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A Moment in the Making of U.S. Race Relations : An Ethnography of Desegregating an Urban Elementary School /
In the fall of 1975 through the spring of 1977, as Grandin, an urban, public school in North Carolina, was desegregating, anthropologists Dorothy Holland, Margaret Eisenhart, Joe Harding, and Michael Livesay carried out an ethnographic study of the fifth and sixth grade classes. Their purpose was to...
| Clasificación: | Libro Electrónico |
|---|---|
| Autores principales: | , , , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Baltimore, Maryland :
Project Muse,
2018
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| Colección: | Book collections on Project MUSE.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 005 | 20230905050103.0 | ||
| 006 | m o d | ||
| 007 | cr||||||||nn|n | ||
| 008 | 180629r20181978ncu o 00 0 eng d | ||
| 020 | |a 9781469649443 | ||
| 020 | |z 9781469649436 | ||
| 035 | |a (OCoLC)1040072403 | ||
| 040 | |a MdBmJHUP |c MdBmJHUP | ||
| 043 | |a n-us-nc | ||
| 050 | 4 | |a LC214.22.N8 | |
| 082 | 0 | |a 379.2/6309756 |2 23 | |
| 100 | 1 | |a Holland, Dorothy C., |e author. | |
| 245 | 1 | 2 | |a A Moment in the Making of U.S. Race Relations : |b An Ethnography of Desegregating an Urban Elementary School / |c Dorothy C. Holland (listed as Dorothy C. Clement), Margaret Eisenhart, Joe R. Harding with J. Michael Livesay. |
| 264 | 1 | |a Baltimore, Maryland : |b Project Muse, |c 2018 | |
| 264 | 3 | |a Baltimore, Md. : |b Project MUSE, |c 2018 | |
| 264 | 4 | |c ©2018 | |
| 300 | |a 1 online resource (412 pages). | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 500 | |a Originally published in 1978. | ||
| 500 | |a Issued as part of book collections on Project MUSE. | ||
| 504 | |a Includes bibliographical references (pages 332-340). | ||
| 505 | 0 | |a part I. Strategy, problem, and method. Research questions in the study of school desegregation -- Methodology -- part II. City, district, and school. Community politics and the process of school desegregation in Bradford -- The relationship of the school to the district and the community -- part III. School social organization and social race. Orienting concepts -- Being a teacher at Grandin -- Being a student at Grandin -- Polite cooperation: the organization of social race relations in the school -- part IV. The socialization of black-white relations at Grandin -- Learning about social race from Grandin adults -- Cross-color peer socialization at Grandin -- part V. Conclusions. The emerging order. | |
| 506 | |a Access restricted to authorized users and institutions. | ||
| 520 | |a In the fall of 1975 through the spring of 1977, as Grandin, an urban, public school in North Carolina, was desegregating, anthropologists Dorothy Holland, Margaret Eisenhart, Joe Harding, and Michael Livesay carried out an ethnographic study of the fifth and sixth grade classes. Their purpose was to understand how the students, teachers, administrators, parents, and other community members dealt with the requirement to desegregate their school. Originally published in 1978, their research relied on close-up methods that highlighted the interactional, cultural, and institutional processes of making race and race relations in the school. The book used the term "social race" to emphasize that race is a process. In today's expanded terminology, persons are raced (identified as racial) in social interactions and representations through positioning and discourse. Similarly race relations are made in day-to-day processes of interaction and meaning making. As a specific historical case, the context at Grandin cannot be generalized to contemporary educational settings. Much about public schools has changed since the 1970s. Nonetheless, forty years later, the barriers to more positive race relations are strikingly similar: fraught interactions across differences in interpersonal styles; symbolic encounters that mean different things to different groups; provocative, hurtful terminologies; a veneer of harmony that masks serious difficulties with conflict resolution; and a virtual lack of opportunity and skills for frank discussions about experiences of racism. | ||
| 588 | |a Description based on print version record. | ||
| 650 | 0 | |a Segregation in education |z North Carolina |v Case studies. | |
| 650 | 0 | |a School integration |z North Carolina |v Case studies. | |
| 651 | 0 | |a North Carolina |x Race relations |v Case studies. | |
| 655 | 7 | |a Electronic books. |2 local | |
| 700 | 1 | |a Livesay, Michael, |e author. | |
| 700 | 1 | |a Harding, Joe R., |e author. | |
| 700 | 1 | |a Eisenhart, Margaret A., |e author. | |
| 710 | 2 | |a Project Muse, |e distributor. | |
| 776 | 1 | 8 | |i Print version: |z 9781469649436 |
| 710 | 2 | |a Project Muse. |e distributor | |
| 830 | 0 | |a Book collections on Project MUSE. | |
| 856 | 4 | 0 | |z Texto completo |u https://projectmuse.uam.elogim.com/book/59240/ |
| 945 | |a Project MUSE - Custom Collection | ||
| 945 | |a Project MUSE - 2018 Complete | ||
| 945 | |a Project MUSE - 2018 Archaeology and Anthropology | ||
| 945 | |a Project MUSE - 2018 American Studies | ||