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Article

"It's like this Myth of the Supernegro": resisting narratives of damage and struggle in the neoliberal educational policy context (2017)

Baldridge, Bianca J

In: Race, ethnicity and education Vol. 20, No. 6 (2017), p. 781

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ISSN: 1361-3324

Language: English

Titel der Quelle: Race, ethnicity and education

Publ. der Quelle: Abingdon : Routledge Journals, Taylor & Francis

Angaben zur Quelle: Vol. 20, No. 6 (2017), p. 781

DDC: 370

Abstract: As pathologizing, racialized, and patriarchal rhetoric undergirds neoliberal education reform, deficit narratives characterize the education of Black youth. Such narratives present deep challenges for educational policy and community-based educational spaces. This article explores the ways in which community-based educators resist narratives of damage and struggle in their own personal and professional narratives in order to prevent the cycle of deficit-oriented discourse that follow Black youth through myriad educational spaces. By situating the narratives of community-based educators within a broader policy context shaped by race, class, and gender, this article illustrates the challenges that arise for community-based educators that seek to frame Black youth beyond deficit narratives and who avoid framing themselves as heroes and saviors of Black youth.

DOI: 10.1080/13613324.2016.1248819

URL: Volltext

URL: http://www.tandfonline.com/doi/abs/10.1080/13613324.2016.1248819

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Article

"We're here because we're Black": the schooling experiences of French-speaking African-Canadian students with refugee backgrounds (2015)

Schroeter, Sara ; James, Carl E

In: Race, ethnicity and education Vol. 18, No. 1 (2015), p. 20

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ISSN: 1361-3324

Language: English

Titel der Quelle: Race, ethnicity and education

Publ. der Quelle: Abingdon : Routledge Journals, Taylor & Francis

Angaben zur Quelle: Vol. 18, No. 1 (2015), p. 20

DDC: 370

Abstract: This article discusses the educational experiences of a group of French-speaking Black African-born students who entered Canada as refugees. They were attending a French school and were placed in a separate programme that was designed to meet their particular needs given their limited language skills and level of education. Drawing on critical race theory (CRT), the article analyzes how these students' identities operated in linking their academic abilities and particular life experiences in terms of race, gender, class, language, and immigrant status. The youth identified their separate programme as a problem in that their placement in it has to do with the fact that they are Black. The study provides important insights into the ways students with refugee backgrounds are being integrated into Canadian schools; and that, in some cases, the approach to their education operates to stream them along the lines of ethnicity, race, and life experience - the consequence of which is likely limited educational, occupational and social outcomes.

DOI: 10.1080/13613324.2014.885419

URL: Volltext

URL: http://www.tandfonline.com/doi/abs/10.1080/13613324.2014.885419

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4

Article

'A white guy who doesn't get it, or does he?': a multilayered analysis of one activist's effort to build coalitions across race (2010)

Quijada Cerecer, David Alberto

In: Race, ethnicity and education Vol. 13, No. 2 (2010), p. 173-191

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ISSN: 1361-3324

Language: Undetermined

Titel der Quelle: Race, ethnicity and education

Publ. der Quelle: Abingdon : Routledge Journals, Taylor & Francis

Angaben zur Quelle: Vol. 13, No. 2 (2010), p. 173-191

DDC: 370

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5

Article

'After hours' schools as core to the spatial politics of 'in-betweenness' (2008)

Tsolidis, Georgina ; Kostogriz, Alex

In: Race, ethnicity and education Vol. 11, No. 3 (2008), p. 319-328

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ISSN: 1361-3324

Language: Undetermined

Titel der Quelle: Race, ethnicity and education

Publ. der Quelle: Abingdon : Routledge Journals, Taylor & Francis

Angaben zur Quelle: Vol. 11, No. 3 (2008), p. 319-328

DDC: 370

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6

Article

'Ah, but the whiteys love to talk about themselves': discomfort as a pedagogy for change (2010)

Leibowitz, Brenda ; Bozalek, Vivienne ; Rohleder, Poul ; [et al.]

