Abstract
Through the ethnographies of two schools serving different socioeconomic communities, this article offers an examination of students’ and teachers’ interpretations of the anti-racism text “Brown Morning” taught in civics classes. Findings present the dramatic differences between the interpretations of students from dissimilar socioeconomic communities, the manners in which these interpretations discordantly activate the teachers, and the disparity of assorted class dynamics. These findings proffer a discussion of the link between education, class, ethnicity, and racism. [class, racism, ethnicity, psychological discourse].
Original language | English |
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Pages (from-to) | 61-76 |
Number of pages | 16 |
Journal | Anthropology and Education Quarterly |
Volume | 48 |
Issue number | 1 |
DOIs | |
State | Published - 1 Mar 2017 |
Bibliographical note
Publisher Copyright:© 2017 by the American Anthropological Association.
ASJC Scopus subject areas
- Education
- Anthropology