Misspoken in Arizona: Latina/o Students Document the Articulations of Racism

Autor/in	Cammarota, Julio
Titel	Misspoken in Arizona: Latina/o Students Document the Articulations of Racism
Quelle	In: Equity & Excellence in Education, 47 (2014) 3, S.321-333 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2014.933067
Schlagwörter	Hispanic American Students; Racial Bias; Aggression; Disadvantaged; High School Students; Educational Experience; Culturally Relevant Education; Cultural Awareness; Educational Policy; Assignments; Student Research; Teacher Attitudes; Administrator Attitudes; Arizona + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Racial discrimination; Rassismus; High school; High schools; Oberschule; Bildungserfahrung; Cultural identity; Kulturelle Identität; Politics of education; Bildungspolitik; Assignment; Auftrag; Zuweisung; Studentenforschung; Lehrerverhalten
Abstract	This article reports on racism expressed by school personnel (administrators and teachers) and experienced by Latina/o students at a high school located in Tucson, Arizona. Students in a specialized social science research program, called the Social Justice Education Project (SJEP), documented personal encounters with racist articulations at their school. After students conducted observations of their own interactions on campus, they would write (weekly) field notes as part of a research assignment to document racism in education. Most verbal exchanges influenced by racism can be categorized into direct racist statements or racial microaggressions. Both of these racist articulations are tantamount to derogatory comments or slurs that attempt to make an individual from a marginalized group feel inferior to or different (in a negative sense) from the dominant group. This article focuses on the SJEP, implemented at one particular Tucson high school, during the 2010-2011 school year. Excerpts from the students' field notes present evidence of racist articulations. The article concludes with recommendations on how to ameliorate the educational experiences of students of color with culturally relevant and responsive policies and practices that will move the discourse on marginalized groups in a positive direction. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10