Argues that pluralistic societies, characterized by the number of blocs, recency of colonial rule, and existence of several religious minorities, are not in essence racialist; racialism arises out of pluralism when one group has a powerful advantage over other groups, as in the U.S., South Africa, and Brazil. (RJ)

Language Arts teachers must be vigilant in their selection of books for students because of racist and sexist stereotypes. (Author)

Argues that what lies behind the neglect of black American literature is not a supportable body of critical criteria, but a refusal to believe that blacks possess the humanity requisite for the production of works of art. (Author/JM)

Negro counselor educator in south presents observations on nature of racism. Argues for improved total school environment. Differing point of view follows in brief reaction by Don W. Locke, Northeast Louisiana State College, Monroe. Papers presented at Southern Association for Counselor Education and Supervision, Lexington, Kentucky, 1968. (CJ)

The racist nature of American society has made it extremely difficult for black people to develop positive individual or group images"; the author cites a discussion with his sons, and concludes that black parents and leaders must share the task of building a positive black image. (Author/SP)

Describes how racial discrimination in the British army during World War I converted loyal black volunteers into black nationalists, and how resultant revolts initiated the national liberation struggle that eventually led to the end of colonial rule in most of the British Caribbean. (JM)

Argues that there is need for change if Africans as a group are going to realize any direction for survival as an autonomous group; there is need for re-definition of what they are as a people--on their terms--of values which will lend the critical dynamism to their survival in the interest of their own selves. (SB)

This discussion of white racism points out the contradictions and complexities of the white working class's hatred and fear of blacks, intellectuals, and the rich; also focuses on and attacks the superficial knowledge of social scientists writing in this area. (JW)

Considers the problems of articulation within the contexts of racism, changing lifestyles, student activism, and educational dehumanization. (EA)

Current programs to aid Negroes focus on them as people who are culturally deprived rather than culturally different. This approach dooms these programs to failure. (CK)

Analyzed are the attitudes and remarks of characters in Sartoris," The Sound and the Fury," Intruder in the Dust," Light in August," Go Down Moses," and Absalom, Absalom!" (RD)

Charges American social science with systematic bias in its treatment of black families so as to exaggerate the amount and kind of pathology of black family life and ignore the health aspects; only black scholars and scientists may correct this idea. (JM)