Schooling, Blackness and National Identity in Esmeraldas, Ecuador

Autor/in	Johnson, Ethan
Titel	Schooling, Blackness and National Identity in Esmeraldas, Ecuador
Quelle	In: Race, Ethnicity and Education, 10 (2007) 1, S.47-70 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
Schlagwörter	Foreign Countries; Topography; Racial Discrimination; Educational Practices; School Location; Racial Identification; Nationalism; Minority Groups; Ethnicity; Whites; Interviews; Observation; Student Attitudes; Cultural Influences; Curriculum; Economic Development; Social Development; Ecuador + Suchen Sie Ihr Suchwort? Ausland; Topografie; Racial bias; Rassismus; Bildungspraxis; Schulgelände; Nationalismus; Ethnische Minderheit; Ethnizität; White; Weißer; Interviewing; Interviewtechnik; Beobachtung; Schülerverhalten; Cultural influence; Kultureinfluss; Curricula; Lehrplan; Rahmenplan; Wirtschaftsentwicklung; Soziale Entwicklung
Abstract	In Esmeraldas, Ecuador, students of African descent make sense of racial identity and discrimination in multiple and contradictory ways as they negotiate the dominant discourse of national identity. In Ecuador two simultaneous processes shape the dominant discourse of national identity: racial mixture and the movement towards Whiteness. This study is based primarily on formal interviews and classroom and school site observations. In this article I focus on the relationship between educational practices at the national and local level and the perceptions and negotiations of students of African descent concerning racial identity and discrimination. I show that the racial and spatial topography of the nation of Ecuador is transposed onto the cultural landscape of the city of Esmeraldas. I show that the formal curriculum attempts to erase the significance of Black people and Blackness from the economic and social development of the nation, while racial discrimination is pervasive inside and outside of the classroom at the research site. Finally, I show that students of African descent often attempt to move towards Whiteness as they negotiate the dominant discourse of national identity. I conclude with a summary of my findings and suggest what the implications are for schooling in Esmeraldas, Ecuador and more broadly. (Contains 10 notes, 2 tables, and 5 figures.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10