"Brown Morning": Classed Interpretations of Anti-Racist Text

Autor/inn/en	Amir, Dana; Shoshana, Avihu
Titel	"Brown Morning": Classed Interpretations of Anti-Racist Text
Quelle	In: Critical Studies in Education, 59 (2018) 1, S.108-126 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-8487
DOI	10.1080/17508487.2016.1174948
Schlagwörter	High School Students; Student Attitudes; Civics; Socioeconomic Status; Racial Bias; Prevention; Social Justice; Figurative Language; Language Usage; Social Class; Ethnicity; Self Concept; Foreign Countries; Fiction; Literary Genres; Observation; Interviews; Grounded Theory; Israel + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Staatsbürgerkunde; Socio-economic status; Sozioökonomischer Status; Racial discrimination; Rassismus; Prävention; Vorbeugung; Soziale Gerechtigkeit; Sprachgebrauch; Social classes; Soziale Klasse; Ethnizität; Selbstkonzept; Ausland; Fiktion; Literarische Form; Beobachtung; Interviewing; Interviewtechnik
Abstract	This article examines the interpretations of high school students from different socioeconomic locations (in terms of socioeconomic class and ethnicity) with regard to the text "Brown Morning," used as a didactic tool for antiracism education within the framework of Civics courses. The research findings uncover differences in the students' interpretations of the text. An in-depth understanding of these differences will be attained through clinical analyses based on the distinctions between metaphor and metonymy made by linguist Roman Jakobson. Among students from low socioeconomic locations, interpretations related to racism were dominated by "metonymic" characteristics, while that of students from higher socioeconomic locations were predominantly "metaphoric." Study findings do not only show the different interpretations among the students, but also the various ways in which metaphorical and metonymic language affect teachers. These analyses will focus on the reasons for these differences and their implications regarding the links between social locations, language, and education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01