Two excellent publications i would recommend:
Asians in Britain
Rozina Visram
Paperback - 504 pages 2nd Ed (April 2002)
Pluto Press; ISBN: 0745313736
And
Roots of the Future: Ethnic diversity in the making of
Britain (CRE)
A large-format book showing how Britain has benefited from
immigration and ethnic diversity throughout its history. With over
200 colour and monochrome illustrations (1996) 144pp large
format. ISBN 1 85442 179 4. £9.95
Best wishes
Mohammed
On 29 Jul 2002, at 14:36, Naseem Zaman wrote:
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> Susanna
>
> U may find this to be useful - though a rather long document!
> Naseem
>
> At 14:18 29/07/02 +0100, you wrote:
> >Thanks, Andy.
> >
> >Susanna.
> >
> >
> >Susanna Hancock
> >Equal Opportunities Manager
> >Human Resource Services
> >Middlesex University
> >Trent Park, Bramley Road
> >London N14 4YZ
> >Telephone: (+44) 020 8411 6873
> >Mobile phone: 07946 411874
> >Email: [log in to unmask]
>
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> CENTRE}{\author Resource Room}{\operator University of
> Bradford}{\creatim\yr2002\mo7\dy29\hr14\min32}{\revtim\yr2002\mo7\dy29
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> }}{\*\pnseclvl1\pnucrm\pnstart1\pnindent720\pnhang{\pntxta
> .}}{\*\pnseclvl2\pnucltr\pnstart1\pnindent720\pnhang{\pntxta
> .}}{\*\pnseclvl3\pndec\pnstart1\pnindent720\pnhang{\pntxta
> .}}{\*\pnseclvl4\pnlcltr\pnstart1\pnindent720\pnhang{\pntxta )}}
> {\*\pnseclvl5\pndec\pnstart1\pnindent720\pnhang{\pntxtb (}{\pntxta
> )}}{\*\pnseclvl6\pnlcltr\pnstart1\pnindent720\pnhang{\pntxtb
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> )}}{\*\pnseclvl9\pnlcrm\pnstart1\pnindent720\pnhang{\pntxtb (}{\pntxta
> )}}\pard\plain \qc\widctlpar\adjustright \lang2057\cgrid
> {\b\f1\fs22\lang1033 HEEU RESOURCE CENTRE \par REFERENCE LIST \par
> KEYWORD(S): LIKE 'RACE/ETHNICITY'}{\f1\fs22\lang1033 \par \par }\pard
> \fi-720\li720\sa240\widctlpar\adjustright {\f1\fs22\lang1033 NIACE.
> (1995). }{\i\f1\fs22\lang1033 }{\i\f1\fs20\lang1033 Adult Learning
> Critical Intelligence and Social Change}{\i\f1\fs22\lang1033 .
> }{\f1\fs22\lang1033 }{\f1\fs20\lang1033 Leicester}{\f1\fs22\lang1033
> : }{\f1\fs20\lang1033 NIACE}{\f1\fs22\lang1033 .\line
> }{\b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033 In the last 15 years,
> adult education has been subject to restructuring around the promotion
> of market forces, moving away from the agenda of education for
> transformation towards a narrower agenda of meeting vocational needs.
> In the process, it has becom e
> demonstrably less neutral and more overtly controversial, more vital
> than ever in providing essential skills and knowledge and in
> developing alternative visions for democratic social change. This
> book reviews the context of these developments and focuse
> s on contemporary debates in workplace- and community-based approaches
> on women and ethnic minority communities. \par Anti-Racism in the
> workplace - Resource Pack}{\f1\fs22\lang1033 . 2000.
> }{\f1\fs20\lang1033 Dublin}{\f1\fs22\lang1033 , }{\f1\fs20\lang1033
> IBEC/CIF/Equality Authority}{\f1\fs22\lang1033 . \line
> }{\b\f1\fs22\lang1033 Notes}{\f1\fs22\lang1033 : }{ \f1\fs20\lang1033
> This aims to; give a general introduction to r acism and to tackle
> racism in the workplace; promote diversity and interculturalism;
> provide ideas for activities to counteract racism at organisation
> level; and provide resource and contact material to facilitate further
> work on the issue of racism.
>
> \par Commission report on the implementation of the Action Plan
> against Racism - Mainstreaming the fight against
> racism}{\f1\fs22\lang1033 . 1-44. 1999. }{\f1\fs20\lang1033
> Luxembourg}{\f1\fs22\lang1033 , }{\f1\fs20\lang1033 European
> Commission}{ \f1\fs22\lang1033 . \par }{\b\f1\fs22\lang1033
> Notes}{\f1\fs22\lang1033 : }{\f1\fs20\lang1033 This report focuses on
> the implementation of the Action Plan against Racism and, in this c
> ontext, on the application of the 'mainstreaming'/integration of the
> anti-racism dimension into the different sectors of Community policy.
> It is a preliminary factual report based on the contributions of 18
> Commission departments concerning their respecti ve activities in the
> fight against racism. \par }{\f1\fs22\lang1033 Anonymous. Anonymous.
> }{\f1\fs20\lang1033 Do you belong here: Issues of Age, Class, Race and
> Sexuality in Higher Education in Ireland}{\f1\fs22\lang1033 .
> }{\f1\fs20\lang1033 HEEU}{\f1\fs22\lang1033 . (2001). \line }{
> \b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033 This paper focuses on
> work with which the Higher Education Equality Unit ( HEEU) is involved
> in four areas of inequality within higher education in Irish third
> level institutions: Class, Age, Race and Sexuality. Although the HEEU
> works to promote equality for both staff and students in a much
> broader range of issues, this paper focuses primarily on students
> experience discrimination and inequality in relation to their class,
> age, race or sexuality. \par ECRI and Its Programme of
> Activities}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033 Council of
> Europe}{\f1\fs22\lang1033 . (1999). \line }{\b\f1\fs22\lang1033
> Notes: }{\f1\fs20\lang1033 Short summary of the ECRI (European
> Commission against Raci sm and Intolerance) and its programme of
> activities from the end of 1998 to mid-1999. \par }{\f1\fs22\lang1033
> Hagendoorn & Nekuee (eds). (1999). }{\i\f1\fs22\lang1033
> }{\i\f1\fs20\lang1033 Education and Racism. A Cross National
> Inventory of Positive Effects of Education on Ethnic
> Tolerance}{\i\f1\fs22\lang1033 . }{\f1\fs22\lang1033 }{
> \f1\fs20\lang1033 England}{\f1\fs22\lang1033 : }{\f1\fs20\lang1033
> Ashgate}{\f1\fs22\lang1033 .\line }{\b\f1\fs22\lang1033 Notes:
> }{\f1\fs20\lang1033 Thi s book gives an inventory of factors
> contributing to ethnic prejudice in seven countries and the role of
> formal education among them on the basis of national surveys. It
> appears that education is crucial in all the countries surveyed and
> contributes to mo r e tolerant views of ethnic and national minorities
> in Western European countries, Poland and the United States. The
> positive effects of education, however, do not always counter the
> negative effects of personality characteristics and conservative
> values o n ethnic prejudice. Moreover, the negative effects of less
> formal education may be reinforced by perceived economical competition
> of ethnic minorities and thereby further bolster prejudiced views of
> the less educated. This indicates that formal educatio n alone is not
> sufficient to change prejudiced views. Other forms of socialization
> and transmitting of values leading to open mindedness, and the ability
> to secure one's economic position have to support the positive effects
> of formal education as well.
>
> \par }{\f1\fs22\lang1033 Paige, Michael, R (ed). (1993).
> }{\i\f1\fs22\lang1033 }{\i\f1\fs20\lang1033 Education for the
> Intercultural Experience.}{\i\f1\fs22\lang1033 }{\f1\fs22\lang1033
> }{\f1\fs20\lang1033 Maine USA}{\f1\fs22\lang1033 : }{
> \f1\fs20\lang1033 Intercultural Press inc}{\f1\fs22\lang1033 .\line
> }{\b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033 Bringing together
> some of the best and most insightful writing and scholarship in the
> field of intercultural education and training, thi s book is based on
> two fundamental premises; (1) intercultural experiences are
> emotionally intense and profoundly challenging and (2) education for
> intercultural experience requires content and pedagogy radically
> different from traditional instructional p ractices. \par Eliminating
> Racism through Positive images}{\f1\fs22\lang1033 .
> }{\f1\fs20\lang1033 WGARICR}{\f1\fs22\lang1033 . (2001). \line
> }{\b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033 Most of the resources
> produced for children portray images of white, European communities
> and they ignore the existence of black people or portray them in a
> negative way. Child ren pick up these messages about skin colour at a
> very early age. By the time adulthood has been reached these messages
> have become beliefs and attitudes which foster resentment, hostility
> and suspicion against black people. Everybody loses. \par Ethnic and
> Racial Studies Newsletter}{\f1\fs22\lang1033 . 2000.
> }{\f1\fs20\lang1033 Dublin}{\f1\fs22\lang1033 , }{\f1\fs20\lang1033
> Dept. of Sociology, TCD}{\f1\fs22\lang1033 . \line Notes:
> }{\f1\fs20\lang1033 Newsletter of the MPhil in Ethnic and Racial
> Studies, TCD. \par European Commission against Racism and Intolerance
> - Compilation of ECRI's General Policy
> recommendations}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033
> ECRI}{\f1\fs22\lang1033 . (2001). \line }{\b\f1\fs22\lang1033 Notes:
> }{\f1\fs20\lang1033 As part of its activity on general themes, ECRI is
> working on a series of general policy recommendations for the
> governments of all member States. They cover the main areas of racism
> and intolerance and provide basic guidelines for the development o f
> comprehensive national policies. \par European Race Bulletin (1993
> \endash 2000)}{\f1\fs22\lang1033 . }{\i\f1\fs22\lang1033
> }{\i\f1\fs20\lang1033 Eeuropean Race Bulletin}{\i\f1\fs22\lang1033 ,
> }{\f1\fs22\lang1033 \line }{\b\f1\fs22\lang1033 Notes:
> }{\f1\fs20\lang1033 Monthly Journal dealing with racism in Europe \par
> }{\f1\fs22\lang1033 Finkelstein, B and Eder, E (eds). (1998).
> }{\i\f1\fs22\lang1033 }{\i\f1\fs20\lang1033 Hidden Messages.
> Instructional Materials for Investigating
> Culture.}{\i\f1\fs22\lang1033 }{\f1\fs22\lang1033
> }{\f1\fs20\lang1033 Maine USA}{ \f1\fs22\lang1033 :
> }{\f1\fs20\lang1033 Intercultural Inc Press}{\f1\fs22\lang1033 .\line
> }{\b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033 This book presents
> four units to support teachers in the integration of cultural content
> into their curriculum.
>
> \par }{\f1\fs22\lang1033 Woodrow et al. (1997). }{\i\f1\fs22\lang1033
> }{\i\f1\fs20\lang1033 Intercultural Education: Theories, Policies and
> Practice}{\i\f1\fs22\lang1033 . }{\f1\fs22\lang1033
> }{\f1\fs20\lang1033 England}{\f1\fs22\lang1033 : }{ \f1\fs20\lang1033
> Ashgate}{\f1\fs22\lang1033 .\line }{\b\f1\fs22\lang1033 Notes:
> }{\f1\fs20\lang1033 This book seeks to capture the complexity and
> breadth of intercultural studies in the modern world. It presents
> views of this debate from many quarters of Europe...Education as a
> major socialising agent, must assume responsibility for f orwarding a
> world curriculum, an education for all, a quality education for all.
> This requires knowledge, understanding and an acceptance of varying
> perceptions and identities, all valid and 'right' in their content.
> Contrasts and varying conceptualisat ions are natural and sustainable,
> even individuals are now only temporarily and momentarily defined,
> individual cultures are constantly in flux and development in a world
> of continuous transformation and movement. \par }{\f1\fs22\lang1033
> }{\f1\fs20\lang1033 Irish Journal of Feminist
> Studies}{\f1\fs22\lang1033 . }{\i\f1\fs22\lang1033
> }{\i\f1\fs20\lang1033 Irish Journal of Feminist
> Studies}{\i\f1\fs22\lang1033 , }{\i\f1\fs20\lang1033
> 4}{\i\f1\fs22\lang1033 , 2001}{ \f1\fs22\lang1033 \line
> }{\b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033
> This journal is testimony to the determination of feminists to better
> understand women's lives - in all our diversity and complexity -
> through encouraging research and analysis from a feminist perspective
> in Ir
> eland and in the world. With this issue the editors seek to include
> some articles that both reflect and influence changing events and
> strategies in Ireland. These articles provide us with the analytical
> tools to deal with problems which are of critical im portance in
> feminist theory - racism, violence, the denigration of women's and
> girl's experience in patriarchal societies, the influence of
> international movements in shaping discourse in Ireland. \par
> M.A.Paludi}{\f1\fs22\lang1033 . (1990). }{\f1\fs20\lang1033 Ivory
> Power: Sexual Harassment on Campus}{\f1\fs22\lang1033 .
> }{\f1\fs20\lang1033 Albany}{\f1\fs22\lang1033 : }{\f1\fs20\lang1033
> State University of New York Press}{\f1\fs22\lang1033 . }{
> \f1\fs20\lang1033 1}{\f1\fs22\lang1033 p. }{\f1\fs20\lang1033
> Psychology of Women}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033
> 0-7914-0458-7}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033
> 1}{\f1\fs22\lang1033 .\line }{\b\f1\fs22\lang1033 Notes: }{
> \f1\fs20\lang1033 This book discusses current research and theory on
> sexual harassment on college campuses. It takes a sociological
> perspective to understanding and elimina ting sexual harassment. It
> also addresses the interface of racism and sexism on college campuses,
> the legal issues involved in academic sexual harassment cases, and
> suggestions for handling complaints of sexual harassment in campus
> settings. \par T.Bunyan}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033 Key
> texts on justice and home affairs in the European Union. Volume 1
> (1976-1993) From Trevi to Maastricht}{\f1\fs22\lang1033 .
> }{\f1\fs20\lang1033 Statewatch}{\f1\fs22\lang1033 . (1997). }{
> \f1\fs20\lang1033 1}{\f1\fs22\lang1033 , }{\f1\fs20\lang1033
> 1}{\f1\fs22\lang1033 p. \line }{\b\f1\fs22\lang1033 Notes:
> }{\f1\fs20\lang1033 60 reports and documents on policing, immigration
> and asylum, Ad Hoc Group on Immigration, legal co-operation,
> the Trevi group and 'acquis' the Schengen Agreement and 'acquis' \par
> }{\f1\fs22\lang1033 Mintz B and Rothblum E (eds). (1997).
> }{\i\f1\fs22\lang1033 }{\i\f1\fs20\lang1033 Lesbians in Academia.
> Degrees of Freedom.}{\i\f1\fs22\lang1033 }{\f1\fs22\lang1033
> }{\f1\fs20\lang1033 New York, London}{\f1\fs22\lang1033 : }{
> \f1\fs20\lang1033 Routledge}{\f1\fs22\lang1033 .\line
> }{\b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033 This book reexamines
> and redefines the changing roles of lesbian academics. Tracing the
> personal narratives of over thirty women this volume forges new
> territories of possibility. Bold dialogue is presented, historically
> spanning the past fifteen years,
> illustrating the commonalities and differences of experience, as well
> as the influences of race, class, age and ethnicity. An engaging and
> important contribution, this collection is the first of its kind.
