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First published in 2005. Routledge is an imprint of Taylor &
Francis, an informa company.
Each year, the United States witnesses significant changes in the
demographics of its citizens. Accordingly, schools -- and the
students we teach -- are also changing. With such changes come the
need, responsibility, and obligation for educators to provide
students with an education that is both rigorous and culturally
responsive. This book bridges the gap that exists between educating
advanced learners and educating culturally different learners.
"Culturally Responsive Education for High-Ability Learners"
addresses various topics, including racially and culturally diverse
students and families, historical and legal perspectives on
educating gifted and minority students, culturally responsive
curriculum and assessment, and counseling students from a
multicultural perspective.
One pervasive educational issue is the national underrepresentation
of Black and Hispanic students in gifted education. Virtually every
school district is grappling with having too few students from
these groups identified as gifted and served in gifted classes and
programs. Recruiting and Retaining Culturally Different Students in
Gifted Education addresses this long-standing national problem
through the dual lens of recruitment and retention. The focus is on
how to equitably recruit (screen, refer, and/or assess) culturally
different students and, just as importantly, to retain them.
Recruitment and retention require providing academic, cultural, and
social supports to culturally different students and ensuring that
educators are willing and able to address issues and barriers. No
time is better than now to address and correct the underachievement
albatross, and the focus on recruitment and retention holds the
greatest promise. Nominated for a 2014 NAACP Image Award in the
Outstanding Literary Work-Instructional Category
Studying Diversity in Teacher Education is a collaborative effort
by experts seeking to elucidate one of the most important issues
facing education today. First, the volume examines historically
persistent, yet unresolved issues in teacher education and presents
research that is currently being done to address these issues.
Second, it centers on research on diverse populations, bringing
together both research on diversity and research on diversity in
teacher education. The contributors present frameworks,
perspectives and paradigms that have implications for reframing
research on complex issues that are often ignored or treated too
simplistically in teacher education literature. Concluding the
volume with an agenda for future research and a guide for preparing
teachers for diversity education in a global context, the
contributors provide a solid foundation for all educators. Studying
Diversity in Teacher Education is a vital resource for all those
interested in diversity and education research.
Five decades ago, I was challenged to read the Moynihan Report
(1965). Then and now, I take issue with much of the content, which
smacks of deficit thinking, blaming the victim, and a blindness or
almost total disregard for how systemic racism and social
injustices contribute to family structures. I recall being
professionally and personally offended by interpretations of
single?parent families, which were often negative and hopeless.
Moral development, criminal activity, poor educational outcomes,
poverty, and apathy of many kinds were placed squarely on the
shoulders of these families, especially if the families were/are
headed by Black mothers. Eurocentric and middle class notions of
`real' families like those depicted on TV shows and movies
dominate, then and now, what is deemed healthy in terms of family
structures - with the polemic conclusion that nuclear families are
the best and sometimes only structure in which children must be
raised. These colorblind, economic blind, and racist blind studies,
reports, theories, and folktales have failed to do justice to the
families in which there is one caregiver. Their stories of woe and
mayhem make the news and guide policies and procedures. The stories
of children who have been resilient have been unheard and silenced,
they have been under?reported and relegated to the status of
`exception to the rule'. Perhaps they are exceptions, but there are
more exceptions than we may know. This book is designed with those
stories of resilience and success in mind. The book is not an
attempt to glorify single?parent families, but such families are
prevalent and increasing. High divorce rates are impactful. And
some parents have chosen to not marry, which is their right. While
not glorifying single?parent families, we are also not demonizing
them or telling their stories void of context. Yes, income will
often be low(er), time will be compromised when divided between
offspring, work, and other obligations. Likewise, we are not
glorifying two?parent families as being ideal; their context
matters too. How healthy are married couples who don't really love
or even like each other? How healthy are those parents who have
separate sleeping arrangements/bedrooms? How healthy are those
families who have oppositional parenting styles and goals for their
children? This is the 50th anniversary of the Moynihan Report, and
I am concerned that another 50 years will pass that fails to
balance out the stories of single?parent families, mainly those
whose children succeed and defy the odds so often unexpected of
them. I agree with Cohen, co?author of the updated report: ""The
preoccupation with strengthening marriage as the best route to
reducing poverty and inequality has been a policymaking folly".
