among ethnic, cultural, and social groups ( 1992,2). Multiculturalism policy and education are linked to debates in social science theory concerning the historical construction of 'nation-states'; the central role of language and education in perpetuating a common civic culture; the more plural alternatives implied by a politics of multiculturalism in terms of public representation; and the balance between pluralism and the need for social cohesion. In order to do this, a enhancement of a research competence within a significant non-essentialist multicultural standpoint, three values be relevant. The first step is to reveal and deconstruct the obvious impartiality of civil democracy, i.e., the allegedly widespread, unbiased set of cultural values and practices that strengthen the public sphere of the nation-state. A second key shift is to position these cultural differences within the wider power affairs of which they form a part. The third key shift is to uphold an impulsive critique of specific cultural practices that avoids the emptiness of cultural relativism and allows for criticism, transformation, and change, where difference is lived rather than objectified.
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