Word: reviewable
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Dates: during 1960-1969
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...article which became the Bible for the Rahdravians who came to Wahs appeared in The Rahdrav Review under the caption: "BPI's--The Big Zero." It was based on a two-day tour of 120 BPI's and statistics gathered from outdated sources...
...constitution that RUS offered in March was the result of this conference, and represented a major shift in RUS' aims. Instead of complete autonomy, RUS only asked for a joint student-administrative committee to review college legislation. Instead of the four voting seats it had originally sought on the Council, it wanted only two non-voting seats. RUS had cleaned up many of the loose parts of the constitution, making it more like "a realistic contract between two parties," one Trustee said...
Although Ford said the Faculty would never accept the idea of "assured positions without competitive review," he added that a black scholar whose field was, for example, the Negro in America, "would have things going for him that a white scholar would not" in the competition for a Faculty post. Ford said he regretted that more black scholars do not go into such fields...
...explanation for academic silence could be that experts are still unraveling technical problems in the Report and related research. If the Review is any indication, however, a significant consensus is emerging on the course which reform must follow. Most of the contributors to the Review recognize that equal educational opportunity implies both integration and compensatory education (giving deprived children more and better teachers, books, facilities...
...Review also reveals a growing consensus on the need for redefining present programs of compensation and integration. Both Cohen and Clark condemn the traditional notion that compensatory education seeks to compensate for the ghetto child's "cultural deprivation." This term imlies none-too-subtly that whatever is black and poor is deprived and whatever is white and middle class is adequate. Apart from its racist connotations, the idea points the finger at the wrong party. The real failure, Review contributors indicate, lies not with the ghetto child but with the school's inability to provide a stimulating "educational environment...