"Race Is Not Really a Thing": Race Talk Dilemmas in Predominantly White Classrooms

Autor/inn/en	Anthony-Stevens, Vanessa; Boysen-Taylor, Rebekka; Doucette, Benjamin
Titel	"Race Is Not Really a Thing": Race Talk Dilemmas in Predominantly White Classrooms
Quelle	In: Journal of Research in Rural Education, 38 (2022) 3, S.1-16 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-0670
Schlagwörter	Grade 7; Whites; White Teachers; Rural Schools; African American History; Knowledge Level; Controversial Issues (Course Content); Race; Racism; Classroom Communication; Charter Schools; Middle School Teachers; Middle School Students; United States History; Discussion (Teaching Technique); Interpersonal Communication; Language Usage; Role of Education; Slavery; Idaho + Suchen Sie Ihr Suchwort? School year 07; 7. Schuljahr; Schuljahr 07; White; Weißer; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Wissensbasis; Controversial issues; Kontroverse; Rasse; Abstammung; Rassismus; Klassengespräch; Charter school; Charter-Schule; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Interpersonale Kommunikation; Sprachgebrauch; Bildungsauftrag; Sklaverei
Abstract	This study is about a seventh-grade classroom in a predominantly White region in the rural northwestern United States where a White teacher led an interdisciplinary unit on African American narratives of enslavement and freedom fighting. Through the lenses of racial literacy, critical Whiteness studies, and discourse studies, authors use data from a co-ethnographic classroom research project to examine how students grappled in talk and written assignments with tensions around how to understand race and racism in the past and present. Findings present three race talk dilemmas--race is not really a thing (but it is), just tell us the right words (but the right words aren't enough), and we can stop racism before it starts (but can we?)--and offer windows into the tensions present in building racial literacy in predominantly White spaces as a contradictory process, not linear or one-size-fits-all. Discussion suggests that engagement with race talk dilemmas must make space for racial literacy to be seen as a relational process grounded in place and the inclusion of local experiences and histories with race. (As Provided).
Anmerkungen	Penn State University College of Education, Center on Rural Education and Communities. 310B Rackley Building, University Park, PA 16802. Tel: 814-863-2031; Web site: https://jrre.psu.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01