> \par }{\f1\fs22\lang1033 Modood, Tariq and Acland, Tony (eds). (1998).
> }{\i\f1\fs22\lang1033 }{\i\f1\fs20\lang1033 Race and Higher
> Education. Experiences, Challenges and Policy
> Implications}{\i\f1\fs22\lang1033 . }{\f1\fs22\lang1033
> }{\f1\fs20\lang1033 London}{\f1\fs22\lang1033 : }{\f1\fs20\lang1033
> Policy Studies Institute}{\f1\fs22\lang1033 .\line
> }{\b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033 This collection of
> essays opens up the study of ethnic minorities in higher education,
> shifting attention from underachievement to the condi tions of
> success. The contributors first identify and explain recent trends in
> patterns of achievement and disadvantage amongst ethnic minorities in
> the British education system. They then analyse the perceptions of
> ethnic minorities about higher educat i on, and their experience
> within higher education institutions. Finding from new surveys of
> students and staff are presented, and for the first time examination
> performance and exam marking is analysed by ethnicity. This book
> concludes by drawing upon th is new research in order to identify
> effective educational policies to create more open, plural and
> inclusive higher educational institutions. \par Raising Awareness:
> Diversity and Racism (An activity pack for schools and youth
> workers)}{\f1\fs22\lang1033 . (2001) }{\f1\fs20\lang1033 available
> online at www.equalityni.org and
> http://homepage.eircom.net/racismctee}{\f1\fs22\lang1033 , }{
> \f1\fs20\lang1033 The Equality Commission for Northern Ireland and The
> National Consultative Committee on Racism and
> Interculturalism}{\f1\fs22\lang1033 . \line }{\b\f1\fs22\lang1033
> Notes}{\f1\fs22\lang1033 : }{\f1\fs20\lang1033 This activity pack aims
> to provide a range of ideas for those wo rking with young people in
> schools or more informal education settings who are interested in
> exploring cultural diversity and raising awareness about racism. This
> pack is consistent with the preparations for forthcoming public
> awareness programmes to high l ight racism in Ireland. This pack is
> being produced in an accessible format so that those who use it will
> be able to add their own materials and resources. The pack will be
> updated from time to time. The pack and updates will be available
> through the webs ites of the Equality Commission for Northern Ireland
> and the NCCRI. \par Submission on the Equal Status Bill 1999 from the
> National Consultative Committee on Racism and
> Interculturalism}{\f1\fs22\lang1033 . 1999. }{\f1\fs20\lang1033
> Dublin}{\f1\fs22\lang1033 , }{\f1\fs20\lang1033 Dept. of Justice,
> Equality and Law Reform}{ \f1\fs22\lang1033 . \line
> }{\b\f1\fs22\lang1033 Notes}{\f1\fs22\lang1033 : }{\f1\fs20\lang1033 A
> key con cern of the National Consultative Committee in recent months
> ha been to support and enhance the Equal Status Bill. The following
> submission is based on research that the NCCRI commissioned from the
> Law School in Trinity College, Dublin that was subsequent ly presented
> and discussed at a public meeting held in the Russell Court Hotel on
> May 19th 1999. \par Third Meeting of the NGO Resource Group Srasbourg,
> 8-9 March, 2000}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033 Council of
> Europe}{\f1\fs22\lang1033 . (2000). \line }{\b\f1\fs22\lang1033
> Notes: }{\f1\fs20\lang1033 This document contains the report of the
> third meeting of the NGO resource group constituted to contribute to
> the preparations for the European Conference against racism and
> accompanying NGO Forum which will take place, respectively, 11-13
> October 2000 and 10 -11 October 2000, in advance of the World Conferen
> ce against racism, racial discrimination, xenophobia and related
> intolerance. \par }{\f1\fs22\lang1033 Davidson Marilyn J and Burke,
> Ronald J (eds). (2000). }{\i\f1\fs22\lang1033 }{\i\f1\fs20\lang1033
> Women in Management. Current Research Issues. Volume
> II}{\i\f1\fs22\lang1033 . }{\f1\fs22\lang1033 }{\f1\fs20\lang1033
> UK}{ \f1\fs22\lang1033 : }{\f1\fs20\lang1033 Sage Publications
> Ltd}{\f1\fs22\lang1033 .\line }{\b\f1\fs22\lang1033 Notes:
> }{\f1\fs20\lang1033 This is a collection of essay s that review the
> major problems facing women in management. Key topics include global
> perspectives on women in business; career development concerns; race
> and gender issues; future of the glass ceiling; review of 'management
> of diversity'; masculinity o f management; future organisational and
> governmental initiatives on women in management \par
> }{\f1\fs22\lang1033 Brinker-Gabler, Gisela and Smith, Sidonie (eds.)
> (1997). }{\i\f1\fs22\lang1033 }{\i\f1\fs20\lang1033 Writing New
> Identities: Gender, Nation and Immigration in Contemporary
> Europe}{\i\f1\fs22\lang1033 . }{\f1\fs22\lang1033 }{
> \f1\fs20\lang1033 Minneapolis}{\f1\fs22\lang1033 :
> }{\f1\fs20\lang1033 University of Minnesota Press}{\f1\fs22\lang1033
> .\line }{\b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033 "Once the
> centre from which imperial projects were made, Europe of the late
> twentieth century is being radically remade by the denizens of its
> former colonies. Writing New Identities is a dynamic collection of
> readings of that new top ography and its dramatic demography..." \par
> Aarna,O.}{\f1\fs22\lang1033 1995. }{\f1\fs20\lang1033 Ethnic Origin
> as a Possible Cause for Under-Representation in Higher Education:
> Estonian Case}{\f1\fs22\lang1033 . }{\i\f1\fs22\lang1033
> }{\f1\fs22\lang1033 \line }{\b\f1\fs22\lang1033 Notes: }{
> \f1\fs20\lang1033 This paper, consisting of three sections and
> conclusions, presents Estonian case. The first section gives general
> historical background with emphasis on Soviet period and recent
> demographic developments. The second section presents an overview of
> higher education system in Estonia and recent developments. The third
> section illustrates development of access policies in Estonia. \par
> Ackers,L.}{\f1\fs22\lang1033 (1998). }{\i\f1\fs22\lang1033
> }{\i\f1\fs20\lang1033 Shifting Spaces. Women, citizenship and
> migration within the European Union.}{\i\f1\fs22\lang1033
> }{\f1\fs22\lang1033 }{\f1\fs20\lang1033 Bristol}{\f1\fs22\lang1033 :
> }{ \f1\fs20\lang1033 The Policy Press}{\f1\fs22\lang1033 .\line
> }{\b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033 This book considers
> the impact of the European Union on the citizenship experience of EU
> migrant women. It focuses on the gender dimension of internal
> migration. The author outlines the legal basis of the right of EU
> migrants and the extent to which they are based on gendered notions of
> family life and migration behaviour. Women in 5 member states -
> Sweden, UK, Ireland, Greece and Portugal - were interviewed to examine
> the impact of migration on family, career, identity and social and
> political rights.
>
> \par Alibhai-Brown,Y.}{\f1\fs22\lang1033 (1999).
> }{\i\f1\fs22\lang1033 }{\i\f1\fs20\lang1033 True Colours: Public
> Attitudes to Multiculturalism and the Role of the
> Government}{\i\f1\fs22\lang1033 . }{\f1\fs22\lang1033
> }{\f1\fs20\lang1033 London.}{ \f1\fs22\lang1033 : }{\f1\fs20\lang1033
> Institute for Public Policy Research}{\f1\fs22\lang1033 .\line
> }{\b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033 This book examines
> the need to modernise race and immigration policies. The current conf
> usion over British identity is fuelled by differing political as well
> as cultural agendas. Black and Asian Britons are perceived as
> "problems". A damaging association continues to be made between
> immigration policy and internal race relations . In view
> of this the newly defined areas of race relations and government
> policy as well as new methods of social inclusion are presented by
> the author who points the way to a positive image of multi-ethnic
> Britain.
> \par Angel Productions}{\f1\fs22\lang1033 . (1996).
> }{\f1\fs20\lang1033 The Difference - Diversity at Work - 1. What the
> Photocopier Saw, 2. Real People, Different People}{\f1\fs22\lang1033 .
> \line }{\b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033 Training videos
> accompanied by resource packs dealing with diversity in the workplace.
> \par Area Development Management}{\f1\fs22\lang1033 .
> }{\f1\fs20\lang1033 Traveller Inclusion.}{\f1\fs22\lang1033
> }{\f1\fs20\lang1033 Dublin}{\f1\fs22\lang1033 . (1998).
> }{\f1\fs20\lang1033 Insights}{\f1\fs22\lang1033 . \line
> }{\b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033 "Traveller Inclusion"
> is the third in the series of "Insights" published by ADM, which cover
> various themes and issues within the Local Development Programme. It
> aims to help local partnership groups review their practice in
> relation to Traveller inc lusion and in the development of more
> strategic approaches to inclusion. It allows aims to disseminating
> learning through the partnerships and to influence national policy. It
> covers issues such as Traveller organisations, community development
> work, capa city building and education initiatives. \par
> Bagilhole,B.}{\f1\fs22\lang1033 (1997). }{\i\f1\fs22\lang1033
> }{\i\f1\fs20\lang1033 Equal Opportunities and Social Policy: Issues
> of Gender, Race and Disability}{\i\f1\fs22\lang1033 .
> }{\f1\fs22\lang1033 }{\f1\fs20\lang1033 Essex, UK}{ \f1\fs22\lang1033
> : }{\f1\fs20\lang1033 Addison Wesley Longman Ltd}{\f1\fs22\lang1033
> .\line }{\b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033 This book
> provides a valuable guide to this highly contested and co ntroversial
> area. The unique approach incorporates an examination of three key
> areas; gender, race and disability as both separate oppressions and as
> integral to the concept of 'equal opportunities'. It provides a
> historical overview of the context and prospect for 'equal
> opportunities', drawing on practice and research within social policy.
> \par Beasley,C.}{\f1\fs22\lang1033 (1999). }{\i\f1\fs22\lang1033
> }{\i\f1\fs20\lang1033 What is Feminism? - An Introduction to Feminist
> Theory.}{\i\f1\fs22\lang1033 }{\f1\fs22\lang1033 }{\f1\fs20\lang1033
> London}{\f1\fs22\lang1033 : }{\f1\fs20\lang1033
> SAGE}{\f1\fs22\lang1033 .\line }{\b\f1\fs22\lang1033 Notes:
> }{\f1\fs20\lang1033 The book provides clear explanations of the many
> types of feminism which exist in different Western Societies. She
> outlines the development of liberal, radical and marxist/socialist
> feminisms, reviews the more contemporary influences of psychoanalysis,
> post-modernism, theories of the body and queer theory and attends to
> the on-ging significance of race and ethnicity.
> \par Boucher,G.W.}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033 The Irish
> are friendly, but.... A Report on Racism and International Students in
> Ireland.}{\f1\fs22\lang1033 }{\f1\fs20\lang1033 Irish Council for
> International Students}{\f1\fs22\lang1033 . (1998) \line
> }{\b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033 The result of a
> research study of internation al students in three universities in the
> Republic of Ireland during 1997, this report examines the experiences
> of these students, their perceptions of discrimination and racism and
> their views on Ireland and the Irish. Their personal accounts have
> been pl aced within a historical and contemporary context and, in
> addition, the author offers a theoretical framework on racism in
> Ireland. The report concludes with recommendations from the Irish
> Council for International Students. \par Centre for Research &
> Documentation}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033 Centre for
> Research and Documentation North/South factsheet series: Minority
> Ethnic Groups & Racism}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033
> Centre for Research and Documentation}{\f1\fs22\lang1033 . (1997).
> }{\f1\fs20\lang1033 CRD north/south factsheet
> series}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033 1}{\f1\fs22\lang1033
> .\line }{\b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033 The CRD
> factsheet series Ireland: North/South Compariso ns aims to situate
> Ireland, North and South, in terms of global networks of economic,
> political and ideological power. The theme encourages comparison and
> contrast of different aspects of Irish society, North and South. It
> seeks to stimulate North/South n etworking and solidarity in pursuit
> of social justice and equality in Ireland. The approach suggests that
> the analysis of oppression and inequality in Ireland must be placed in
> all-Ireland context. This report speaks of racism in Ireland. \par
> Centre for research on Ethnic Relations and
> Nationalism}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033
> CEREN}{\f1\fs22\lang1033 . \line }{\b\f1\fs22\lang1033 Notes:
> }{\f1\fs20\lang1033 Pamphlet on CEREN, the Centre for Research on
> Ethnic Relations and Nationalism, \par Centre for research on Ethnic
> Relations and Nationalism}{\f1\fs22\lang1033 . (1999).
> }{\f1\fs20\lang1033 CEREN Newsletter}{\f1\fs22\lang1033 .
> }{\i\f1\fs22\lang1033 }{\i\f1\fs20\lang1033 CEREN
> Newsletter}{\i\f1\fs22\lang1033 , }{\f1\fs22\lang1033 (}{
> \f1\fs20\lang1033 1}{\f1\fs22\lang1033 ). \line }{\b\f1\fs22\lang1033
> Notes: }{\f1\fs20\lang1033 Int roduces the background, structure and
> planned activities of CEREN (the Centre for Research on Ethnic
> Relations and Nationalism). CEREN carries out research and arranges
> postgraduate courses on issues such as racism, immigration,
> xenophobia, discrimination
> and integration
> \par Charlton,J.I.}{\f1\fs22\lang1033 (1998). }{\i\f1\fs22\lang1033
> }{\i\f1\fs20\lang1033 Nothing About Us Without Us. Disability,
> Oppression and Empowerment.}{\i\f1\fs22\lang1033 }{\f1\fs22\lang1033
> }{\f1\fs20\lang1033 Berkeley/Los Angeles/London}{ \f1\fs22\lang1033 :
> }{\f1\fs20\lang1033 University of California Press}{\f1\fs22\lang1033
> .\line }{\b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033 This is the
> first book in the literature of disability to provide a th eoretical
> overview of disability oppression that shows its similarities to, and
> differences from, racism, sexism, and colonialism. James Charlton's
> analysis attacks the traditional view that the (backward) attitudes of
> able-bodied people are the cause of
> disability oppression, arguing instead that these attitudes emerge
> from systems and structures of oppression.
> \par Ch\'e1vez,L.}{\f1\fs22\lang1033 (1998). }{\i\f1\fs22\lang1033
> }{\i\f1\fs20\lang1033 The Color Bind}{\i\f1\fs22\lang1033 .
> }{\f1\fs22\lang1033 }{\f1\fs20\lang1033 Berkeley and Los Angeles,
> California}{\f1\fs22\lang1033 : }{\f1\fs20\lang1033 University of
> California Press}{\f1\fs22\lang1033 .\line }{\b\f1\fs22\lang1033
> Notes: }{\f1\fs20\lang1033 This book recounts the story of
> California's Proposition 209, the political initiative that will
> transform the legal, political, and everyday meaning of civil rights
> for the next generation. The author reveals the complex motivations
> and maneuvers of the people, organisations, and poli tical parties
> involved in the crusade to end affirmative action in California. \par
> Cockburn,C}{\f1\fs22\lang1033 . (1991). }{\f1\fs20\lang1033 In the
> Way of Women: Men's Resistance to Sex Equality in
> Organizations}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033
> Basingstoke}{\f1\fs22\lang1033 : }{\f1\fs20\lang1033 MacMillan}{
> \f1\fs22\lang1033 . }{\f1\fs20\lang1033
> 0-333-54913-9}{\f1\fs22\lang1033 . \line }{\b\f1\fs22\lang1033 Notes:
> }{\f1\fs20\lang1033 The research on which this book is based evaluates
> the part of men, sometimes helping, more often diverting and
> resisting, feminist change in four large organizations. It reveals a
> struggle over the equality agenda: is it to be about sharing power or
> changing power? It shows how women as a
> sex, but also black people, lesbians and gays, and people with
> disabilities, are compelled to hide their 'difference' if they wish
> to claim a right to 'equality'.
