"It Wasn't Racism; It Was More Misunderstanding." White Teachers, Latino/a Students, and Racial Battle Fatigue

Autor/inn/en	Call-Cummings, Meagan; Martinez, Sylvia
Titel	"It Wasn't Racism; It Was More Misunderstanding." White Teachers, Latino/a Students, and Racial Battle Fatigue
Quelle	In: Race, Ethnicity and Education, 20 (2017) 4, S.561-574 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2016.1150830
Schlagwörter	Racial Bias; Hispanic American Students; Ethnic Groups; Student Diversity; Whites; Teacher Characteristics; High School Students; Action Research; Interviews; Focus Groups; Teacher Attitudes; Student Attitudes; Racial Relations; Misconceptions; Elementary Secondary Education; Aggression; Power Structure; Teacher Role; Participatory Research; Idaho + Suchen Sie Ihr Suchwort? Racial discrimination; Rassismus; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Ethnie; White; Weißer; High school; High schools; Oberschule; Projektforschung; Interviewing; Interviewtechnik; Lehrerverhalten; Schülerverhalten; Missverständnis; Lehrerrolle; Forschungstätigkeit
Abstract	This article explores how and why a group of Latino/a high school students identify and explain racism differently over the course of an 18-month participatory action research (PAR) project. To do this we examine what recent scholarship has termed racial microaggressions in what is thought of as the Post-Racial America public school system. Pulling examples from student and teacher interview, focus group, and class discussion data we first examine how these students' teachers conceptualize and talk about racism, cross-racial relationships, and racial misunderstandings, and then we juxtapose that with students' discursive work to make sense of the ways their teachers make their conceptualizations known and/or seen in school. Focusing on the K-12 context, this study finds racial battle fatigue may be why students switch between how they label these aggressions. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01