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Ethnographic research conducted in the classroom of a Black woman teacher in an urban community college reveals the presence of two distinct but culturally appropriate ways of speaking. Drawing on performance theory, this article analyzes two speech events through which the teacher establishes and maintains congruent face-to-face interaction. It compares the speech events and discusses their effect on student participation and the interpretations and meanings that the participants attach to each. (Performance, ways of speaking, speech events, ethnography of communication)

This article explores the issues of race and prejudice that permeate research. It does so by examining two aspects of educational research on race: conceptual shifts about issues of race, class, and gender, and the politics of citation. Newer, alternative research paradigms help free researchers from the racist, sexist, and class baggage from the traditional, positivist approach. The article concludes with suggestions on how researchers can “right the wrong” of past and current education research on race.

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