> \par Community Work in Ireland: Trends in the 80's; options for the
> 90's}{\f1\fs22\lang1033 . 1989; }{\f1\fs20\lang1033
> Dublin}{\f1\fs22\lang1033 : }{\f1\fs20\lang1033 Combat Poverty
> Agency}{\f1\fs22\lang1033 . \line }{\b\f1\fs22\lang1033 Notes: }{
> \f1\fs20\lang1033 This report is published by the Combat Poverty
> Agency in association with the Community Worker's Co-Operative and the
> community and Youth Work Courses at St. Patrick's College Maynooth. It
> is based on a conference of the same name h eld in Kilkenny. It is a
> collection of the papers specially commissioned for the Kilkenny
> conference together with a summary of the main points emerging from
> the conference. \par Comhlamh}{\f1\fs22\lang1033 . (1996).
> }{\f1\fs20\lang1033 FOCUS on Ireland and the Wider
> World}{\f1\fs22\lang1033 . }{\i\f1\fs22\lang1033
> }{\i\f1\fs20\lang1033 FOCUS on Ireland and the Wider
> World}{\i\f1\fs22\lang1033 , }{\f1\fs22\lang1033 1-43.\line }{
> \b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033 Focus on Ireland and
> the Wider World was established in 1978 and is published three times a
> year, is Ireland's Principle magazine on global development issues.
> \par Commission for Racial Equality in Northern
> Ireland}{\f1\fs22\lang1033 . }{\i\f1\fs20\lang1033 Annual Report and
> Accounts 1998 - 1999.}{\f1\fs22\lang1033 }{\f1\fs20\lang1033
> Commission for Racial Equality for Northern Ireland}{\f1\fs22\lang1033
> . (1999). }{\f1\fs20\lang1033 1}{\f1\fs22\lang1033 .\line
> }{\b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033 Provides background
> information on the Commissioners; outlines the structures, duties and
> objectives of the Commission; describes its promotional work, and the
> assistance it provides to employers, service providers and
> individuals. \par Commission for Racial Equality}{\f1\fs22\lang1033 .
> (1998-2001). }{\f1\fs20\lang1033 Connections}{\f1\fs22\lang1033 .
> }{\i\f1\fs22\lang1033 }{\i\f1\fs20\lang1033
> Connections}{\f1\fs22\lang1033 \line }{\b\f1\fs22\lang1033 Notes:
> }{\f1\fs20\lang1033 Published quarterly by the Commission for Racial
> Equality. This publication discusses race and equality issues. \par
> Commission for Racial Equality in Northern Ireland}{\f1\fs22\lang1033
> . }{\f1\fs20\lang1033 Racial Discrimination, How Can We
> Help?}{\f1\fs22\lang1033 }{\i\f1\fs22\lang1033 }{\i\f1\fs20\lang1033
> multilingual}{\i\f1\fs22\lang1033 ed, }{ \f1\fs22\lang1033
> }{\f1\fs20\lang1033 Belfast}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033
> Commission for Racial Equality for Northern Ireland}{\f1\fs22\lang1033
> . \line }{\b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033 Outlines the
> Racial Equality Laws and how they apply to Northern Ireland; defines
> discrimination; and outlines the help people can get. Available in 4
> languages. \par Connolly,P.}{\f1\fs22\lang1033 , & }{\f1\fs20\lang1033
> Keenan,M}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033 Opportunities for
> All: Minority Ethnic People's Experiences of Education, Training and
> Employment in Northern Ireland}{\f1\fs22\lang1033 . }{
> \f1\fs20\lang1033 Northern Ireland Statistics and Research Agency
> Social Policy Branch}{\f1\fs22\lang1033 . (2000). }{\f1\fs20\lang1033
> Executive Summary}{\f1\fs22\lang1033 .\line }{\b\f1\fs22\lang1033
> Notes: }{\f1\fs20\lang1033 This report examines the experiences and
> perspectives of minority ethnic people in Northern Ireland towards
> education, training and employment. It draws upon in-depth interviews
> with 101 respondents drawn from the four largest minority ethnic
> groups in the region: Chinese, Travellers, South Asian and Black
> Africans. The report is the second of five due to be published over
> the coming year. The reports arise f rom a major research study into
> the nature and effects of racism in Northern Ireland conducted by the
> present authors, commissioned by the Inter-Departmental Social
> Steering Group and managed by the Social Policy Branch of the Northern
> Ireland Statistics and Research Agency. \par Council of
> Europe}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033 All Different, All
> Equal: Plan of Action against Racism, Xenophobia, Antisemitism and
> Intolerance}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033 Council of
> Europe}{\f1\fs22\lang1033 . (1995). \line } {\b\f1\fs22\lang1033
> Notes: }{\f1\fs20\lang1033 The information presented in this report
> provides a picture of ongoing work of t he Council of Europe to
> implement their three-fold strategy: Generating awareness among the
> general public, with particular emphasis on young people, by launching
> a wide-ranging European campaign to mobilise the latter; reinforcing
> guarantees against all forms of discrimination, in particular by the
> creation of the European Commission against Racism and Intolerance;
> stepping up intergovernmental cooperation within the Council of Europe
> for combating racism, xenophobia, anti-Semitism and intolerance.
>
> \par Council of Europe}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033
> Council of Europe policy in the field of the protection of minorities
> and the development of a multicultural society (Addressing
> Under-Representation in European Higher Education)}{ \f1\fs22\lang1033
> . }{\f1\fs20\lang1033 Council of Europe}{\f1\fs22\lang1033 . (1995).
> \line }{\b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033 "If we teach
> the history and languages of minority groups from the angle of an
> immutable identity, this will make it more difficult simultaneously to
> establish a climate of dialogue interrelations, and indeed
> intermixing. If, on the other hand, a State denies minority groups all
> legitimacy, whether in the media, culture or teaching, it will cause
> the counterproductive reaction of introversion or else engage in
> forced assimilation, and approach which has not produced positive
> results in the past. \par CRENI}{\f1\fs22\lang1033 .
> }{\f1\fs20\lang1033 Education and Ethnic Minorities in Northern
> Ireland. A Survey of Teachers}{\f1\fs22\lang1033 .
> }{\f1\fs20\lang1033 Commission for Racial Equality
> NI}{\f1\fs22\lang1033 . (1999). }{\f1\fs20\lang1033 Racial Equality
> Bulletin}{\f1\fs22\lang1033 . \line }{\b\f1\fs22\lang1033 Notes:
> }{\f1\fs20\lang1033 This bulletin is the result of a survey to
> identify the extent to which teachers had received training on
> minority ethnic issues , to assess their perception of their ability
> to address these issues in the classroom and to assess their views on
> future policy and practice. \par CRENI}{\f1\fs22\lang1033 . (1999).
> }{\f1\fs20\lang1033 Racial Equality Body Launches Teacher Report on
> Minority Ethnic Children}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033 2
> copies}{\f1\fs22\lang1033 .\line }{\b\f1\fs22\lang1033 Notes:
> }{\f1\fs20\lang1033 Press Release regarding Racial Equality Bulletin
> No. 1 'Education and Ethnic Minorities in Northern Ireland - A Survey
> of Teachers' \par CRENI}{\f1\fs22\lang1033 . (undated).
> }{\f1\fs20\lang1033 Racial Harassment at Work. What Employers can do
> about it.}{\f1\fs22\lang1033 }{\f1\fs20\lang1033
> Belfast}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033 Commission for Racial
> Equality for Nort hern Ireland}{\f1\fs22\lang1033 .
> }{\f1\fs20\lang1033 }{\f1\fs22\lang1033 \line }{\b\f1\fs22\lang1033
> Notes: }{\f1\fs20\lang1033 This booklet defines racial harassment in
> the workplace and gives examples of recent industrial tribunal cases
> in Britain. It explains the duties employers have under the Race
> Relations Order and advises them of the policies and pro cedures they
> will need, both to prevent racial harassment in the workplace and to
> deal with it when it happens. \par Curtis,L.}{\f1\fs22\lang1033
> (1996). }{\i\f1\fs22\lang1033 }{\i\f1\fs20\lang1033 Nothing but the
> same old story - The Roots of Anti-Irish Racism.}{\i\f1\fs22\lang1033
> }{\f1\fs22\lang1033 }{\f1\fs20\lang1033 Belfast}{\f1\fs22\lang1033 :
> }{ \f1\fs20\lang1033 Sasta}{\f1\fs22\lang1033 .\line
> }{\b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033 People who laugh at
> anti-Irish joke s probably don't realise just how long they've been
> around. Anti-Irish prejudice is deeply embedded in English culture.
> Successive waves of conquerors have tried to justify their ruthless
> ambitions by denigrating the Irish, just as they denigrated their
>
> other victims - native Americans, Africans, Indians, the Chinese,
> women, the working class. This tradition continued today by
> politicians, journalists, cartoonists and TV comedians, helps to
> obscure the truth of Britain's role in Ireland and sets back th e
> prospect of a solution. \par Department for Education and Employment,
> UK}{\f1\fs22\lang1033 , }{\f1\fs20\lang1033 Cabinet
> Office}{\f1\fs22\lang1033 , and }{\f1\fs20\lang1033 Home
> Office}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033 Policy Appraisal for
> Equal Treatment}{\f1\fs22\lang1033 . 1998. }{\f1\fs20\lang1033
> London}{\f1\fs22\lang1033 , }{\f1\fs20\lang1033 The Women's Unit,
> Cabinet Office}{\f1\fs22\lang1033 . \line Notes: }{\f1\fs20\lang1033
> This publications offers guidelines on mainstreaming policy
> and taking into consideration the impact proposals will have on
> certain groups in society: women, ethnic minorities, lesbians and gay
> men, older people and people with disability.
> \par Employment Equality Bill, 1997}{\f1\fs22\lang1033 . (1997).
> pp.1-77.\line }{\b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033 This
> Bill outlaws d irect and indirect discrimination in employment on the
> grounds of sex, marital status, family status, sexual orientation,
> religion, age, disability, race and membership of the Travelling
> community. It covers pay, access to training, conditions of employme
> nt, and promotion and dismissal. \par Department of Justice, Equality
> and Law Reform.}{\f1\fs22\lang1033 (1999). }{\f1\fs20\lang1033 Press
> Release: Minister for Justice, Equality and Law Reform, John
> O'Donoghue, T.D., publishes Equal Status Bill 1999.}{\f1\fs22\lang1033
> }{ \f1\fs20\lang1033 1}{\f1\fs22\lang1033 .\line
> }{\b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033 Discusses the
> publication of the Equal Status Bill 1999, which provides protection
> against discrimination in non-workplace areas (education, provision of
> goods and services, accommodation, access to public places) on the
> grounds of gender, family status, sexual orientation, age, disability,
> race, nationality, and ethnic origin. It replaces the Equal Status
> Bill, 1997. \par Department of Sociology,T.C.D.}{\f1\fs22\lang1033
> (1999). }{\f1\fs20\lang1033 Ethnic and Racial Studies Newsletter
> .}{\f1\fs22\lang1033 }{\i\f1\fs22\lang1033 }{\i\f1\fs20\lang1033
> Racial and Ethnic Studies Newsletter}{\f1\fs22\lang1033 \line }{
> \b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033 The MPhil in Ethnic and
> Racial Studies is run by the Department of Sociology in Trinity
> College, Dublin. \par Dinsdale,J.}{\f1\fs22\lang1033 ,
> }{\f1\fs20\lang1033 Lutchman,S.}{\f1\fs22\lang1033 ,
> }{\f1\fs20\lang1033 Duncan,W.}{\f1\fs22\lang1033 , }{\f1\fs20\lang1033
> Taylor,M.}{\f1\fs22\lang1033 , }{\f1\fs20\lang1033
> Quinn,G.}{\f1\fs22\lang1033 , }{ \f1\fs20\lang1033
> Whyte,G.}{\f1\fs22\lang1033 , }{\f1\fs20\lang1033
> Byrne,R.}{\f1\fs22\lang1033 , & }{\f1\fs20\lang1033
> Bacik,I.}{\f1\fs22\lang1033 (1997). }{\i\f1\fs22\lang1033
> }{\i\f1\fs20\lang1033 Development in Discrimination Law in Ireland and
> Euro pe.}{\i\f1\fs22\lang1033 }{\f1\fs22\lang1033
> }{\f1\fs20\lang1033 Dublin}{\f1\fs22\lang1033 : }{\f1\fs20\lang1033
> The Irish Centre for European Law}{\f1\fs22\lang1033 .\line
> }{\b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033 This book covers a
> range of issues that require addressing in discrimination law in
> Ireland. There is specific emphasis on strategies to combat racial
> discrimination and discrimination towards the di sabled. Legal
> approaches are set in the context of the broad range of strategies
> required to combat discriminatory practices and the limits of the laws
> are assessed as well as movements in thought about underlying
> assumptions. \par Dublin Travellers Education and Development
> Group}{\f1\fs22\lang1033 . (1992). }{\f1\fs20\lang1033 DTEDG File:
> Irish Travellers: New Analysis and New Initiatives}{\f1\fs22\lang1033
> . }{\f1\fs20\lang1033 Dublin}{\f1\fs22\lang1033 :
> }{\f1\fs20\lang1033 Pavee Point Publications}{\f1\fs22\lang1033 .
> }{\f1\fs20\lang1033 1-897598-01-7}{\f1\fs22\lang1033 . \line
> }{\b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033 This book is part of
> a series of publications being produced by the DTEDG. These
> publications seek to address the lack of published material that
> reflects the changing context within which Travellers are now seeking
> to assert their rights. The papers in this collection detail and
> describe aspects of the analysis and the approach pursued by the
> DTEDG. E thnicity and racism are explored and their relevance to the
> Traveller community traced out. A framework is provided that sets out
> and evaluates the different analyses that inform work with the
> Traveller community. \par ECRI}{\f1\fs22\lang1033 .
> }{\f1\fs20\lang1033 Annual Report on ECRI's activities covering the
> period from 1 January to 31 December 1997.}{\f1\fs22\lang1033
> }{\f1\fs20\lang1033 Council of Europe}{\f1\fs22\lang1033 . (1998).
> \line }{\b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033 Info about ECRI
> and report of work undertaken in 1997. Further information about ECRI
> from website: http://www.ecri.coe.int \par ECRI}{\f1\fs22\lang1033 .