Further, 50 years after Moynihan released the controversial report,
The Negro Family: The Case for National Action, a new brief by the
Institute for Women's Policy Research (IWPR) and the Council on
Contemporary Families (CCF) titled, ""Moynihan's Half Century: Have
We Gone to Hell in a Hand Basket?,"" finds that the changes in
family structure that concerned him have indeed continued, becoming
widespread among Whites as well, but that they do not explain
recent trends in poverty and inequality. In fact, a number of the
social ills Moynihan assumed would accompany these changes in
family structure-such as rising rates of poverty, school failure,
crime, and violence-have instead decreased.
The Ivory Tower is and can often be a lonely place for faculty of
color. Social injustices run deep and are entrenched within
academia. Faculty of color (FOC), more specifically Black and
Hispanic, often lament about the `Black/Brown' tax that frequently
takes its toll both personally and professionally, and pushes them
out of the academy. Similar to trends in P?12 settings, educators
of color in postsecondary contexts represent less than 10% of the
profession. In essence, we are an anomaly and the implications of
this are clear and dire, as evidenced by persistent achievement,
access, and expectation gaps within the academy. Scholars of color
(SOC), at all stages, but particularly during doctoral training,
frequently struggle to not just survive, but to thrive, in the
academy. Too many fail to earn their doctoral degree, with many
wearing the All But Dissertation (ABD) as a badge of honor.
Although ABD is not a degree, many scholars of color receive
inadequate mentoring, often substandard in comparison to the
hand?holding White students receive, which leaves far too many
doctoral students of color lost, bewildered, angry, indignant, and
defeated. This righteous indignation is justified, but excused away
using the myth of meritocracy and colorblind notions of success;
followed by a myriad of problems steeped with victim blaming, as
noted in the classic Presumed Incompetent: The Intersections of
Race and Class for Women in Academia (Gutierrez y Muhs, Niemann,
Gonzalez, & Harris, 2012). The aforementioned work was not the
first treatise on higher education and how the non?status quo,
along with those grappling with oppression and double standards,
experience the profession called higher education. Moreover, The
Chilly Climate (Sandler, Silverberg, & Hall, 1996) report,
which focused on females, was also telling, but not enough was
addressed and disclosed about females of color, until version two.
But these issues do not stop with females of color, but instead,
extend to all faculty of color. R.A.C.E. Mentoring, a social media
Facebook group, with several subgroups (see Figures 1 and 2) was
created by Donna Y. Ford, Michelle Trotman Scott, and Malik S.
Henfield in 2013, to tackle the numerous thorny and contentious
issues and challenges in higher education. We began by
intentionally attending to the needs of students enrolled at mostly
White universities, as well as those who attended historically
Black colleges and universities, while keeping the unique nuances
and challenges of each setting in mind. We wanted scholars of color
to thrive in both. Fondly and affectionately called RM, our charge
and challenge is to affirm the dignity and worth of scholars of
color. Additionally, we recognize that there are scholars outside
of academe, and their contributions as well to impact and affect
change for Black and Brown people inside and outside of academe
need to be acknowledged. These scholars are community organizers,
activists, P?12 teachers, and families. It truly takes a village...
The Ivory Tower is and can often be a lonely place for faculty of
color. Social injustices run deep and are entrenched within
academia. Faculty of color (FOC), more specifically Black and
Hispanic, often lament about the `Black/Brown' tax that frequently
takes its toll both personally and professionally, and pushes them
out of the academy. Similar to trends in P?12 settings, educators
of color in postsecondary contexts represent less than 10% of the
profession. In essence, we are an anomaly and the implications of
this are clear and dire, as evidenced by persistent achievement,
access, and expectation gaps within the academy. Scholars of color
(SOC), at all stages, but particularly during doctoral training,
frequently struggle to not just survive, but to thrive, in the
academy. Too many fail to earn their doctoral degree, with many
wearing the All But Dissertation (ABD) as a badge of honor.
