This article reports on the results of a qualitative study that focused on the use of critical pedagogy with African American males with labels of "emotional or behavioral disorders." The teachers in this study worked with students to examine and counter the ways that their status as a special education student affected their identities.…

In a study of the New Orleans public schools, African American males represented 43% of the school population, while accounting for 58% of the non-promotions, 65% of the suspensions, 80% of the expulsions, 43% of the dropouts, and only 9% of the gifted and talented. African American males are denied equal educational opportunity at such alarming…

The study evaluated the postschool status of approximately 2,600 special education and 1,100 nonhandicapped students at 6 to 30 months after school exit. Results indicated that across all variables, former students identified as nonhandicapped and learning disabled fared better than students identified as mildly mentally retarded. (Author/DB)

In this article, I offer a new interpretation of non-Maori parents' claim that a Maori/English bilingual school unit in Aotearoa/New Zealand is separatist. I show that while some use such a claim to defend monoculturalism and white hegemony, others use it to come to terms with Aotearoa/New Zealand's postcolonial nationhood, globalization, and a…