"A Hidden Part of Me": Latino/a Students, Silencing, and the Epidermalization of Inferiority

Autor/inn/en	Irizarry, Jason G.; Raible, John
Titel	"A Hidden Part of Me": Latino/a Students, Silencing, and the Epidermalization of Inferiority
Quelle	In: Equity & Excellence in Education, 47 (2014) 4, S.430-444 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2014.958970
Schlagwörter	High School Students; Hispanic American Students; Critical Theory; Race; Student Experience; At Risk Students; Racial Bias; Self Concept; Negative Attitudes; Racial Discrimination; Action Research; Social Change; Criminology; Ethnography; Participant Observation + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Kritische Theorie; Rasse; Abstammung; Studienerfahrung; Racial discrimination; Rassismus; Selbstkonzept; Negative Fixierung; Racial bias; Projektforschung; Sozialer Wandel; Kriminologie; Ethnografie; Teilnehmende Beobachtung
Abstract	Using Critical Race Theory (CRT) and Latino/a Critical Race Theory (LatCrit) as analytical tools, this article examines the experiences of a seven Latino/a high school students at various points of engagement with the school-to-prison pipeline. Building on and extending Franz Fanon's (1952) concept of the epidermalization of inferiority, the authors demonstrate the nuanced ways that institutional racism and other interrelated forms of oppression function to contribute to a sense of internalized oppression among Latino/a youth. We critically examine the ways in which dialogue and collaborative research undertaken in a supportive classroom atmosphere can help students move from feeling shame and guilt to having an enhanced critical understanding of their experiences with incarceration, including an analysis of their own involvement with the school-to-prison pipeline. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10