> (1999). }{\f1\fs20\lang1033 Bulletin No 03 - April 1999. Combating
> Racism and Intolerance}{\f1\fs22\lang1033 . }{\i\f1\fs22\lang1033
> }{\i\f1\fs20\lang1033 ECRI Bulletin}{\i\f1\fs22\lang1033 ,
> }{\f1\fs22\lang1033 1-6.\line }{ \b\f1\fs22\lang1033 Notes:
> }{\f1\fs20\lang1033 Periodical of the European Commission against
> Racism and Intolerance. \par ECRI - European Commission Against Racism
> and Intolerance}{\f1\fs22\lang1033 . (1997). }{\f1\fs20\lang1033 All
> Different, All Equal.}{\f1\fs22\lang1033 \line }{\b\f1\fs22\lang1033
> Notes: }{\f1\fs20\lang1033 This CR Rom is a n up-to-date replica of
> ECRI's Internet server, and allows you to consult it without a
> functioning Internet connection. It comprises the HTML pages, the
> pictures and videos on the server at this time (10 October 1997)
> together with an Internet navigator.
> It functions on PC or macIntosh (Windows 95 or Macintosh OS).
> Please consult the "readme.txt" file on the CD Rom. It contains full
> instructions on installing the navigator you need to read the data.
> \par Egan, S.}{\f1\fs22\lang1033 , & }{\f1\fs20\lang1033 Costello,
> K}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033 Refugee Law Comparative
> Study}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033 Government
> Publications}{\f1\fs22\lang1033 . (1999). }{\b\f1\fs22\lang1033
> Notes: }{\f1\fs20\lang1033 This study compares Irish legislation in
> the area of asylum with that of other EU member States to ascertain
> what changes to the Refugee Act, 1996 might be necessary to align
> Irish policy more closely with that o f Ireland's EU partners. It was
> commissioned by the Department of Justice, Equality and Law Reform and
> carried out by staff of the Dept of Law, UCD \par European
> Commission}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033 All
> about...old-age and survivors' pensions.}{\f1\fs22\lang1033 \line
> }{\b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033 Discusses the EU
> provisions for
> social security and the rights and responsibilities of individual
> member states. It considers pensions for the elderly, survivors and
> migrant workers.
> \par European Commission}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033
> Racistisch? Ik?!}{\f1\fs22\lang1033 1-30. 1998. }{\f1\fs20\lang1033
> Luxembourg}{\f1\fs22\lang1033 , }{\f1\fs20\lang1033 Office for
> Official Publications of the European Communities}{ \f1\fs22\lang1033
> . \line }{\b\f1\fs22\lang1033 Notes}{\f1\fs22\lang1033 :
> }{\f1\fs20\lang1033 A Swedish language animated book on issues of race
> and minority groups. \par European Commission}{\f1\fs22\lang1033 .
> }{\f1\fs20\lang1033 The European Institutions in the fight against
> racism: Selected Texts}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033
> Office for Official Publications of the European
> Communities}{\f1\fs22\lang1033 . (1997). \line }{\b\f1\fs22\lang1033
> Notes: }{\f1\fs20\lang1033 Published in the framework of the European
> Year against Racism, this book is the first comprehensive publication
> of the key texts on racism, xenophobia and anti-Semitism issued by the
> Community Institutions. The majority of the texts are
> grouped by Institution. However, the texts relating to the
> preparation of the Resolution of 23 July 1996 are grouped together.
> \par European Commission Against Racism and Intolerance
> (ECRI)}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033 Report on
> Ireland}{\f1\fs22\lang1033 . (1999). \line }{\b\f1\fs22\lang1033
> Notes: }{\f1\fs20\lang1033 The ECRI provides an analysis of
> the situation in Ireland regarding race, culture and ethnic origin
> with the aim of providing the government with useful and concrete
> proposals. It outlines the legalisation in Ireland, including
> constitutional and law provisions. It also discusses policy aspects;
> reception and status of non-citizens, education and training, and
> measures aimed at Travellers.
> \par European Monitoring Centre on Racism and
> Xenophobia}{\f1\fs22\lang1033 . (2000). }{\f1\fs20\lang1033 Equal
> Voices}{\f1\fs22\lang1033 . }{\i\f1\fs22\lang1033
> }{\i\f1\fs20\lang1033 Equal Voices}{\i\f1\fs22\lang1033 ,
> }{\f1\fs22\lang1033 \line }{ \b\f1\fs22\lang1033 Notes:
> }{\f1\fs20\lang1033 This is a newsletter of EMUC. It looks at
> Europeanwide issues and initiatives to combat racism. \par
> Fanning,B.}{\f1\fs22\lang1033 , }{\f1\fs20\lang1033
> Loyal,S.}{\f1\fs22\lang1033 , & }{\f1\fs20\lang1033
> Staunton,C}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033 Asylum Seekers
> and the right to work in Ireland}{\f1\fs22\lang1033 .
> }{\f1\fs20\lang1033 Irish Refugee Council}{\f1\fs22\lang1033 . (2000).
> \line }{\b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033 This report
> examines the barriers to employment faced by asylum seekers given the
> ri ght to work. These barriers relate to various phenomena. They
> include: lesser entitlements to various forms of training and support;
> a lack of recognition of qualifications, skills and experiences;
> issues of racism. \par Fanning, Bryan}{\f1\fs22\lang1033 and
> }{\f1\fs20\lang1033 Mac Einr\'ed, Piaras}{\f1\fs22\lang1033 .
> }{\f1\fs20\lang1033 Regional Reception of Asylum Seekers in Ireland.
> A Strategic Approach}{\f1\fs22\lang1033 , 1999. \line Notes:
> }{\f1\fs20\lang1033 This report recognizes the need for a coherent
> strategy which would allow successful regional co-ordination of
> provision for asylum seekers. The authors recommend that '\{A\}
> strategic approach to the needs of asylum seekers and the needs of
> host communities should include the development of regional processes
> and infrastructure capable of responding to the needs of refugees and
> asylum seekers as ethnic and racial minorities so as to ensure the
> integration of refugees and asylum seekers within Irish society.' The
> paper offers recommendations as to ways that this might be achieved.
> \par Fee Ching Leong & associates}{\f1\fs22\lang1033 . (1998).
> }{\f1\fs20\lang1033 Race for Equality}{\f1\fs22\lang1033 .
> }{\f1\fs20\lang1033 Belfast}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033
> Fee Ching Leong & associates}{\f1\fs22\lang1033 . \line }{
> \b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033 racial equality,
> intercultural management, anti-racist practices, effective race
> relations, consultancy, specialist training. \par
> Gewirtz,S.}{\f1\fs22\lang1033 , }{\f1\fs20\lang1033
> Ball,S.}{\f1\fs22\lang1033 , & }{\f1\fs20\lang1033
> Bowe,R}{\f1\fs22\lang1033 . (1995). }{\f1\fs20\lang1033 Markets,
> Choice and Equity in Education}{\f1\fs22\lang1033 .
> }{\f1\fs20\lang1033 Buckingham}{ \f1\fs22\lang1033 :
> }{\f1\fs20\lang1033 Open University Press}{\f1\fs22\lang1033 .
> }{\f1\fs20\lang1033 0-335-19369-2}{\f1\fs22\lang1033 . \line
> }{\b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033 What has been the
> impact of parental choice and competition upon schools? How do parents
> choose schools for their children? Who are the winners and the losers
> in the education market? These fundamental questions are discussed in
> thi s book which draws upon a three year intensive study of market
> forces in education. Particular attention is paid to issues of
> opportunity and equity, and patterns of access and involvement related
> to gender, ethnicity and social class are identified.
>
> \par Gillborn,D}{\f1\fs22\lang1033 . (1995). }{\f1\fs20\lang1033
> Racism and Anti-Racism in Real Schools}{\f1\fs22\lang1033 .
> }{\f1\fs20\lang1033 Buckingham}{\f1\fs22\lang1033 :
> }{\f1\fs20\lang1033 Open University Press}{\f1\fs22\lang1033 . }{
> \f1\fs20\lang1033 1}{\f1\fs22\lang1033 p. }{\f1\fs20\lang1033
> 0-335-19092-8}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033
> 1}{\f1\fs22\lang1033 .\line }{\b\f1\fs22\lang1033 Notes:
> }{\f1\fs20\lang1033 How are 'race' and racism implicated in education
> policy and practice? What does effective antiracism look like in
> practice? How ca n teachers and school students be encouraged to think
> critically about their racialized assumptions and actions? In
> exploring these questions David Gillborn makes a vital contribution to
> the debate on race and racism in education. \par
> Gipps,C.}{\f1\fs22\lang1033 ,, & }{\f1\fs20\lang1033
> Murphy,P}{\f1\fs22\lang1033 . (1994). }{\f1\fs20\lang1033 A Fair
> Test? Assessment, Achievement and Equity}{\f1\fs22\lang1033 .
> }{\f1\fs20\lang1033 Buckingham}{\f1\fs22\lang1033 : }{
> \f1\fs20\lang1033 Open University Press}{\f1\fs22\lang1033 .
> }{\f1\fs20\lang1033 Assessing Assessment}{\f1\fs22\lang1033 .
> }{\f1\fs20\lang1033 0-335-15673-8}{\f1\fs22\lang1033 . \line
> }{\b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033 In this evaluation of
> research from a wide range of countries the authors examine the
> evidence for differences in p erformance among gender and ethnic
> groups on various forms of assessment. They explore the reasons put
> forward for these observed differences and clarify the issues
> involved. The author's concern is that assessment practice and
> interpretation of results a re just for all groups. \par
> Grie}{\f3\fs20\lang1033 \'62}{\f1\fs20\lang1033
> haber,D.}{\f1\fs22\lang1033 (1997). }{\i\f1\fs22\lang1033
> }{\i\f1\fs20\lang1033 Challenging Perspectives. The Majority World on
> Irish Television.}{\i\f1\fs22\lang1033 }{\f1\fs22\lang1033 }{
> \f1\fs20\lang1033 Cork and Dublin}{\f1\fs22\lang1033 :
> }{\f1\fs20\lang1033 Comhl\'e1mh Action Network}{\f1\fs22\lang1033
> .\line }{\b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033 The book aims
> to illustrate the manner in which RTE television portrays the peoples
> of the Majority World, and to identify the reasons and practices that
> lie hidden behind such portrayals \par Gundara,J.}{\f1\fs22\lang1033 ,
> & }{\f1\fs20\lang1033 Jacobs,S.}{\f1\fs22\lang1033 (2000).
> }{\i\f1\fs22\lang1033 }{\i\f1\fs20\lang1033 Intercultural Europe.
> Diversity and Social Policy}{\i\f1\fs22\lang1033 . }{\f1\fs22\lang1033
> }{\f1\fs20\lang1033 England}{\f1\fs22\lang1033 : }{\f1\fs20\lang1033
> Asgate}{\f1\fs22\lang1033 .\line }{\b\f1\fs22\lang1033 Notes:
> }{\f1\fs20\lang1033 This book explores the complex relationships that
> exist between interculturalism and social policy. It provides
> challenging analyses of these relationships and the related issues of
> race and racism, immigration, migration, nationalism and citizenship.
> It shows how all are intricately linked to the dev
> e
> lopment of social policies. The book provides wide-ranging coverage of
> both social and public policies, within member states of the European
> Union. The focus is variously on gender, poverty, youth, older
> people, education, housing and health. Other issu es closely examined
> include the role of trade unions, community struggles and racist
> violence. \par Hagell, A.}{\f1\fs22\lang1033 , & }{\f1\fs20\lang1033
> Shaw, C.}{\f1\fs22\lang1033 (1996). }{\i\f1\fs22\lang1033
> }{\i\f1\fs20\lang1033 Opportunity and Disadvantage at Age 16. A
> report of a major survey of over 3,000 16 year olds from 34 schools in
> English inner cities.}{\i\f1\fs22\lang1033 }{\f1\fs22\lang1033
> }{\f1\fs20\lang1033 London}{\f1\fs22\lang1033 : }{\f1\fs20\lang1033
> Policy Studies Institute}{\f1\fs22\lang1033 .\line
> }{\b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033 The study, called
> Changing Lives, involved a major survey of over 3,000 inner city 16
> year olds from 34 schools within six urban areas of England. The
> young people surveyed in this study became eligible to leave school in
> Spring or Summer of 1993, and questionnaires were mailed out a three
> points during the 1993/94 academic year. The research design allowed
> a thorough examination of initial post-school destinations. In
> addition, it provided information on progress, satisfaction and
> further transitions (for example, college drop-outs and trainees
> moving into employment) as well as comparing the differential
> experiences of young women and men and members of different ethnic
> minorities. \par Hall,J.}{\f1\fs22\lang1033 , }{\f1\fs20\lang1033
> Hamilton,S.}{\f1\fs22\lang1033 , }{\f1\fs20\lang1033
> Hall,S.}{\f1\fs22\lang1033 , & }{\f1\fs20\lang1033
> Pitcairn,J}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033 Education of
> Minority Ethnic Groups in Scotland}{ \f1\fs22\lang1033 .
> }{\f1\fs20\lang1033 Scottish Council for Research in
> Education}{\f1\fs22\lang1033 . (1998). }{\f1\fs20\lang1033 Scottish
> Council for Research in Education}{\f1\fs22\lang1033 . \line
> }{\b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033 The aims of the study
> was to establish the extent to which the practice of Scottish
> educational students in providing information and support to 'full
> fee' students from outside the EU is matched by the perceptions of
> those students. \par Into the light}{\f1\fs22\lang1033 .
> }{\f1\fs20\lang1033 Belfast}{\f1\fs22\lang1033 : }{\f1\fs20\lang1033
> Commission for Racial Equality for Northern Ireland}{\f1\fs22\lang1033
> . \line }{\b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033 Addressed th
> e issues of service provision for members of minority ethnic
> communities \par Harmony}{\f1\fs22\lang1033 . (1998).
> }{\f1\fs20\lang1033 Harmony}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033
> Dublin}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033
> Harmony}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033 4}{\f1\fs22\lang1033
> .\line }{\b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033 What is
> Harmony? Its functions? Membership/application form. \par
> Harmony}{\f1\fs22\lang1033 . (1998). }{\f1\fs20\lang1033 Harmony
> News}{\f1\fs22\lang1033 . }{\i\f1\fs22\lang1033 }{\i\f1\fs20\lang1033
> Harmony News}{\i\f1\fs22\lang1033 , }{\f1\fs22\lang1033 1-4.\line
> }{\b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033 An newsletter
> published by Harmony discussing issues of race and ethnicity in
> Ireland. \par Helleiner, Jane}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033
> "Women of the Itinerant Class": Gender and Racism in
> Ireland}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033 Women'sStudies
> International Forum}{\f1\fs22\lang1033 }{\f1\fs20\lang1033 20}{
> \f1\fs22\lang1033 (}{\f1\fs20\lang1033 2}{\f1\fs22\lang1033 ),
> 275-287. 1997. }{\f1\fs20\lang1033 USA}{\f1\fs22\lang1033 ,
> }{\f1\fs20\lang1033 Elsevier Science Ltd.}{\f1\fs22\lang1033 \par
> Notes: }{\f1\fs20\lang1033 This paper examines the articulation of
> racism and gender in Ireland through an analysis of elite
> Traveller-related discourses and practices in the period proceeding
> the implementation of a settlement program in the mid-1960s. During
> this period, elites expressed concern about the vulnerability of
> non-traveller Women to a masculinised Traveller population. By the
> 1940s and 1950s protection of non-Traveller women was being evoked as
> grounds for exclusionary anti-Traveller actions. The articulation of
> anti -Traveller discourses with an ideology of female domesticity
> obscured the existence of Traveller women. Traveller women however
> emerged as targets of efforts at domestication in early settlement
> policy and practice. \par Herbst,P.H.}{\f1\fs22\lang1033 (1997).