Although ABD is not a degree, many scholars of color receive
inadequate mentoring, often substandard in comparison to the
hand?holding White students receive, which leaves far too many
doctoral students of color lost, bewildered, angry, indignant, and
defeated. This righteous indignation is justified, but excused away
using the myth of meritocracy and colorblind notions of success;
followed by a myriad of problems steeped with victim blaming, as
noted in the classic Presumed Incompetent: The Intersections of
Race and Class for Women in Academia (Gutierrez y Muhs, Niemann,
Gonzalez, & Harris, 2012). The aforementioned work was not the
first treatise on higher education and how the non?status quo,
along with those grappling with oppression and double standards,
experience the profession called higher education. Moreover, The
Chilly Climate (Sandler, Silverberg, & Hall, 1996) report,
which focused on females, was also telling, but not enough was
addressed and disclosed about females of color, until version two.
But these issues do not stop with females of color, but instead,
extend to all faculty of color. R.A.C.E. Mentoring, a social media
Facebook group, with several subgroups (see Figures 1 and 2) was
created by Donna Y. Ford, Michelle Trotman Scott, and Malik S.
Henfield in 2013, to tackle the numerous thorny and contentious
issues and challenges in higher education. We began by
intentionally attending to the needs of students enrolled at mostly
White universities, as well as those who attended historically
Black colleges and universities, while keeping the unique nuances
and challenges of each setting in mind. We wanted scholars of color
to thrive in both. Fondly and affectionately called RM, our charge
and challenge is to affirm the dignity and worth of scholars of
color. Additionally, we recognize that there are scholars outside
of academe, and their contributions as well to impact and affect
change for Black and Brown people inside and outside of academe
need to be acknowledged. These scholars are community organizers,
activists, P?12 teachers, and families. It truly takes a village...
Rejection. Loss. Confusion. Pain. Our past and our future are
intertwined. Each distinct memory becomes one life. What once hurt,
eventually heals, and the lesson (or lessons) to be learned becomes
one with our soul and our spirit. Our experiences provide strength
instead of destruction. Our great-grandmothers, grandmothers,
mothers -- all women of power who came before us -- were great
descendants of the coastal lands of West Africa. They arrived in
strange lands with their Gumbo - -their memories, rhythms,
ingenuity, creativity, strength, and compassion. Their lived
stories and conversation were recipes mixed with unique
combinations of ingredients, dropped into the cast iron pot --
stirred, dropped in, seasoned, dropped in, stirred again, and
again, and again, until done. This Gumbo is savory like the soul,
carefully prepared, recipes rich with what our foremothers brought
with them from their homeland. They brought the best of what they
had to offer. Gumbo or Gombo is a Bantu word meaning `okra'. Okra
is a rich vegetable that serves as the base (or gravy) for a
delicately prepared stew. (Today's Gumbo cooks use a `roux' as the
base- see the recipe on page 3). Gumbo's West African origins have
been modified over the past two centuries by people of varied
ancestry: Native American, German, Spanish, and French (Moss,
2014). It is essential to understand the manner in which Gumbo is
prepared: each ingredient must be placed into the stew at its
specified time so that it can cook in and savor its own flavor.
When completed, Gumbo is usually served over grits or rice. Gumbo
has become a cornerstone of life in African-descended communities
across the south and southwest spanning from South Carolina to
Louisiana and Texas. Gumbo is a treasure... a reminder of the
greatness that lived in the village in a time of strength and
abundance...a reminder of the resilience and richness of our people
over generations. This book -- a collection of memoirs written by
Women of Color is shared to inspire and motivate readers. The
authors of these precious, soulful stories are from across the
globe and represent various backgrounds and professions. What these
women have in common, though, is their drive to tell their story.
Stories of pain, discovery, strength, and stories of beginnings.
Many of the experiences, as difficult as they may have been, made
the women who they are today. Telling these stories to a new
generation will empower and encourage them in their experiences no
matter how troubling or challenging (Harris, 2015). These stories,
like our foremothers offering their Gumbo, present the best these
women have to offer. These authors want the world to know that deep
inside of each of us is a rich, vibrant, purposeful beginning. As
our lives develop and we are "stirred and stirred again", like
Gumbo, our experiences begin to shape who we are and who we become.
When the stirring is complete, a comforting meal -- one that says
no matter what has gone into the dish, it's going to be amazingly
magnificent!! The authors hope these stories will inspire and
motivate girls and Women of Color to trust their experiences --
whether good or bad -- to help them become. Our becoming means that
after all that life has thrown our way, we are strong, purposeful,
and powerful people who are a great treasure to a world that
sometimes rejects and ignores our existence. Embedded in this book
are stories of abuse and triumph, sadness and victory,
disappointment and resilience, discovery and victory. We are very
proud to be the keepers of these rich recipes. They represent the
first in what we hope will become a collection or series of
inspirational memoirs that will be shared to help others live out
their destiny and become the women they were born to be.
