Hi Barbara

I have attached the resources for you info. am sure it will be of interest
to others. I have also found Angel Productions catalogue 2002 useful on
staff development and equality related matters www.angelproductions.co.uk .

Naseem

At 09:08 27/05/02 +0100, you wrote:
>Hi Nazeem
>
>I wondered if you had received any replies to this request for information?
>I sent a message to someone in Ireland who said she would get back to me but
>I am still waiting!
>
>We have Joyce Hill coming to our Council meeting tomorrow, to give a short
>briefing and to launch our new policy.
>
>I got a last minute ticket to the Opportunity Now award ceremony in London a
>couple of weeks ago.  It was a brilliant evening and Leeds Met picked up 2
>awards.
>
>Regards  Barbara

Ms Naseem Zaman
Equality & Diversity Adviser
01274 236049


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\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 }}