> }{\i\f1\fs22\lang1033 }{\i\f1\fs20\lang1033 The Color of Words. An
> Encyclopaedic Dictionary of Ethnic Bias in the United
> States.}{\i\f1\fs22\lang1033 }{\f1\fs22\lang1033 }{\f1\fs20\lang1033
> Maine USA}{ \f1\fs22\lang1033 : }{\f1\fs20\lang1033 Intercultural
> Press Inc}{\f1\fs22\lang1033 .\line }{\b\f1\fs22\lang1033 Notes:
> }{\f1\fs20\lang1033 Arranged alphabetically from 'Abie' to 'Zulu' this
> book is the first extensive reference book devoted solely to exploring
> the
> biased language of America's multicultural society. The author tells
> the stories of words used in the United States to label racial and
> ethnic groups or to describe the multicultural landscape of which
> they are a part.
> \par Hill,D.}{\f1\fs22\lang1033 , }{\f1\fs20\lang1033
> Cole,M.}{\f1\fs22\lang1033 , }{\f1\fs20\lang1033
> Bayley,R.}{\f1\fs22\lang1033 , }{\f1\fs20\lang1033
> Paterson,g.}{\f1\fs22\lang1033 , }{\f1\fs20\lang1033
> Willams,C.}{\f1\fs22\lang1033 , }{\f1\fs20\lang1033
> Lovell,D.}{\f1\fs22\lang1033 , }{\f1\fs20\lang1033
> Shan,S.}{\f1\fs22\lang1033 , }{\f1\fs20\lang1033
> Cox,M.}{\f1\fs22\lang1033 , }{\f1\fs20\lang1033
> Patel,L.}{\f1\fs22\lang1033 , }{\f1\fs20\lang1033
> Barnes,J.}{\f1\fs22\lang1033 , }{\f1\fs20\lang1033
> Bellet,F.}{\f1\fs22\lang1033 , }{\f1\fs20\lang1033
> Knowles,G.}{\f1\fs22\lang1033 , }{\f1\fs20\lang1033
> Paton,R.}{\f1\fs22\lang1033 , }{\f1\fs20\lang1033
> Sang,J.}{\f1\fs22\lang1033 , }{\f1\fs20\lang1033
> Ellwood,J.}{\f1\fs22\lang1033 , }{\f1\fs20\lang1033
> Clarke,G.}{\f1\fs22\lang1033 , }{\f1\fs20\lang1033
> Leigh,R.}{\f1\fs22\lang1033 , }{\f1\fs20\lang1033
> Reed,S.}{\f1\fs22\lang1033 , }{\f1\fs20\lang1033
> Mantin,R.}{\f1\fs22\lang1033 , }{\f1\fs20\lang1033
> Brown,T.}{\f1\fs22\lang1033 , }{\f1\fs20\lang1033 Singh
> Conner,T.}{\f1\fs22\lang1033 , }{\f1\fs20\lang1033
> Loveless,A.}{\f1\fs22\lang1033 , }{\f1\fs20\lang1033
> O`Hearn,T.}{\f1\fs22\lang1033 , & }{\f1\fs20\lang1033
> Humbert,S.}{\f1\fs22\lang1033 (1997). }{\i\f1\fs22\lang1033
> }{\i\f1\fs20\lang1033 Promoting Equality in Primary
> Schools.}{\i\f1\fs22\lang1033 }{\f1\fs22\lang1033
> }{\f1\fs20\lang1033 London}{\f1\fs22\lang1033 : }{\f1\fs20\lang1033
> Cassell}{\f1\fs22\lang1033 .\line }{\b\f1\fs22\lang1033 Notes:
> }{\f1\fs20\lang1033 This book deals with social class, race, gender,
> sexuality, disability and special needs, with references to all the
> subjects of the Primary School National Curriculum in the UK. The book
> att empts to use the options and spaces that exist in the curriculum
> in the pursuit of a more equal society. In offering practical
> guidelines, it is of immense value to those who wish to promote social
> justice, more equality and less discrimination, both wit hin schools
> and within the wider society. \par Hodgson,D.}{\f1\fs22\lang1033
> (1998). }{\i\f1\fs22\lang1033 }{\i\f1\fs20\lang1033 The Human Right
> to Education}{\i\f1\fs22\lang1033 . }{\f1\fs22\lang1033
> }{\f1\fs20\lang1033 England}{\f1\fs22\lang1033 : }{\f1\fs20\lang1033
> Ashgate}{\f1\fs22\lang1033 . \line }{\b\f1\fs22\lang1033 Notes:
> }{\f1\fs20\lang1033 This book}{\f1\fs20 endeavours}{\f1\fs20\lang1033
> to provide an analysis of the content and development of the right to
> education at the international and regional lev els. It also examines
> associated topical issues, such as minority education; the education
> of disabled people; and the extent of the parental prerogative in
> making decisions which affect their child's education. \par
> ICCL}{\f1\fs22\lang1033 . (2000). }{\f1\fs20\lang1033 ICCL
> News}{\f1\fs22\lang1033 . }{\i\f1\fs22\lang1033 }{\i\f1\fs20\lang1033
> ICCL News}{\i\f1\fs22\lang1033 , }{\i\f1\fs20\lang1033 Vol
> 12}{\i\f1\fs22\lang1033 :}{\f1\fs22\lang1033 (}{ \f1\fs20\lang1033
> Issue 1}{\f1\fs22\lang1033 ). \line }{\b\f1\fs22\lang1033 Notes:
> }{\f1\fs20\lang1033 The Newsletter of the Irish Council for Civil
> Liberties. \par Industrial Relations Services}{\f1\fs22\lang1033 .
> (1998-2001). }{\f1\fs20\lang1033 Equal Opportunities
> Review}{\f1\fs22\lang1033 . }{\i\f1\fs22\lang1033
> }{\i\f1\fs20\lang1033 Equal Opportunities Review}{\i\f1\fs22\lang1033
> , }{\i\f1\fs20\lang1033 81/82}{\i\f1\fs22\lang1033 ,
> }{\f1\fs22\lang1033 1-52.\line }{\b\f1\fs22\lang1033 Notes:
> }{\f1\fs20\lang1033 Equal Opportunities Review is a journal which
> examine s current equality legislation, case, practice and proposals.
> Mainly concentrating on the UK but also provides detailed reviews on
> Irish and EC cases and legislation. \par INTO}{\f1\fs22\lang1033 .
> (1998). }{\i\f1\fs22\lang1033 }{\i\f1\fs20\lang1033 The Challenge of
> Diversity - Education Support for Ethnic Minority
> Children.}{\i\f1\fs22\lang1033 }{\f1\fs22\lang1033
> }{\f1\fs20\lang1033 Dublin}{\f1\fs22\lang1033 : }{ \f1\fs20\lang1033
> INTO}{\f1\fs22\lang1033 .\line }{\b\f1\fs22\lang1033 Notes:
> }{\f1\fs20\lang1033 In this report the INTO analyses current provision
> and the lack of provision of an education support service to the
> children of non-EU ethnic minority communities. The report identifies
> the strengths of the existing service provi sion, the problems which
> need to be addressed and offers conclusions and recommendations. The
> INTO identifies the development of intercultural education in the
> Irish primary education system as the most effective means to combat
> racism and xenophobia in our society. \par Irish National
> Co-ordinating Committee}{\f1\fs22\lang1033 . (1997).
> }{\f1\fs20\lang1033 European Year Against Racism (of the Irish
> National Co-ordinating Committee)}{\f1\fs22\lang1033 .
> }{\i\f1\fs22\lang1033 }{\i\f1\fs20\lang1033 European Year Against
> Racism Newsletter}{\i\f1\fs22\lang1033 , }{\f1\fs22\lang1033 \line
> }{\b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033 Newsletter discussing
> current and relevant issues in the European Year Against Racism. \par
> Irish Traveller Movement}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033
> "Because I'm a Traveller": The Results of a Survey on discrimination
> conducted by the Irish Traveller Movement in 1996}{\f1\fs22\lang1033 .
> }{\f1\fs20\lang1033 Irish Traveller Movement}{ \f1\fs22\lang1033 .
> (1996). \line }{\b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033 The
> ITM conducted a survey of Travellers through their membership on a
> range of service provision including shops, hotels, pubs, medical and
> social welfare services.
>
> \par Irish Traveller Movement}{\f1\fs22\lang1033 . (1993-1999).
> }{\f1\fs20\lang1033 Irish Traveller Movement
> Newsletter}{\f1\fs22\lang1033 . }{\i\f1\fs22\lang1033
> }{\i\f1\fs20\lang1033 Irish Traveller Movement
> Newsletter}{\i\f1\fs22\lang1033 , }{ \f1\fs22\lang1033 \line
> }{\b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033 The Irish Traveller
> Movement was formed to provide Travellers and their organisations with
> a national platform to: highlight the problems faced by Travellers,
> debate ideas, provide those active at a local level with support
> and solidarity, develop national level alliances and challenge the
> racism which Travellers face.
> \par Kandola,R.}{\f1\fs22\lang1033 ,, & }{\f1\fs20\lang1033
> Fullerton,J}{\f1\fs22\lang1033 . (1996). }{\f1\fs20\lang1033 Managing
> the Mosaic: Diversity in Action}{\f1\fs22\lang1033 .
> }{\i\f1\fs22\lang1033 }{\i\f1\fs20\lang1033 2}{\i\f1\fs22\lang1033
> ed, }{ \f1\fs22\lang1033 }{\f1\fs20\lang1033
> London}{\f1\fs22\lang1033 : }{\f1\fs20\lang1033 Institute of
> Personnel and Development}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033
> 0-85292-556-5}{\f1\fs22\lang1033 . \line }{\b\f1\fs22\lang1033 Notes:
> }{ \f1\fs20\lang1033 In this book, the authors attempt to define what
> managing diversity means and how it should be applied strategically
> within organisations. Many of the examples come from organisations in
> the USA with one main UK organisation emphasised: International D
> istillers and Vintners. \par Kenny,M}{\f1\fs22\lang1033 . (1997).
> }{\f1\fs20\lang1033 The Routes of Resistance: Travellers and
> Second-level Schooling}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033
> England}{\f1\fs22\lang1033 : }{\f1\fs20\lang1033 Ashgate Publishing
> Limited}{ \f1\fs22\lang1033 . }{\f1\fs20\lang1033
> 1}{\f1\fs22\lang1033 p. }{\f1\fs20\lang1033
> 1-85972-628-3}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033
> 1}{\f1\fs22\lang1033 .\line }{\b\f1\fs22\lang1033 Notes:
> }{\f1\fs20\lang1033 This study is an attempt to read and critique
> answers to the question of what Travellers want from school, answers
> offered in policy and provision, and answers to those answers, in talk
> and texts, and in classroom performances. Travellers have been going
> to primary school in significant numbers since 1960, but educational
> provision
> for Travellers, particularly at second level is still beset with
> problems. This study is an attempt to investigate a key source of
> such problems - how ethnic identity and schooling interact.
> \par Klien,G.}{\f1\fs22\lang1033 (1993). }{\i\f1\fs22\lang1033
> }{\i\f1\fs20\lang1033 Education Towards Race
> Equality.}{\i\f1\fs22\lang1033 }{\f1\fs22\lang1033
> }{\f1\fs20\lang1033 London}{\f1\fs22\lang1033 : }{\f1\fs20\lang1033
> Cassell}{\f1\fs22\lang1033 . \line }{\b\f1\fs22\lang1033 Notes:
> }{\f1\fs20\lang1033 This book examines how issues of race affect every
> aspect of teachers work, whether they teach in ethnically mixed or
> "all white" schools. The book clarifies the key issues and sets them
> in context of new legislation. It particular it traces the
> experiences of pupils from minority ethnic groups and their classmates
> over two decades and reviews the most significant and useful
> literature on multicultural education. \par Labour Research
> Department}{\f1\fs22\lang1033 . (1998). }{\f1\fs20\lang1033 Labour
> Research}{\f1\fs22\lang1033 . }{\i\f1\fs22\lang1033
> }{\i\f1\fs20\lang1033 Labour Research}{\i\f1\fs22\lang1033 ,
> }{\i\f1\fs20\lang1033 87}{\i\f1\fs22\lang1033 :}{ \f1\fs22\lang1033
> (}{\f1\fs20\lang1033 1 - 12}{\f1\fs22\lang1033 ). 1-28.\line
> }{\b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033 Labour issues in the
> UK. Articles include discussions on wage levels, state pensions, UK
> nuclear power, race discrimination law, performance-related pay for
> teachers, work-related training initiatives. \par
> Leicester,M.}{\f1\fs22\lang1033 (1993). }{\i\f1\fs22\lang1033
> }{\i\f1\fs20\lang1033 Race for a Change in Continuing and Higher
> Education}{\i\f1\fs22\lang1033 . }{\f1\fs22\lang1033
> }{\f1\fs20\lang1033 Buckingham & Briston}{\f1\fs22\lang1033 : }{
> \f1\fs20\lang1033 The Society for Research into Higher Education &
> Open University Press.}{\f1\fs22\lang1033 \line }{\b\f1\fs22\lang1033
> Notes: }{\f1\fs20\lang1033 Mal Leicester argues that an antiracist,
> pluralist approach can transform adult education in higher education
> an d in other contexts; that adult and continuing education
> departments are potential agents of change in higher education with
> regard to the development of anti-racist higher education; and that
> race and culture issues, properly understood, could empower hi gher
> education in its most central tasks. She justifies these claims by
> focusing on both theoretical debates and practical experience (drawing
> on her own and empirical research). \par
> Leicester,M}{\f1\fs22\lang1033 . (1997). }{\f1\fs20\lang1033 Race for
> a Change in Continuing and Higher Education}{\f1\fs22\lang1033 .
> }{\f1\fs20\lang1033 Buckingham}{\f1\fs22\lang1033 :
> }{\f1\fs20\lang1033 The Society for Research into Higher
> Education/Open University Press}{\f1\fs22\lang1033 .
> }{\f1\fs20\lang1033 The Cutting Edge}{\f1\fs22\lang1033 .
> }{\f1\fs20\lang1033 0-335-09767-7}{\f1\fs22\lang1033 . \line
> }{\b\f1\fs22\lang1033 Notes: }{ \f1\fs20\lang1033 The author argues
> that an antiracist, pluralist approach can transform adult education
> in higher education and in other contexts; that adult and continuing
> education departments are potential agents of change in higher
> education with regard to the develop ment of anti-racist higher
> education; and that race and culture issues, properly understood,
> could empower higher education in its most central tasks. \par
> Lonsdale,S}{\f1\fs22\lang1033 . (1990). }{\f1\fs20\lang1033 Women and
> Disability}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033
> London}{\f1\fs22\lang1033 : }{\f1\fs20\lang1033 The MacMillan Press
> Ltd.}{\f1\fs22\lang1033 }{\f1\fs20\lang1033 0-333-42667-3}{
> \f1\fs22\lang1033 . \line }{\b\f1\fs22\lang1033 Notes:
> }{\f1\fs20\lang1033 Thi s book describes the experience of physical
> disability through detailed interviews with women of different ages,
> races and socio-economic background, and explores the impact of gender
> on the process of being or becoming disabled. It considers the
> signific ance of physical disability for woman's self image and its
> impact on her sexuality, relationships, marriage and childrearing.