Rejection. Loss. Confusion. Pain. Our past and our future are
intertwined. Each distinct memory becomes one life. What once hurt,
eventually heals, and the lesson (or lessons) to be learned becomes
one with our soul and our spirit. Our experiences provide strength
instead of destruction. Our great-grandmothers, grandmothers,
mothers -- all women of power who came before us -- were great
descendants of the coastal lands of West Africa. They arrived in
strange lands with their Gumbo - -their memories, rhythms,
ingenuity, creativity, strength, and compassion. Their lived
stories and conversation were recipes mixed with unique
combinations of ingredients, dropped into the cast iron pot --
stirred, dropped in, seasoned, dropped in, stirred again, and
again, and again, until done. This Gumbo is savory like the soul,
carefully prepared, recipes rich with what our foremothers brought
with them from their homeland. They brought the best of what they
had to offer. Gumbo or Gombo is a Bantu word meaning `okra'. Okra
is a rich vegetable that serves as the base (or gravy) for a
delicately prepared stew. (Today's Gumbo cooks use a `roux' as the
base- see the recipe on page 3). Gumbo's West African origins have
been modified over the past two centuries by people of varied
ancestry: Native American, German, Spanish, and French (Moss,
2014). It is essential to understand the manner in which Gumbo is
prepared: each ingredient must be placed into the stew at its
specified time so that it can cook in and savor its own flavor.
When completed, Gumbo is usually served over grits or rice. Gumbo
has become a cornerstone of life in African-descended communities
across the south and southwest spanning from South Carolina to
Louisiana and Texas. Gumbo is a treasure... a reminder of the
greatness that lived in the village in a time of strength and
abundance...a reminder of the resilience and richness of our people
over generations. This book -- a collection of memoirs written by
Women of Color is shared to inspire and motivate readers. The
authors of these precious, soulful stories are from across the
globe and represent various backgrounds and professions. What these
women have in common, though, is their drive to tell their story.
Stories of pain, discovery, strength, and stories of beginnings.
Many of the experiences, as difficult as they may have been, made
the women who they are today. Telling these stories to a new
generation will empower and encourage them in their experiences no
matter how troubling or challenging (Harris, 2015). These stories,
like our foremothers offering their Gumbo, present the best these
women have to offer. These authors want the world to know that deep
inside of each of us is a rich, vibrant, purposeful beginning. As
our lives develop and we are "stirred and stirred again", like
Gumbo, our experiences begin to shape who we are and who we become.
When the stirring is complete, a comforting meal -- one that says
no matter what has gone into the dish, it's going to be amazingly
magnificent!! The authors hope these stories will inspire and
motivate girls and Women of Color to trust their experiences --
whether good or bad -- to help them become. Our becoming means that
after all that life has thrown our way, we are strong, purposeful,
and powerful people who are a great treasure to a world that
sometimes rejects and ignores our existence. Embedded in this book
are stories of abuse and triumph, sadness and victory,
disappointment and resilience, discovery and victory. We are very
proud to be the keepers of these rich recipes. They represent the
first in what we hope will become a collection or series of
inspirational memoirs that will be shared to help others live out
their destiny and become the women they were born to be.
Five decades ago, I was challenged to read the Moynihan Report
(1965). Then and now, I take issue with much of the content, which
smacks of deficit thinking, blaming the victim, and a blindness or
almost total disregard for how systemic racism and social
injustices contribute to family structures. I recall being
professionally and personally offended by interpretations of
single?parent families, which were often negative and hopeless.