In: Race, ethnicity and education Vol. 13, No. 1 (2010), p. 83-101

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ISSN: 1361-3324

Language: Undetermined

Titel der Quelle: Race, ethnicity and education

Publ. der Quelle: Abingdon : Routledge Journals, Taylor & Francis

Angaben zur Quelle: Vol. 13, No. 1 (2010), p. 83-101

DDC: 370

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7

Article

'Are you gonna show this to white people?': Chicana/o and Latina/o students' counter-narratives on race, place, and representation (2017)

Martínez, Ramón Antonio

In: Race, ethnicity and education Vol. 20, No. 1 (2017), p. 101-116

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ISSN: 1361-3324

Language: English

Titel der Quelle: Race, ethnicity and education

Publ. der Quelle: Abingdon : Routledge Journals, Taylor & Francis

Angaben zur Quelle: Vol. 20, No. 1 (2017), p. 101-116

DDC: 370

Abstract: This article explores the recurring narratives on race, place and representation that emerged in the talk of Chicana/o and Latina/o sixth-graders at a middle school in East Los Angeles, California. Discourse analytic methods are used to closely examine how these narratives were constructed within the contexts of everyday classroom interactions. Drawing on the notion of counter-storytelling from critical race theory, the article highlights how these sixth-grade students articulated counter-narratives about who they were and what their community was like - often in direct opposition to what they perceived as white people's stereotypical assumptions and misperceptions. It is argued that these narratives constitute a powerful and sophisticated critique of dominant narratives that frame working-class Chicana/o and Latina/o students in racist and pejorative terms. The article ends with a discussion of implications for understanding youth agency and the politics of representation.

DOI: 10.1080/13613324.2015.1121219

URL: Volltext

URL: http://www.tandfonline.com/doi/abs/10.1080/13613324.2015.1121219

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8

Article

'Betwixt and between': literacy, liminality, and the celling of Black girls (2010)

Winn, Maisha

In: Race, ethnicity and education Vol. 13, No. 4 (2010), p. 425-448

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ISSN: 1361-3324

Language: Undetermined

Titel der Quelle: Race, ethnicity and education

Publ. der Quelle: Abingdon : Routledge Journals, Taylor & Francis

Angaben zur Quelle: Vol. 13, No. 4 (2010), p. 425-448

DDC: 370

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9

Article

'Brutal and stinking' and 'difficult to handle': the historical and contemporary manifestations of racialisation, institutional racism, and schooling in Britain (2004)

Cole, Mike

In: Race, ethnicity and education Vol. 7, No. 1 (2004), p. 35-56

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ISSN: 1361-3324

Language: Undetermined

Titel der Quelle: Race, ethnicity and education

Publ. der Quelle: Abingdon : Routledge Journals, Taylor & Francis

Angaben zur Quelle: Vol. 7, No. 1 (2004), p. 35-56

DDC: 370

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10

Article

'Chinese-Mexicans' and 'Blackest Asians': Filipino American youth resisting the racial binary (2016)

Chutuape, Erica D

In: Race, ethnicity and education Vol. 19, No. 1 (2016), p. 200-32

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ISSN: 1361-3324

Language: English

Titel der Quelle: Race, ethnicity and education

Publ. der Quelle: Abingdon : Routledge Journals, Taylor & Francis

Angaben zur Quelle: Vol. 19, No. 1 (2016), p. 200-32

DDC: 370

Abstract: This study provides a deeper understanding of the interracial connections not just between non-whites and whites, but among non-whites. Filipino American youth attending high school in New York City contended with a dominant bipolar racial discourse that marginalizes the racialized experiences of Asians and Pacific Islanders. However, instead of feeling invisible or marginalized, data point to how they negotiated a black-white racial discourse to decide when and how they enter dialogues about race. Filipino youth reconceptualized this racial binary to position themselves on a continuum to form the racial 'middle ground' between blacks and whites. Importantly, rather than a racial hierarchy that places whites at the top, youth used discursive strategies to place themselves on a racial continuum that emphasizes the interconnectedness among racial minorities.

DOI: 10.1080/13613324.2013.792801

URL: Volltext

URL: http://www.tandfonline.com/doi/abs/10.1080/13613324.2013.792801

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