> \line Key social policies are analysed in the fields of employment and
> income generation. The book concludes by considering ways in which
> women with disabilities can achieve greater independence and
> self-determination. \par Lynch,K.}{\f1\fs22\lang1033 (1998).
> }{\f1\fs20\lang1033 'The Status of Children and Young Persons:
> Education and Related Issues'.}{\f1\fs22\lang1033 In
> }{\f1\fs20\lang1033 S.Healy}{\f1\fs22\lang1033 & }{\f1\fs20\lang1033
> B.Reynolds}{\f1\fs22\lang1033
> (Eds.), }{\i\f1\fs22\lang1033 }{\i\f1\fs20\lang1033 Programmes,
> Paradigms and Policy.}{\i\f1\fs22\lang1033 }{\f1\fs22\lang1033
> }{\f1\fs20\lang1033 Dublin}{\f1\fs22\lang1033 : }{\f1\fs20\lang1033
> Oaktree Press}{\f1\fs22\lang1033 .\line }{
> \b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033
> Models of Childhood - developmentalism, protectionist model; status
> and rights of children; the Education Bill and its treatment of
> inequality and disadvantage in education; disadvantaged groups -
> ethnic minorities, disabled, socio-econom ically disadvantaged. \par
> Mahnig,H.}{\f1\fs22\lang1033 }{\f1\fs20\ul\lang1033 Racism and
> Xenophobia in Switzerland}{\f1\fs22\lang1033 . (unpublished)\line
> }{\b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033 This paper outlines
> some important aspects concerning racism and xenophobia in
> Switzerland. \par Mann-Kler,D}{\f1\fs22\lang1033 .
> }{\f1\fs20\lang1033 Out of the Shadows. An Action Report into
> Families, Racism and Exclusion in Northern Ireland}{\f1\fs22\lang1033
> . }{\f1\fs20\lang1033 Barnardos et al}{\f1\fs22\lang1033 . (1997).
> \line }{ \b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033 This report
> examines the impact of racial discrimination on statutory service
> provision for women and young people from the Chinese, Indian,
> Pakistani and Traveller Communities in Northern Ireland. \par
> Millam,R.}{\f1\fs22\lang1033 (1996). }{\i\f1\fs22\lang1033
> }{\i\f1\fs20\lang1033 Anti-Discriminatory Practice - A Guide for
> Workers in Childcare and Education.}{\i\f1\fs22\lang1033
> }{\f1\fs22\lang1033 }{\f1\fs20\lang1033 London}{\f1\fs22\lang1033 :
> } {\f1\fs20\lang1033 Cassell}{\f1\fs22\lang1033 .\line
> }{\b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033 This book addresses
> the need to work in an anti-discriminatory framework when caring for
> and educating children. It l ooks at legislative provisions, research
> findings and practical applications. It seeks to cause workers to
> examine the attitudes they hold and how this can affect their work.
> The book explores many aspects of anti-discriminatory practice
> including cultu re, race, language, religion, gender and special
> needs. \par National Co-ordinating Committee for European Year Against
> Racism}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033 Ireland
> Report}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033 The Stationary
> Office}{\f1\fs22\lang1033 . (1997). \line }{\b\f1\fs22\lang1033
> Notes: }{ \f1\fs20\lang1033 This report outlines the purpose, the
> methodology and the outcomes of the European Year Against Racism at
> both European and Ireland level and includes recommendations on how
> the work can be continued. \par National Co-ordinating Committee for
> European Year Against Racism}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033
> Towards an Anti-Racism Dimension in the National Anti-Poverty
> Strategy.}{\f1\fs22\lang1033 }{\f1\fs20\lang1033 National
> Co-ordinating Committee for European Year against
> Racism}{\f1\fs22\lang1033 . (1997). \line }{\b\f1\fs22\lang1033
> Notes: }{\f1\fs20\lang1033 Focuses on the interface between poverty
> and racism and aims to establish the range of links between racism and
> poverty. Recommends the insertion of an anti-racism dimension to the
> National Anti-Poverty Strategy. \par National Consultative Committee
> on Racism and Interculturalism}{\f1\fs22\lang1033 . (1999).
> }{\f1\fs20\lang1033 Newsletter}{\f1\fs22\lang1033 .
> }{\i\f1\fs22\lang1033 }{\i\f1\fs20\lang1033
> Newsletter}{\i\f1\fs22\lang1033 , }{\f1\fs22\lang1033 1-4.\line }
> {\b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033 Published quarterly,
> this newsletter highlights issues related to the aims and remit of
> the National Consultative Committee on Racism and Interculturalism,
> including policy developments, the role and approach of the
> Committee, its grant fund,anh how it can be contacted.
> \par National Consultative Committee on Racism and
> Interculturalism}{\f1\fs22\lang1033 . (2001). }{\f1\fs20\lang1033
> Newsletter}{\f1\fs22\lang1033 . }{\i\f1\fs22\lang1033
> }{\i\f1\fs20\lang1033 Newsletter}{\i\f1\fs22\lang1033 ,
> }{\f1\fs22\lang1033 1-4.\line } {\b\f1\fs22\lang1033 Notes:
> }{\f1\fs20\lang1033 Published quarterly, this newsletter highlights
> issues related to the aims and remit of the National Consultative
> Committee on Racism and Interculturalism, including policy
> developments, the role and approach of the Co mmittee, its grant
> fund,anh how it can be contacted. \par National Consultative Committee
> on Racism and Interculturalism}{\f1\fs22\lang1033 .
> }{\f1\fs20\lang1033 The National Consultative Committee on Racism and
> Interculturalism}{\f1\fs22\lang1033 . \line }{\b\f1\fs22\lang1033
> Notes: }{\f1\fs20\lang1033 Outlines the aims and strategies of the
> Committee, its programmes and actions against racism, legisalation and
> its work with asylum seekers. \par National Council for Ageing and
> Older People}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033 National Council
> for Ageing and Older People}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033
> Ageing in Ireland. Fact File Series 1-13}{\f1\fs22\lang1033 . 1997;
> }{ \f1\fs20\lang1033 Dublin}{\f1\fs22\lang1033 : }{\f1\fs20\lang1033
> National Council for Ageing and Older People}{\f1\fs22\lang1033 .\line
> }{\b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033 Including information
> on: demography; Physical Health; Income; Work and Retirement; Housing;
> Community Care Services; Long-stay Care; Mental Disorders; Carers;
> Voluntary Sector Services; Crime against older people; return
> migration; age and attitudes.
>
> \par National Youth Council of Ireland}{\f1\fs22\lang1033 .
> }{\f1\fs20\lang1033 Schools and Clubs Against Racism Education
> Pack.}{\f1\fs22\lang1033 1997; \line }{\b\f1\fs22\lang1033 Notes:
> }{\f1\fs20\lang1033 Anti-racism educational package aimed for schools
> and youth clubs and groups. \par NCCRI}{\f1\fs22\lang1033 , &
> }{\f1\fs20\lang1033 Equality Commission for NI}{\f1\fs22\lang1033 .
> }{\f1\fs20\lang1033 Developing a North/South Agenda for Anti-Racism
> and Racial Equality Strategies. An overview of recent developments in
> Ireland and Europe }{\f1\fs22\lang1033 . }{\f1\fs20\lang1033
> NCCRI/Equality Commission for Northern Ireland}{\f1\fs22\lang1033 .
> (2000). \line }{\b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033 This
> briefing paper originates from a Roundtable meeting on 'Develo ping a
> North/South Agenda for Anti-Racism and Racial Equality Strategies'
> held in Oct 1999. It provides an overview of policy in terms of
> development in the Republic of Ireland, NI and the EU. \par NICEM:
> Northern Ireland Council for Ethnic Minorities}{\f1\fs22\lang1033 .
> }{\f1\fs20\lang1033 Northern Ireland Council for Ethnic
> Minorities}{\f1\fs22\lang1033 . (1997). \line }{\b\f1\fs22\lang1033
> Notes: }{\f1\fs20\lang1033 NICEM is a voluntary sector,
> membership-based umbrella organisation representative of minority
> ethnic groups and their support organisations in Northern Ireland. It
> is committed to collective action informed by people's experience and
> analysis of their circumstances. It is non-party political and is
> committed to an active anti-racist and anti-sectarian approach. This
> is their 1996-1997 annual report including WIP, Auditors Report and
> Appendice s. \par Niessen, Jan}{\f1\fs22\lang1033 and
> }{\f1\fs20\lang1033 Rowlands, Susan}{\f1\fs22\lang1033 .
> }{\f1\fs20\lang1033 The Amsterdam Proposals or how to influence policy
> debates on asylum and immigration}{\f1\fs22\lang1033 . 1-63. 2000.
> }{\f1\fs20\lang1033 London}{\f1\fs22\lang1033 , }{\f1\fs20\lang1033
> ENER-European Network against Racism, ILPA - Immigration Law
> Practitioners' Association and the Migration Policy
> Group}{\f1\fs22\lang1033 . \line Notes: }{\f1\fs20\lang1033 In order
> to stimulate a policy debate across the European Union, involving both
> governmental and non-governmental actors, it was felt necessary to
> publish an executive summary of The Amsterdam Proposals together with
> concrete suggestions as to how to influence national and European
> policy debates on immigration and asylum. Therefore, ILPA, MPG and the
> European Network against Racism (ENAR) produced the present
> publication in English, French and German. \par The Community Access
> Programme}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033
> Lancaster}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033 University of
> Lancaster}{\f1\fs22\lang1033 . \line }{\b\f1\fs22\lang1033 Notes:
> }{\f1\fs20\lang1033 The Community Access team combines practice and
> research. We work in partnership with local communities to provide
> short courses for adult groups. A key theme of our whole programme is
> the issue of educational equalit y and social exclusion; in particular
> addressing the cultural values and learning potential of socially
> excluded groups in adult and continuing education. \par
> NUS/USI}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033 Student Community
> Relations Guide}{\f1\fs22\lang1033 , 1-104. 1997. }{\f1\fs20\lang1033
> Belfast}{\f1\fs22\lang1033 , }{\f1\fs20\lang1033 NUS/USI Northern
> Ireland Student Centre}{\f1\fs22\lang1033 . \line
> Notes: }{\f1\fs20\lang1033 This guide has been produced as a resource
> for students and other interested audiences to assist in the
> development of political education and community relations strategies
> in Northern Ireland.
> \par O'Connell,J}{\f1\fs22\lang1033 . }{\i\f1\fs20\lang1033 Roma,
> Gypsies, Travellers of Europe. An Examination of Discrimination and
> Racism}{\f1\fs20\lang1033 .}{\f1\fs22\lang1033 }{\f1\fs20\lang1033
> Pavee Point Publications}{\f1\fs22\lang1033 . (1998). \line
> }{\b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033 On the 17-19th of
> January 1998 a transnational working seminar on racism experienced by
> Roma, Gypsies and Travellers in the European Union took place in
> Leuven, B elgium. A survey regarding the situation of these groups in
> the participating countries was compiled as a stimulus for discussion;
> this report is the final paper produced from the seminar proceedings.
> It begins its discussion with some definitions of rac ism, following
> with an examination of the situations in European countries, and
> concludes with proposals and recommendations. \par
> O'Reilly,M.}{\f1\fs22\lang1033 , }{\f1\fs20\lang1033
> Numan,S.}{\f1\fs22\lang1033 , }{\f1\fs20\lang1033
> Brady,P.}{\f1\fs22\lang1033 , & }{\f1\fs20\lang1033
> Hyland,B.}{\f1\fs22\lang1033 }{\f1\fs20\lang1033
> Crosscare}{\f1\fs22\lang1033 & }{ \f1\fs20\lang1033 Blackrock
> Teachers' Centre}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033 Celebrating
> Difference.}{\f1\fs22\lang1033 1998; }{\f1\fs20\lang1033
> Dublin}{\f1\fs22\lang1033 : }{\f1\fs20\lang1033
> Crosscare}{\f1\fs22\lang1033 . }{ \f1\fs20\lang1033
> 1}{\f1\fs22\lang1033 . \line }{\b\f1\fs22\lang1033 Notes:
> }{\f1\fs20\lang1033 This is an intercultural education programme for
> senior primary classes. it is a framework to help children look at
> difference and to conduct relations in a constructive and peaceful
> way. It has three themes: difference; homes are di fferent; and
> belonging. \par Office for the Official Publications of the European
> Communities}{\f1\fs22\lang1033 . (1997). }{\f1\fs20\lang1033
> Newsletter for the European Year Against Racism}{\f1\fs22\lang1033 .
> }{\i\f1\fs22\lang1033 }{\i\f1\fs20\lang1033 Newsletter for the
> European Year Against Racism}{\i\f1\fs22\lang1033 ,
> }{\f1\fs22\lang1033 1-12.\line }{\b\f1\fs22\lang1033 Notes:
> }{\f1\fs20\lang1033 Newsletter containing information about the E
> uropean Year Against Racism including articles on racism in the
> workplace, different racial issues in different countries in the
> European Union. It also highlights the events for the year from
> July-December, 1997. \par Office for the Official Publications of the
> European Communities}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033 Report
> Drawn up on Behalf of the Committee of Inquiry into Racism and
> Xenophobia on the findings of the Committee of
> Inquiry}{\f1\fs22\lang1033 . } {\f1\fs20\lang1033 Office for Official
> Publications of the European Communities}{\f1\fs22\lang1033 . (1991).
> \line }{\b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033 This brochure
> deals with one of the major social and political problems of our time.
> In continuing our work for a peaceful and democratic united Europe, we
> must ensure that our Europe is an open society based on the respect of
> fundamental rights and the rejection of all forms of d iscrimination.
> May this brochure contribute towards the realization that racism is
> ethically unacceptable and politically dangerous, and a greater
> awareness of our common responsibility to work for a democratic and
> pluralist European society respecting th e dignity of men and women
> whatever their race, sexual orientation, religion, nationality or
> ethnic origin. \par D.Epstein}{\f1\fs22\lang1033 . (1990).