Moral development, criminal activity, poor educational outcomes,
poverty, and apathy of many kinds were placed squarely on the
shoulders of these families, especially if the families were/are
headed by Black mothers. Eurocentric and middle class notions of
`real' families like those depicted on TV shows and movies
dominate, then and now, what is deemed healthy in terms of family
structures - with the polemic conclusion that nuclear families are
the best and sometimes only structure in which children must be
raised. These colorblind, economic blind, and racist blind studies,
reports, theories, and folktales have failed to do justice to the
families in which there is one caregiver. Their stories of woe and
mayhem make the news and guide policies and procedures. The stories
of children who have been resilient have been unheard and silenced,
they have been under?reported and relegated to the status of
`exception to the rule'. Perhaps they are exceptions, but there are
more exceptions than we may know. This book is designed with those
stories of resilience and success in mind. The book is not an
attempt to glorify single?parent families, but such families are
prevalent and increasing. High divorce rates are impactful. And
some parents have chosen to not marry, which is their right. While
not glorifying single?parent families, we are also not demonizing
them or telling their stories void of context. Yes, income will
often be low(er), time will be compromised when divided between
offspring, work, and other obligations. Likewise, we are not
glorifying two?parent families as being ideal; their context
matters too. How healthy are married couples who don't really love
or even like each other? How healthy are those parents who have
separate sleeping arrangements/bedrooms? How healthy are those
families who have oppositional parenting styles and goals for their
children? This is the 50th anniversary of the Moynihan Report, and
I am concerned that another 50 years will pass that fails to
balance out the stories of single?parent families, mainly those
whose children succeed and defy the odds so often unexpected of
them. I agree with Cohen, co?author of the updated report: ""The
preoccupation with strengthening marriage as the best route to
reducing poverty and inequality has been a policymaking folly".
Further, 50 years after Moynihan released the controversial report,
The Negro Family: The Case for National Action, a new brief by the
Institute for Women's Policy Research (IWPR) and the Council on
Contemporary Families (CCF) titled, ""Moynihan's Half Century: Have
We Gone to Hell in a Hand Basket?,"" finds that the changes in
family structure that concerned him have indeed continued, becoming
widespread among Whites as well, but that they do not explain
recent trends in poverty and inequality. In fact, a number of the
social ills Moynihan assumed would accompany these changes in
family structure-such as rising rates of poverty, school failure,
crime, and violence-have instead decreased.
A Second Helping of Gumbo for the Soul is a collection of essays,
stories, and narratives designed to inspire and empower women of
color through the use of storytelling and narratives. This second
edition is a sequel to the first Gumbo for the Soul and includes
more...
This book of matrices with Black boys as the main character is
designed to help gifted and talented education teachers leverage
Black boys' identities to inform and shape how they plan and
deliver curriculum and instruction and manage the multicultural,
democratic, and culturally responsive classroom. Ford and
colleagues (2005) spoke to the notion of and need for
'self-reflective instruction.' We argue that all teachers must want
to and learn how to legitimize the "everyday" experiences that are
learned and cultivated in the homes and communities of Black boys,
and how these experiences shape their self-identities and
contribute to agency (Wright, Counsell, & Tate 2015). We,
therefore, advocate for the rethinking of literacies by
repositioning White-centered texts that often reflect and represent
power and privilege toward centering the brilliance of Black
identities of Black children in general, Black boys in particular.
Black boys (of all ages) want to and need to physically see
positive images of themselves in books reflected at them. This
representation, we argue, has the potential to become an example of
a compelling counter-narrative to the history of the "all-White
world" (Larrick, 1965) of children's books that only presented
Black characters as "objects of ridicule and generally inferior
beings" (Sims Bishop 2012, p. 6). When Black boys see themselves
portrayed visually, textually, and realistically in children's
books, vital messages of recognition, value, affirmation, and
validation are conveyed. Recognition of the sociocultural contexts
in which they live is celebrated. Books for and about Black boys
must be rigorous, authentic, multicultural, and developmentally
appropriate to allow them to synthesize what they have read, heard,
and seen during literacy instruction in authentic and meaningful
ways. Multicultural books must introduce children to information
about the values of justice, fairness, and equity. Developmentally
appropriate books should vary with and adapt to the age,
experience, and interests of gifted and talented Black boys to
allow them the opportunity to demonstrate critical thinking,
textual analysis skills and convey conceptual knowledge. These
stories must expose Black boys to culturally relevant counter
stories -- stories that counteract the dominant discourse that has
primarily depicted Black boys as "at risk" versus placed at risk;
"without hope" versus hopeful; or "out of control and dangerous"
(Tatum, 2005, p. 28) versus developing self-control like all other
children (Wright et al., 2018).
A Second Helping of Gumbo for the Soul is a collection of essays,
stories, and narratives designed to inspire and empower women of
color through the use of storytelling and narratives. This second
edition is a sequel to the first Gumbo for the Soul and includes
more...
