NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1137613
Record Type: Journal
Publication Date: 2017
Pages: 14
Abstractor: As Provided
ISSN: ISSN-1361-3324
"It Wasn't Racism; It Was More Misunderstanding." White Teachers, Latino/a Students, and Racial Battle Fatigue
Call-Cummings, Meagan; Martinez, Sylvia
Race, Ethnicity and Education, v20 n4 p561-574 2017
This article explores how and why a group of Latino/a high school students identify and explain racism differently over the course of an 18-month participatory action research (PAR) project. To do this we examine what recent scholarship has termed racial microaggressions in what is thought of as the Post-Racial America public school system. Pulling examples from student and teacher interview, focus group, and class discussion data we first examine how these students' teachers conceptualize and talk about racism, cross-racial relationships, and racial misunderstandings, and then we juxtapose that with students' discursive work to make sense of the ways their teachers make their conceptualizations known and/or seen in school. Focusing on the K-12 context, this study finds racial battle fatigue may be why students switch between how they label these aggressions.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Idaho
Grant or Contract Numbers: N/A