> }{\f1\fs20\lang1033 Challenging Lesbian and Gay Inequalities in
> Education}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033
> Buckingham}{\f1\fs22\lang1033 : }{\f1\fs20\lang1033 Open University
> Press}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033
> 0-335-19130-4}{\f1\fs22\lang1033 . \line }{\b\f1\fs22\lang1033 Notes:
> }{\f1\fs20\lang1033 Through a s eries of historically-located articles
> ranging from personal stories, through examples of 'good practice' to
> theoretical analysis of the interweaving of heterosexism, sexism and
> racism, the book traces the ways in which these oppressions are
> constructed a nd played out within and through the system of schooling
> and through education policies. \par Oskamp,S.}{\f1\fs22\lang1033 ,
> }{\f1\fs20\lang1033 Arriaga,X.}{\f1\fs22\lang1033 ,
> }{\f1\fs20\lang1033 Jackson,J.}{\f1\fs22\lang1033 ,
> }{\f1\fs20\lang1033 Volckens,J.}{\f1\fs22\lang1033 ,
> }{\f1\fs20\lang1033 Shinn,M.}{\f1\fs22\lang1033 , }{ \f1\fs20\lang1033
> Tsemberis,S.}{\f1\fs22\lang1033 , }{\f1\fs20\lang1033
> Zimmerman,M.}{\f1\fs22\lang1033 , }{\f1\fs20\lang1033
> Steinman,K.}{\f1\fs22\lang1033 , }{\f1\fs20\lang1033
> Rowe,K.}{\f1\fs22\lang1033 , }{\f1\fs20\lang1033 Foshee,V.}{
> \f1\fs22\lang1033 , }{\f1\fs20\lang1033 Timko,C.}{\f1\fs22\lang1033 ,
> }{\f1\fs20\lang1033 Donaldson,S.}{\f1\fs22\lang1033 ,
> }{\f1\fs20\lang1033 Gooler,L.}{\f1\fs22\lang1033 , }{\f1\fs20\lang1033
> Weiss,R.}{\f1\fs22\lang1033 , }{\f1\fs20\lang1033 Price,R.}{
> \f1\fs22\lang1033 , }{\f1\fs20\lang1033
> Friedland,D.}{\f1\fs22\lang1033 , }{\f1\fs20\lang1033 Nam
> Choi,J.}{\f1\fs22\lang1033 , }{\f1\fs20\lang1033
> Caplan,R.}{\f1\fs22\lang1033 , & }{\f1\fs20\lang1033
> Rappaport,J.}{\f1\fs22\lang1033 (1998). }{ \i\f1\fs22\lang1033
> }{\i\f1\fs20\lang1033 Addressing Community Problems - Psychological
> Research and Interventions.}{\i\f1\fs22\lang1033 }{\f1\fs22\lang1033
> }{\f1\fs20\lang1033 London.}{\f1\fs22\lang1033 : }{\f1\fs20\lang1033
> Sage}{\f1\fs22\lang1033 . \line }{\b\f1\fs22\lang1033 Notes:
> }{\f1\fs20\lang1033 This book examines one or more pressing community
> problems - homelessness, racism, delinquency, alcoholism, violence,
> unemployment, workplace health - from a social psychological
> perspective as well as a clinical one. The results of the empirical
> data pr esented in the book are then integrated with approaches to
> intervention. \par Pavee Point}{\f1\fs22\lang1033 .. (1991).
> }{\f1\fs20\lang1033 Pavee Pictures (Photos by Derek
> Spiers)}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033
> Dublin}{\f1\fs22\lang1033 : }{\f1\fs20\lang1033 Pavee Point
> Publications}{\f1\fs22\lang1033 . }{ \f1\fs20\lang1033
> 1}{\f1\fs22\lang1033 p. }{\f1\fs20\lang1033
> 1-897598-02-5}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033
> 1}{\f1\fs22\lang1033 .\line }{\b\f1\fs22\lang1033 Notes:
> }{\f1\fs20\lang1033 Photos of Travellers by Derek Spiers with ajoining
> stories.
>
> \par Pavee Point}{\f1\fs22\lang1033 . (1995 - 1998).
> }{\f1\fs20\lang1033 Pavee Point Newsletter}{\f1\fs22\lang1033 .
> }{\i\f1\fs22\lang1033 }{\i\f1\fs20\lang1033 Pavee Point
> Newsletter}{\i\f1\fs22\lang1033 , }{\i\f1\fs20\lang1033
> 1-3}{\i\f1\fs22\lang1033 , } {\f1\fs22\lang1033 \line
> }{\b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033 Pavee Point
> Newsletter is a journal about the issues of Travellers. \par Pavee
> Point}{\f1\fs22\lang1033 . (1992). }{\f1\fs20\lang1033 Traveller Ways
> Traveller Words}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033
> Dublin}{\f1\fs22\lang1033 : }{\f1\fs20\lang1033 Pavee Point
> Publications}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033 1}{
> \f1\fs22\lang1033 p. }{\f1\fs20\lang1033
> 1-897598-00-9}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033
> 1}{\f1\fs22\lang1033 .\line }{\b\f1\fs22\lang1033 Notes:
> }{\f1\fs20\lang1033 A selection of 17 interviews with Travellers,
> young and old, talking about things from 'crazy' childbirths to
> funerals, from kindness in the camps to the tricks of dealing. \par
> Pharr,S.}{\f1\fs22\lang1033 (1997). }{\i\f1\fs22\lang1033
> }{\i\f1\fs20\lang1033 Homophobia. A Weapon of
> Sexism.}{\i\f1\fs22\lang1033 }{\f1\fs22\lang1033 }{\f1\fs20\lang1033
> California}{\f1\fs22\lang1033 : }{\f1\fs20\lang1033 Chardon Press}{
> \f1\fs22\lang1033 .\line }{\b\f1\fs22\lang1033 Notes:
> }{\f1\fs20\lang1033 Pharr introduces her theory about homophobia and
> sexism, centering primarily on its effects on heterosexual women and
> lesbians. It arises out of the homophobia workshops held by the
> Lesbian Task Force of the National Co alition Against Domestic
> Violence. It analyses why homophobia exists and how it works; it
> offers strategies on how to eliminate homophobia; it discusses the
> common elements of oppression (racism, sexism, homophobia). \par
> Pharr,S.}{\f1\fs22\lang1033 (1996). }{\i\f1\fs22\lang1033
> }{\i\f1\fs20\lang1033 In The Time Of The Right. Reflections on
> Liberation.}{\i\f1\fs22\lang1033 }{\f1\fs22\lang1033
> }{\f1\fs20\lang1033 California}{\f1\fs22\lang1033 :
> }{\f1\fs20\lang1033 Chardon Press}{\f1\fs22\lang1033 .\line
> }{\b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033 Discusses right-wing
> political forces ("Domination Politics") and the effect these have had
> on American society, particularly with regard to equality, inclusion,
> social change, economic justice, homophobia, racism and political
> integrity. \par Powney,J.}{\f1\fs22\lang1033 , }{\f1\fs20\lang1033
> McPake,J.}{\f1\fs22\lang1033 , }{\f1\fs20\lang1033
> Hall,S.}{\f1\fs22\lang1033 , & }{\f1\fs20\lang1033
> Lyall,L}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033 Education of
> Minority Ethnic Groups in Scotland}{ \f1\fs22\lang1033 .
> }{\f1\fs20\lang1033 Scottish Council for Research in
> Education}{\f1\fs22\lang1033 . (1998). }{\f1\fs20\lang1033
> 88}{\f1\fs22\lang1033 , }{\f1\fs20\lang1033 1}{\f1\fs22\lang1033 p.
> }{\f1\fs20\lang1033 Scottish Council for Research in
> Education}{\f1\fs22\lang1033 .\line }{\b\f1\fs22\lang1033 Notes:
> }{\f1\fs20\lang1033 This research review was undertaken to provide
> information about education and minority ethnic groups in Scotland,
> arising from research completed in Scotland and elsewhere. The report
> examines available statistical information and Scottish studies rela
> ting to minority ethnic groups and education at all levels. \par
> Preece,J.}{\f1\fs22\lang1033 (1999). }{\i\f1\fs22\lang1033
> }{\i\f1\fs20\lang1033 Combating Social Exclusion in University Adult
> Education}{\i\f1\fs22\lang1033 . }{\f1\fs22\lang1033
> }{\f1\fs20\lang1033 UK}{\f1\fs22\lang1033 : }{\f1\fs20\lang1033
> Ashgate}{\f1\fs22\lang1033 .\line }{\b\f1\fs22\lang1033 Notes:
> }{\f1\fs20\lang1033 This is a story of one university continuing
> education department's involvement with adults most on the margins of
> formal education. It exposes the rhetoric behind the words 'higher
> education for everyone able to benefit', particularly in a lifelong
> learning context, and underlines the need to rethink some of higher
> education's criteria for excellenc e . The book's argument is that
> more should mean different and also inclusive. Thirty community
> learners with diverse backgrounds tell their personal histories of how
> their respective education systems and social expectations
> pigeon-holed them and their le a rning throughout their lives.
> Experiences of professional as well as local attitudes towards
> employment, disability, culture, ethnicity, gender and class have
> ultimately impinged on what individuals chose to do and what they
> thought they were entitled to
> as adults. In spite of this influence some people gave examples of
> independent learning which revealed latent and unrecognised
> intellectual talent from the most unexpected corners.
> \par Refugee Agency}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033 Refugee
> Agency Annual Report 1998}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033
> Refugee Agency}{\f1\fs22\lang1033 . (undated). }{\f1\fs20\lang1033
> 1998}{\f1\fs22\lang1033 , \line }{ \b\f1\fs22\lang1033 Notes:
> }{\f1\fs20\lang1033 Report of the undertakings of the Refugee Agency
> during 1998. This includes projects in the area of family
> reunification, education and training, housing and welfare etc \par
> Refugee Agency}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033 Refugee
> Agency Annual Report: 1995}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033
> Refugee Agency}{\f1\fs22\lang1033 . (1995). \line
> }{\b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033 The Refugee Agency
> was established by the Government in 1991 under the aegis of the
> Department of Foreign Affairs to co-ordinate arrangements for the
> admission, reception and resettlement of refugees admitted into
> Ireland under Gover nment Decisions. Among the functions of the
> Refugee Agency are: to develop policies for the reception and
> integration of refugees in Ireland; to arrange, directly or in
> consultation with the relevant authorities, non-Government
> organisations, churches and
>
> charitable groups for the provision of temporary accommodation,
> orientation courses, and where necessary, language training courses to
> refugees upon arrival in Ireland and to facilitate the repatriation of
> refugees in cases where the demand arises and whe re circumstances
> permit. This is their annual report. \par R.Lentin}{\f1\fs22\lang1033
> . }{\f1\fs20\lang1033 The Expanding Nation: Towards a Multi-Ethnic
> Ireland.}{\f1\fs22\lang1033 1998; }{\f1\fs20\lang1033
> Dublin}{\f1\fs22\lang1033 : }{\f1\fs20\lang1033 Department of
> Sociology, Trinity College Dublin}{ \f1\fs22\lang1033 . \line
> }{\b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033 A discussion among
> academics, the public sector, the voluntary s ector and members of
> ethnic minorities on issues of race, ethnicity and nationalism as part
> of the process of social change. Considered the implications of
> becoming a host society and debated policy and other implications of
> the increasing multi-ethnic na ture of Irish society. \par Rubenstein,
> Michael}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033 Discrimination. A
> Guide to the relevant Case Law on Race and Sex Discrimination and
> Equal Pay.}{\f1\fs22\lang1033 }{\f1\fs20\lang1033 <None
> Specified>}{\f1\fs22\lang1033 }{\f1\fs20\lang1033 6-10th; 12th
> edition}{\f1\fs22\lang1033 , 1-90. 1999. }{\f1\fs20\lang1033
> London}{\f1\fs22\lang1033 , }{\f1\fs20\lang1033 Eclipse Group
> Ltd.}{\f1\fs22\lang1033 \line Notes: }{\f1\fs20\lang1033 This is a
> guide to relevant case
> law on race and sex discrimination and equal pay. It covers EU sex
> discrimination law; statutory exclusions and exceptions; direct and
> indirect discrimination; victimisation; employer liability;
> discrimination by others than employers; individual remedie
> s; and enforcement by statutory remedies.
> \par D.Gill}{\f1\fs22\lang1033 , }{\f1\fs20\lang1033
> B.Mayor}{\f1\fs22\lang1033 , & }{\f1\fs20\lang1033
> M.Blair}{\f1\fs22\lang1033 . (1997). }{\f1\fs20\lang1033 Racism and
> Education: Structures and Strategies}{\f1\fs22\lang1033 .
> }{\f1\fs20\lang1033 London} {\f1\fs22\lang1033 : }{\f1\fs20\lang1033
> Sage/The Open University Press}{\f1\fs22\lang1033 .
> }{\f1\fs20\lang1033 1}{\f1\fs22\lang1033 p. }{\f1\fs20\lang1033
> 0-8039-8518-9}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033
> 1}{\f1\fs22\lang1033 .\line }{ \b\f1\fs22\lang1033 Notes:
> }{\f1\fs20\lang1033 This text provides an overview of both the social
> basi s of racism in education, and the policies that have attempted to
> combat it. Focusing mainly on the effectiveness or otherwise of
> multicultural and antiracist policies, the book situates racism at
> school in the widest context, from the experience of indiv iduals to
> the social and institutional background. \par
> Shah,S.}{\f1\fs22\lang1033 , & }{\f1\fs20\lang1033
> Kohli,J.}{\f1\fs22\lang1033 }{\f1\fs20\lang1033 Race and Education -
> Access and Curriculum}{\f1\fs22\lang1033 . \line
> }{\b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033 Discusses inequality
> and injustice in relation to race in society, in particular in access
> to education \par Singer,M.R.}{\f1\fs22\lang1033 (1998).
> }{\i\f1\fs22\lang1033 }{\i\f1\fs20\lang1033 Perception and Identity
> in Intercultural Communication}{\i\f1\fs22\lang1033 .
> }{\f1\fs22\lang1033 }{\f1\fs20\lang1033 Maine USA}{\f1\fs22\lang1033
> : }{ \f1\fs20\lang1033 Intercultural Press Inc}{\f1\fs22\lang1033
> .\line }{\b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033 This book
> explores the communication process and the manner in which perception
> and identity affect communication on every level of interaction -
> interper sonal, inter-group and international. From an analysis of
> cultural and group identities each individual develops, the author
> argues, that all individuals are culturally unique and that all
> communication is to some degree intercultural. \par Smith,
> Suzanne}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033 Tools for
> Change}{\f1\fs22\lang1033 . 1999. }{\f1\fs20\lang1033
> Dublin}{\f1\fs22\lang1033 , }{\f1\fs20\lang1033
> NCDE}{\f1\fs22\lang1033 . \line Notes: }{\f1\fs20\lang1033 This
> directory highlights material for those offering training and
> education around the issues of asylum and refugees. It offers
> comprehensive listings of education materials and oragnisations
> involved in the wo rk. With this directory NCDE hopes to contribute
> to the further exploration of anti-racism work and development
> education towards a more just and equal world, both in Ireland and
> abroad. \par A.Smyth}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033
> Feminism, Politics, Community.}{\f1\fs22\lang1033
> }{\f1\fs20\lang1033 Dublin}{\f1\fs22\lang1033 : }{\f1\fs20\lang1033
> WERRC}{\f1\fs22\lang1033 . \line }{\b\f1\fs22\lang1033 Notes:
> }{\f1\fs20\lang1033 Th is collection is the proceedings of a
> conference held in May 1996 by the Women's Education Research and
> Resource Centre (WERRC). It focused on the experiences, practices and
> theoretical perspectives of women working in a variety of different
> social contex ts in Ireland. It attempted to cross the barriers which
> hinder collective work for social change - class, politics, ethnicity,
> age, sexuality, and geography. \par Statewatch}{\f1\fs22\lang1033 .
> (1999). }{\f1\fs20\lang1033 Statewatch}{\f1\fs22\lang1033 .
> }{\i\f1\fs22\lang1033 }{\i\f1\fs20\lang1033
> Statewatch}{\i\f1\fs22\lang1033 , }{\i\f1\fs20\lang1033
> 9}{\i\f1\fs22\lang1033 :}{\f1\fs22\lang1033 (}{ \f1\fs20\lang1033
> 1-6}{\f1\fs22\lang1033 ). \line }{\b\f1\fs22\lang1033 Notes:
> }{\f1\fs20\lang1033 This is the newsletter of Statewatch an
> organisation which monitors state and civil liberties in the UK and
> Europe. \par Stewart Millar,M.}{\f1\fs22\lang1033 (1998).
