Schooling as a Regime of Equality and Reproducing Difference in an Afro-Ecuadorian Region

Autor/in	Johnson, Ethan
Titel	Schooling as a Regime of Equality and Reproducing Difference in an Afro-Ecuadorian Region
Quelle	In: Ethnography and Education, 4 (2009) 2, S.147-164 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-7823
Schlagwörter	Racial Identification; Racial Discrimination; Ceremonies; Instruction; Blacks; Latin Americans; Social Sciences; Textbooks; Racial Differences; Cultural Differences; High School Students; Secondary School Teachers; Socialization; Nationalism; Citizenship; Ethnography; Observation; Interviews; Foreign Countries; Ecuador + Suchen Sie Ihr Suchwort? Racial bias; Rassismus; Zeremoniell; Teaching process; Unterrichtsprozess; Black person; Schwarzer; Latin America; People; Lateinamerika; Bevölkerung; Volk; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Textbook; Text book; Schulbuch; Lehrbuch; Rassenunterschied; Kultureller Unterschied; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Socialisation; Sozialisation; Nationalismus; Staatsbürgerschaft; Ethnografie; Beobachtung; Interviewing; Interviewtechnik; Ausland
Abstract	In this article I compare and contrast curricular, ceremonial and pedagogical practices with how students and teachers make sense of racial identity and discrimination at the Jaime Hurtado Academy in the city and province of Esmeraldas, Ecuador, which is the only region of the nation where Afro-Ecuadorian people comprise a majority of the population. On the one hand, I found that schooling was structured as a regime of equality, where social science textbooks make invisible the concepts of race and Blackness while school ceremonies enforced membership to the nation. In addition, I demonstrate that pedagogical practices reinforce the notion of a culturally homogenous nation by providing little space for students to interrogate important issues in their lives. On the other hand, I show through an examination of how students and teachers make sense of racial identity and discrimination that race was a significant factor shaping teaching and learning at the research site and argue that schooling practices are implicated in this process by attempting to submerge racial and cultural differences. (Contains 2 tables and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10