Race, Identity, and Representation in Education

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Cameron McCarthy, Warren Crichlow
Psychology Press, 1993 - 329 Seiten
Race, Identity and Representation in Education offers new cultural and poststructuralist approaches to the topic of race relations in education, the humanities and the social sciences, emphasizing the themes of identity and representation. Contributors: Michael Apple, Cameron McCarthy, Warren Crichlow, Michael Omi, Howard Winant, Cornel West, Ali Behdad, Roxana Ng, William F. Pinar, Leslie Roman, Lawrence Grossberg, Richard Hatcher, Barry Troyna, Fazal Rizvi, Catherine Raissiguier, Christine Sleeter, Glenn Hudak, Deborah P. Britzman, Kelvin Santiago-Válles, Gladys Jiménez-Muñoz, Laura M. Lamash, Elizabeth Ellsworth, Susan Edgerton, Michele Wallace, Manthia Diawara, Laura Elisa Perez, Patrick McGee, Edward Said, and Hazel Carby.

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Inhalt

On the Theoretical Concept of Race
3
The New Cultural Politics of Difference
11
Rightist Reconstructions
24
Postcolonial Critics in the American Academy
40
Racism Sexism and Nation Building in Canada
50
Notes on Understanding Curriculum as a Racial Text
60
White is a Color White Defensiveness Postmodernism
71
Cultural Studies andin New Worlds
89
Fashioning Multiculture
188
Using Educational Films
201
Toni Morrison Teaching the Interminable
220
Grand CanyonA Narrative
236
CULTURAL INTERVENTIONS IN RACE RELATIONS IN SCHOOL
249
Performative Acts
262
Opposition and the Education of Chicanaos
268
Decolonization and the Curriculum of English
280

THE PRODUCTION
107
Children and the Grammar of Popular Racism
126
The Adolescent
140
How White Teachers Construct Race
157
Strategies of Stardom
172
Knowledge and Ideological Representation
289
The Politics of Knowledge
306
Index
315
Contributors
326
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Über den Autor (1993)

Cameron McCarthy is Associate Professor in the Department of Curriculum and Instruction at the University of Illinois, Urbana-Champaign. He is the author of Race and Curriculum and publishes widely on the topic of cultural politics. Warren Crichlow teaches in the Graduate School of Education and Human Development at the University of Rochester. He has written about social and cultural studies of education in journals such as Afterimage and The Journal of Education.

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