> }{\i\f1\fs22\lang1033 }{\i\f1\fs20\lang1033 Cracking the Gender Code
> - Who Rules the Wired World.}{\i\f1\fs22\lang1033 }{\f1\fs22\lang1033
> }{\f1\fs20\lang1033 Toronto}{\f1\fs22\lang1033 : }{
> \f1\fs20\lang1033 SECOND STORY Press}{\f1\fs22\lang1033 .\line
> }{\b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033 This books explore
> the emerging culture of digital tech nology as represented by one of
> its most popular magazines, Wizard. It offers sobering insights into
> the ways in which the new information technologies promise a future
> that will transcend current social ills. By exposing the sexism and
> racism that perm eate digital culture it is demonstrated that the
> traditional views of the past are merged with technologies of the
> future. \par Stewart, Chuck}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033
> Sexually Stigmatized Communities. Reducing Heterosexism and
> Homophobia. An Awareness Training Manual}{\f1\fs22\lang1033 . 1999.
> }{\f1\fs20\lang1033 Sage Publications}{\f1\fs22\lang1033 . \line
> Notes: }{\f1\fs20\lang1033
> This training manual is deigned primarily as a resource for education
> to reduce homophobia and heterosexism. It is also appropriate for any
> course addressing the stigmatization of certain groups based on race,
> ethnicity, religion or gender. \par Storey,A.}{\f1\fs22\lang1033 , &
> }{\f1\fs20\lang1033 Browne,H.}{\f1\fs22\lang1033 }{\f1\fs20\lang1033
> A.Storey}{\f1\fs22\lang1033 & }{\f1\fs20\lang1033
> H.Browne}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033
> Farawayan}{\f1\fs22\lang1033 . 1998; }{ \f1\fs20\lang1033
> Dublin}{\f1\fs22\lang1033 : }{\f1\fs20\lang1033 Calypso
> Productions}{\f1\fs22\lang1033 . \line }{\b\f1\fs22\lang1033 Notes:
> }{\f1\fs20\lang1033 Information and activity on refugees and asylum
> seekers in Ireland and abroad. \par Sudbury,J.}{\f1\fs22\lang1033
> (1998). }{\i\f1\fs22\lang1033 }{\i\f1\fs20\lang1033 'Other Kinds of
> Dreams' Black Women's Organisations and the Politics of
> Transformation.}{\i\f1\fs22\lang1033 }{\f1\fs22\lang1033
> }{\f1\fs20\lang1033 London and New York }{\f1\fs22\lang1033 :
> }{\f1\fs20\lang1033 Routledge}{\f1\fs22\lang1033 .\line
> }{\b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033 This book questions
> the homogeneity of the term 'black' and asks whether increasing social
> stratification within black communities undermines this unity. It
> also analyses the relationship between black women's organisations,
> black men and white feminists within the context of coalition building
> for social transformation.
>
> \par Swedish Assembly in Finland (Svenska Finlands
> folkting)}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033 Swedish in
> Finland}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033
> Finland}{\f1\fs22\lang1033 .}{\f1\fs20\lang1033 \par }\pard
> \li720\sa240\widctlpar\adjustright {\b\f1\fs22\lang1033 Notes:
> }{\f1\fs20\lang1033 Discusses the situation of the minority Swedish
> population in Finland in relation to language, legislation, education,
> the media, religion and politics. \par }\pard
> \fi-720\li720\sa240\widctlpar\adjustright {\f1\fs20\lang1033 Swiss
> Institute of Comparative Law}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033
> Legal measures to combat racism and intolerance in the member States
> of the Council of Europe.}{ \f1\fs22\lang1033 }{\f1\fs20\lang1033
> Council of Europe}{\f1\fs22\lang1033 . (1998). \line
> }{\b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033 Commissioned by the
> European Commission against Racism and Intolerance, this report
> outlines the legal measures taken by the Council of Europe member
> States to combat racism and intolerance. \par
> Tannan,M.}{\f1\fs22\lang1033 , }{\f1\fs20\lang1033
> Smith,S.}{\f1\fs22\lang1033 , & }{\f1\fs20\lang1033
> Flood,S.}{\f1\fs22\lang1033 (1998). }{\i\f1\fs22\lang1033
> }{\i\f1\fs20\lang1033 Anti-Racism: An Irish
> Perspective.}{\i\f1\fs22\lang1033 }{ \f1\fs22\lang1033
> }{\f1\fs20\lang1033 Dublin}{\f1\fs22\lang1033 : }{\f1\fs20\lang1033
> Harmony}{\f1\fs22\lang1033 .\line }{\b\f1\fs22\lang1033 Notes:
> }{\f1\fs20\lang1033 This is a guide to anti-racism in Ireland. It
> discusses racism and identifies key areas for anti-racist activity. It
> provides background analysis of the issues and extensive information
> on the resources available. \par Taylor and Francis
> Ltd.}{\f1\fs22\lang1033 }{\f1\fs20\lang1033
> L.Morley}{\f1\fs22\lang1033 & }{\f1\fs20\lang1033
> V.Walsh}{\f1\fs22\lang1033 . (1996). }{\f1\fs20\lang1033 Breaking
> Boundaries: Women in Higher Education}{\f1\fs22\lang1033 . }{
> \f1\fs20\lang1033 London}{\f1\fs22\lang1033 : }{\f1\fs20\lang1033
> Taylor and Francis Ltd.}{\f1\fs22\lang1033 }{\f1\fs20\lang1033
> Gender and Higher Education Series}{\f1\fs22\lang1033 .
> }{\f1\fs20\lang1033 0-7484-0520-8}{\f1\fs22\lang1033 . }{
> \f1\fs20\lang1033 }{\f1\fs22\lang1033 \line }{\b\f1\fs22\lang1033
> Notes: }{\f1\fs20\lang1033 Breaking Boundaries names barriers to
> women's full participation in higher education, and testifies to the
> consequences of power relations for different women in the academy.
> This collection includes discussion on deafness, disability,
> motherhood, race an d age, Irishness, demonstrating that debates on
> feminism and organizational change are often partial, situated and
> exclusionary. \par The National Committee for Development
> Education}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033 The National
> Committee for Development Education Development Education Resources
> Catalogue 1999-2000}{\f1\fs22\lang1033 , 1-48. 1997.
> }{\f1\fs20\lang1033 Dublin}{ \f1\fs22\lang1033 , }{\f1\fs20\lang1033
> The National Committee for Development Education}{\f1\fs22\lang1033 .
> \line Notes: }{\f1\fs20\lang1033 Catalogue for NCDE resources for
> primary and secondary school teachers, third level students, adult and
> youth trainers, women's groups, general readers \par
> Thompson,N}{\f1\fs22\lang1033 . (1993). }{\f1\fs20\lang1033
> Anti-Discriminatory Practice}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033
> London}{\f1\fs22\lang1033 : }{\f1\fs20\lang1033 MacMillan/British
> Association of Social Workers}{\f1\fs22\lang1033 . }{
> \f1\fs20\lang1033 Practical Social Work}{\f1\fs22\lang1033 .
> }{\f1\fs20\lang1033 0-333-58434-1}{\f1\fs22\lang1033 .\line
> }{\b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033 This book explores
> each of the main areas of discrimination (gender, age, race,
> disability etc.) an d considers the practice implications of
> developing an anti-oppressive approach to social work. Drawing on a
> clearly articulated theory base, the book addresses issues of racism
> and sexism as well as other, less well documented, areas such as
> ageism and d isabilism. \par Todd,R.}{\f1\fs22\lang1033 (1991).
> }{\i\f1\fs22\lang1033 }{\i\f1\fs20\lang1033 Education in a
> Multicultural society.}{\i\f1\fs22\lang1033 }{\f1\fs22\lang1033
> }{\f1\fs20\lang1033 London}{\f1\fs22\lang1033 : }{\f1\fs20\lang1033
> Cassell}{ \f1\fs22\lang1033 .\line }{\b\f1\fs22\lang1033 Notes:
> }{\f1\fs20\lang1033 This book offers an overview of the history of
> cultural and ethic diversity in Britai n and of various educational
> responses to these social changes, from both local and central
> government. It examines the issue of racism in general and analyses
> four episodes of conflict which reveal the complexity of the issue.
> The final chapter conside rs the development of educational policies
> for a multicultural society and addresses the practical implications
> for teachers, schools and the community. \par
> Townsend-Smith,R.J.}{\f1\fs22\lang1033 (1998). }{\i\f1\fs22\lang1033
> }{\i\f1\fs20\lang1033 Discrimination Law: Text, Cases and
> Materials.}{\i\f1\fs22\lang1033 }{\f1\fs22\lang1033
> }{\f1\fs20\lang1033 London,Sydney}{\f1\fs22\lang1033 : }{
> \f1\fs20\lang1033 Cavendish publishing LTD}{\f1\fs22\lang1033 .\line
> }{\b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033 This book covers all
> aspects of discrimination law including gender, race, disability,
> religion, age and sexual discrimination. The book seeks to put
> discrimination law into its social and political context and so
> provide the reader w ith an understanding of legal rules, possible
> required law reforms and a consideration of the social and economic
> impact of anti-discrimination legislation. \par
> Tuffy,E.}{\f1\fs22\lang1033 (1999). }{\f1\fs20\lang1033 Access to
> Higher Education: Opportunities for Non-Traditional
> Students.}{\f1\fs22\lang1033 \line }{\b\f1\fs22\lang1033 Notes:
> }{\f1\fs20\lang1033 This paper on access to Higher Education for
> mature and part-time students was presented at the ADM Ltd conference
> "Partnerships in Education" held in Galway on the 23rd and 24th of
> February 1999. This paper reviews participation patterns of mature and
> pa r t-time students in Higher Education and examines the obstacles to
> their participation. It also considers some initiatives aimed at
> improving access and offers recommendation to colleges, the Higher
> Education Authority (HEA) and the government on how part icipation
> rates might be brought in line with other OECD countries. Proposals on
> increasing access for Travellers and minority ethnic groups are also
> included. \par UCG Women's Studies Centre}{\f1\fs22\lang1033 .
> }{\f1\fs20\lang1033 Jane Conroy}{\f1\fs22\lang1033 &
> }{\f1\fs20\lang1033 Rosaleen O'Neill}{\f1\fs22\lang1033 . (1999).
> }{\f1\fs20\lang1033 U.C.G Women's Studies Centre Review: Volume
> 4}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033 Galway}{\f1\fs22\lang1033
> : }{\f1\fs20\lang1033 NUI, Galway.}{\f1\fs22\lang1033
> }{\f1\fs20\lang1033 6}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033
> 0-951466-5-X}{\f1\fs22\lang1033 . \line }{\b\f1\fs22\lang1033 Notes:
> }{ \f1\fs20\lang1033 This Review reflects the ongoing developments in
> Women's Studies and the role of the Women's Studies Centre's Seminar
> Series as a forum for debate on women's issues. The papers here are l
> argely based on the seminar series held during the period 1997- 1998.
> Invited papers in the area of discrimination against minorities
> (particularly in the Republic of Ireland), the theme of exile and
> silence expressed in the writings of North African wome n , the notion
> of the exotic 'Other' in Franchophone literature, and the changes in
> women's status in Rome two millennia ago. Poetry section. While there
> is a strong focus on problems of internal and global relationships,
> the volume as a whole reflects the
> multi-disciplinary nature and eclectic subject-matter of Women's
> Studies, as is now customary in this Review.
> \par Ugba,A.}{\f1\fs22\lang1033 (1999). }{\i\f1\fs22\lang1033
> }{\i\f1\fs20\lang1033 Dear Mama.... - An African Refugee Writes
> Home.}{\i\f1\fs22\lang1033 }{\f1\fs22\lang1033 }{\f1\fs20\lang1033
> London}{\f1\fs22\lang1033 : }{\f1\fs20\lang1033 Minerva Press}
> {\f1\fs22\lang1033 .\line }{\b\f1\fs22\lang1033 Notes:
> }{\f1\fs20\lang1033 This book is based on the experiences of an Afric
> an refugee from the period of 1992-1998 when he lived in Germany. He
> gives an account of his time there offering a candid and detailed
> observation of Germany`s refugee and immigration crisis. His account
> is highly critical of the African refugee as it i s of the treatment
> of refugees overall in many European countries, including France,
> Italy and Austria. \par UNISON}{\f1\fs22\lang1033 .
> }{\f1\fs20\lang1033 Identifying Legal Cases in the
> Workplace.}{\f1\fs22\lang1033 1-66. }{\f1\fs20\lang1033
> Birmingham}{\f1\fs22\lang1033 , }{\f1\fs20\lang1033
> UNISON}{\f1\fs22\lang1033 . \line Notes: }{\f1\fs20\lang1033 The guide
> is written for trade union officials to help them identify potential
> legal cases, so that UNISON can pursue successful cases on behalf of
> its members. It aims to develop skills around the interview and
> investigation process and help officials develop best practice in
> providing support to members. It covers variou s
> issues, including: dismissal; redundancy; employment contracts; terms
> and conditions of employment; race, sex and disability
> discrimination; pregnancy rights and discrimination; part-time
> working; equal pay; harassment and bullying; sexual harassment; an
> d various courses of action.
> \par United}{\f1\fs22\lang1033 . (2000). }{\f1\fs20\lang1033 Eureka!
> Your guide to intercultural action in Europe.}{\f1\fs22\lang1033
> \line }{\b\f1\fs22\lang1033 Notes: }{\f1\fs20\lang1033 A guide to
> intercultural action in Europe with addresses of 2,500 organisations,
> funds, magazines, media, websites and much more. whether the need i s
> for ideas for a campaign or the address of possible partner
> organisations in any European country, it can be found on this CD.
> The database on this CD Rom contains not only many more addresses than
> any edition of the annual European address Book Agains t
> Racism but as well descriptions of many of the organisations. The
> information part contains basic information on the United network,
> information leaflets on such diverse subjects as refugees,
> definitions and fund-raising, campaign ideas and reports of c
> o
> nferences. United for Intercultural Action is the European network
> against nationalism, racism, fascism and in support of migrants and
> refugees. It unites more than 500 organisations from 49 European
> countries in the struggle for an open society, where
> there is no place for intolerance and discrimination.
> \par Webber,F}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033 Crimes of
> Arrival: immigrants and asylum-seekers in the new
> Europe}{\f1\fs22\lang1033 . }{\f1\fs20\lang1033
> Statewatch}{\f1\fs22\lang1033 . (undated). \par }{\f1\fs20\lang1033
> Youth Directorate, Council of Europe}{\f1\fs22\lang1033 .
> }{\f1\fs20\lang1033 All Different All Equal. Education
> Pack}{\f1\fs22\lang1033 . 1995. }{\f1\fs20\lang1033
> Strasbourg}{\f1\fs22\lang1033 , }{\f1\fs20\lang1033 Youth Directorate,
> Council of Europe}{\f1\fs22\lang1033 . \par }\pard
> \li720\sa240\widctlpar\adjustright {\b\f1\fs22\lang1033
> Notes}{\f1\fs22\lang1033 : }{\f1\fs20\lang1033 Ideas, resources,
> methods and activities for informal intercultural education with young
> people and adults \par }} --=====================_3995595==_--
====================================================================
| Mohammed Dhalech
| Equal Opportunities Officer
| University of Oxford
| Tel: +44 (0)1865 270083
| Fax: +44 (0)1865 280300
| [log in to unmask]
| University Offices
| Wellington Square
| Oxford OX1 2JD
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