The Kinesiology of Race

Autor/in	McAfee, Myosha
Titel	The Kinesiology of Race
Quelle	In: Harvard Educational Review, 84 (2014) 4, S.468-491 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8055
Schlagwörter	Race; Grounded Theory; Ethnography; Mathematics Instruction; Public Schools; Student Diversity; Racial Factors; Interaction; Kinetics; Classroom Environment; Social Stratification; Student Experience; Racial Bias; Social Theories; Social Justice; Teacher Behavior; Student Behavior; Middle Schools; Teacher Attitudes; Interviews; Observation; Data Analysis; Cooperative Learning; African American Students; White Students; Asian American Students; Individualized Instruction; California + Suchen Sie Ihr Suchwort? Rasse; Abstammung; Ethnografie; Mathematics lessons; Mathematikunterricht; Public school; Öffentliche Schule; Interaktion; Kinetik; Klassenklima; Unterrichtsklima; Soziale Zusammensetzung; Studienerfahrung; Racial discrimination; Rassismus; Gesellschaftstheorie; Soziale Gerechtigkeit; Teacher behaviour; Lehrerverhalten; Student behaviour; Schülerverhalten; Middle school; Mittelschule; Mittelstufenschule; Interviewing; Interviewtechnik; Beobachtung; Auswertung; Kooperatives Lernen; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Asian immigrant; United States; Asiatischer Einwanderer; USA; Individualisierender Unterricht; Kalifornien
Abstract	In this research article, Myosha McAfee presents findings from her grounded theory and microethnographical study of math instruction in a racially and socioeconomically diverse public school. Her analysis puts forth a new theory-the kinesiology of race-which conceptualizes race as a verb rather than a noun. It centrally considers how racial patterns and hierarchies emerge through the accumulation of ordinary, everyday interactions. Rather than focus on the relationship between individuals' beliefs and actions, McAfee identifies three racial kinetics occurring in the classroom-sifting, gridlocking, and advantaging-and maintains that, over time, these processes inform the racial stratification of students' learning experiences and academic outcomes. The kinesiology of race theory differs from pre-existing frameworks of race as a category, identity, or outcome (i.e., racism) and can reframe thinking about how race works. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10