ERIC Number: ED419475
Record Type: Non-Journal
Publication Date: 1998-Mar
Reference Count: N/A
Noises in the Attic: The Legacy of Expectations in the Academy.
As an outcome of the author's experiences at several American universities, and based on critical race theory as espoused by Bell (which uses narrative to bear witness to lived experiences of racism in American society), a project was undertaken to record conversations with four non-white students at a university in the southern United States. Three, unplanned, hour-long conversations were recorded to explore participants' feelings and experiences as non-whites at a predominantly white academic institution. An edited version of the videotaped narratives, entitled "Noises in the Attic: A Conversation with Ourselves," was subsequently shown at conferences and private presentations in an effort to raise the consciousness of graduate students, administrators, and professors of education. The video is divided thematically, with each section describing some aspect of the experience of being "alien" in the white academic institution. The following issues are highlighted: the ways in which the exclusive discourse of the classroom promotes feelings of isolation among non-white students; the Eurocentric nature of academic methodology; balancing cultural identity with the demands made by the institutional culture; and the role of non-whites in resisting the stereotypes perpetuated when "other" voices are silenced in the classroom. (MAB)
Descriptors: College Students, Diversity (Faculty), Diversity (Student), Group Discussion, Group Experience, Higher Education, Minority Group Influences, Nondiscriminatory Education, Personal Narratives, Racial Bias, Racial Factors, Racial Identification, Racial Relations, Self Concept
Transcript of video available from: College of Education, Room 367, Georgia State University, Atlanta, GA 30303; e-mail: firstname.lastname@example.org
Publication Type: Opinion Papers; Reports - Descriptive
Education Level: N/A
Audience: Practitioners; Students
Authoring Institution: Georgia State Univ., Atlanta. Center for the Study of Adult Literacy.