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ERIC Number: ED568823
Record Type: Non-Journal
Publication Date: 2015-May
Pages: 320
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-61250-767-5
ISSN: N/A
Those Kids, Our Schools: Race and Reform in an American High School
Griffin, Shayla Reese
Harvard Education Press
In "Those Kids, Our Schools," Shayla Reese Griffin examines patterns of racial interaction in a large, integrated high school and makes a powerful case for the frank conversations that educators could and should be having about race in schools. Over three years, Griffin observed students, teachers, and administrators in a "post-racial" exurban high school in the Midwest. In its hallways, classrooms, lunchrooms, and staff meetings, she uncovered the disturbing ways in which racial tensions and prejudices persist and are reinforced. Students engaged in patterns of behavior that underscored racial hierarchies. Teachers--no matter how intellectually committed to equity and diversity--often lacked the skills, resources, or authority to address racial issues, while administrators failed to acknowledge racial tensions or recognize how school practices and policies perpetuated racial inequality. This astute and thoughtful book offers a revealing glimpse into the world of young people struggling with the legacy of racism. More important, it highlights the disservice being done to all students in our schools when educators fail to critically interrogate issues of race. Griffin's perceptive analysis illuminates the persistent influence of race in our education system and shows how--with appropriate support--teachers and students can develop the capacity to address racial issues and dynamics in schools in a frank and constructive way. [Foreword by William Jelani Cobb.]
Harvard Education Press. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 888-437-1437; Tel: 617-495-3432; Fax: 978-348-1233; e-mail: hepg@harvard.edu; Web site: http://hepg.org/hep-home/home
Publication Type: Books; Reports - Descriptive
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Harvard University, Graduate School of Education