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Citation |
Lewis AE. Am. Educ. Res. J. 2001; 38(4): 781-811. |
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Copyright |
(Copyright © 2001, American Educational Research Association, Publisher SAGE Publishing) |
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DOI |
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PMID |
unavailable |
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Abstract |
This article examines the racial messages and lessons students get from parents and teachers in one suburban school community. I examine the explicit and "hidden" curriculum of race offered in the school as well as exploring community members' racial discourse, understandings, and behaviors. During a yearlong ethnographic study, all community members consistently denied the local salience of race. Yet, this explicit color-blind "race talk" masked an underlying reality of racialized practices and color-conscious understandings--practices and understandings that not only had direct impact on students of color at the school, but also have implications for race relations more broadly. I argue that this apparent paradox is related to the operation of new racial ideologies becoming dominant in the United States today, and conclude with suggestions for how this racial logic might be challenged. |