This book of matrices with Black boys as the main character is
designed to help gifted and talented education teachers leverage
Black boys' identities to inform and shape how they plan and
deliver curriculum and instruction and manage the multicultural,
democratic, and culturally responsive classroom. Ford and
colleagues (2005) spoke to the notion of and need for
'self-reflective instruction.' We argue that all teachers must want
to and learn how to legitimize the "everyday" experiences that are
learned and cultivated in the homes and communities of Black boys,
and how these experiences shape their self-identities and
contribute to agency (Wright, Counsell, & Tate 2015). We,
therefore, advocate for the rethinking of literacies by
repositioning White-centered texts that often reflect and represent
power and privilege toward centering the brilliance of Black
identities of Black children in general, Black boys in particular.
Black boys (of all ages) want to and need to physically see
positive images of themselves in books reflected at them. This
representation, we argue, has the potential to become an example of
a compelling counter-narrative to the history of the "all-White
world" (Larrick, 1965) of children's books that only presented
Black characters as "objects of ridicule and generally inferior
beings" (Sims Bishop 2012, p. 6). When Black boys see themselves
portrayed visually, textually, and realistically in children's
books, vital messages of recognition, value, affirmation, and
validation are conveyed. Recognition of the sociocultural contexts
in which they live is celebrated. Books for and about Black boys
must be rigorous, authentic, multicultural, and developmentally
appropriate to allow them to synthesize what they have read, heard,
and seen during literacy instruction in authentic and meaningful
ways. Multicultural books must introduce children to information
about the values of justice, fairness, and equity. Developmentally
appropriate books should vary with and adapt to the age,
experience, and interests of gifted and talented Black boys to
allow them the opportunity to demonstrate critical thinking,
textual analysis skills and convey conceptual knowledge. These
stories must expose Black boys to culturally relevant counter
stories -- stories that counteract the dominant discourse that has
primarily depicted Black boys as "at risk" versus placed at risk;
"without hope" versus hopeful; or "out of control and dangerous"
(Tatum, 2005, p. 28) versus developing self-control like all other
children (Wright et al., 2018).
Studying Diversity in Teacher Education is a collaborative effort
by experts seeking to elucidate one of the most important issues
facing education today. First, the volume examines historically
persistent, yet unresolved issues in teacher education and presents
research that is currently being done to address these issues.
Second, it centers on research on diverse populations, bringing
together both research on diversity and research on diversity in
teacher education. The contributors present frameworks,
perspectives and paradigms that have implications for reframing
research on complex issues that are often ignored or treated too
simplistically in teacher education literature. Concluding the
volume with an agenda for future research and a guide for preparing
teachers for diversity education in a global context, the
contributors provide a solid foundation for all educators. Studying
Diversity in Teacher Education is a vital resource for all those
interested in diversity and education research.
The first-ever study of African American giftedness at the
collegiate level, focusing on two extraordinary case studies. At a
time when so many studies of African American students focus on the
factors of failure, Academically Gifted African American Male
College Students fills a conspicuous void in the research
literature on post-secondary education by focusing on success. Like
no other work before it, this remarkable study goes deep inside the
experiences of academically gifted African American men who
successfully navigate their way through rigorous college-level
programs. At the heart of the unique and long overdue work are two
real-life stories of African American male students: one at a
Historically Black College and University (HBCU) and the other at a
Traditionally White Institution (TWI). In presenting, comparing,
and contrasting these two cases, the book identifies a number of
personal characteristics and institutional approaches driving their
notable achievements. The result is a guidebook both for gifted
African American male students and for the institutions looking to
strengthen their support for them—particularly in science,
technology, engineering, and mathematics (STEM) disciplines.
Bridging the fields of gifted and multicultural education, this
pathbreaking volume provides a comprehensive and practical resource
for raising the expectations and level of instruction for gifted
minority students. The authors offer case studies of multicultural
gifted education in practice and suggest methods for "best
practice" for classroom teachers. Also included are sample
activities, guidelines and a checklist to help evaluate current
multicultural education programs. Preparing students for an
increasingly diverse world is now a goal of most school districts,
and this volume will help educators to modify their curricula and
educational practices to ensure that this goal becomes a reality.
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