Dancing with Bigotry: The Poisoning of Racial and Ethnic Identities

Bartolomé, Lilia I.; Macedo, Donaldo

doi:10.17763/haer.67.2.p1066147824v8l8t

Cited by 48 publications

(22 citation statements)

References 4 publications

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“…Our challenge then is how to guide teacher candidates to continue to question practice and not be absorbed into school cultures that systematically violate immigrant children's dignity and contribute to their educational failures. Bartolomé and Macedo (1997) argue that "the politics of racism and division do not belong solely to extremist hate groups, but are an unacknowledged and potent part of mainstream American ideology, thought, and action" (p. 222). In this article, we have shown that practices of symbolic violence and coded language-that is, covert institutionalized racism-are abundant both in public schools and in universities where teachers are prepared.…”

Section: Discussionmentioning

confidence: 99%

Mexican Immigrants in U.S. Schools: Targets of Symbolic Violence

Shannon¹,

Escamilla²

1999

Educational Policy

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The largest immigrant group in the United States is from Mexico. Although attitudes toward immigrants have tended to be negative throughout the 20th century, attitudes and beliefs about Mexican immigrants have increasingly become hostile. Those societal views are mirrored in school culture. In this article, we illustrate this hostility by describing critical incidents involving teacher candidates in a teacher preparation program, Mexican immigrant children, and educators. We analyze the incidents as examples of symbolic violence and coded language targeted at Mexican immigrants and their children. We conclude that this problem must be addressed in explicit and direct ways and that schools and universities have a responsibility to provide a just and equal education for all children including Mexican immigrants.

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Section: Discussionmentioning

confidence: 99%

Mexican Immigrants in U.S. Schools: Targets of Symbolic Violence

Shannon¹,

Escamilla²

1999

Educational Policy

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“…Like many U.S. schools, Valley Middle School hopes that the Latino/a students can be served by being assimilated into the greater culture (Gandara & Contreras, 2009;Garcia, 2009). This strategy for serving these students does not work and often alienates students from the school and the education they want and need (Bartolome, 1997;Delpit, 1992;Trueba, Bartolome, & Macedo, 2000). The Latino/a students, coming from a different culture and experience, struggle to find their place in this European American school and ways to relate to the non-Latino/a students in the school.…”

Section: School Affordances: Support and Safetymentioning

confidence: 99%

The Voces Project: Investigating How Latino/a Immigrant Children Make Sense of Engaging in School and School Mathematics

Knudson-Martin

2013

IJME

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This study investigates how a group of Mexican immigrant children in the United States made sense of engaging in school and school mathematics. The research focused on a population of Latino/a middle school students who were a distinct minority, building a model that shows how a complex set of cognitive, sociocultural, and institutional factors mediated these students' engagement and success in school. The results of this research will help educators understand the complex social environment that faces immigrant children and impacts their performance and engagement in school and school mathematics. Theoretical Framework Methodology The Voces Model Summary of Influences on Engagement in School Conclusion: Implications for Research and Schools Notes ReferencesWhen asked, "What does it take to be good in math?" Oscar, a 14-year-old Mexican immigrant boy, answered, "What does it take? It takes heart." Heart and a willingness to keep trying or "Si, se puede" were two of the major assets that immigrant Latino/a children and their parents consistently presented when discussing their lives as members of a community in the Pacific Northwest of the United States. These assets represent part of the funds of knowledge that these children bring with them to school (Gonzalez, Moll, & Amanti, 2005). This study investigates how Mexican immigrant children attending a predominantly White middle school in the United States made sense of engaging in school and school mathematics and how their familial and cultural backgrounds interacted with the school culture and expectations. Multiple studies have examined the factors that influence Latino student engagement in schools that serve populations that are predominantly Latino/a (e.g., Gutierrez, 2002b;Gutstein, Lipman, Hernandez, & de los Reyes, 1997;Moll, 1997). This research focuses on a population of Latino students who form a distinct minority. The populations of countries throughout the world are becoming more diverse, and this diversity is becoming more widespread (Gandara & Contreras, 2009). Schools worldwide are now grappling with how to serve an increasingly diverse population of students. The results of this research will help educators understand how minority status combines with sociohistorical, community, 2 school, and institutional influences to impact Latino/a student performance and engagement with school and school mathematics. It will provide information that will help educators develop school and mathematics programs that more equitably serve all students.The reader will find few "mathematical issues" in this study. The original focus of this research was to examine the issues that caused students to struggle with engaging in middle school mathematics classes. Approximately half the scripted questions used in the interviews conducted for this research asked about engaging in school mathematics. Students, parents, teachers, and counselors consistently answered those questions without referring to the mathematics that was being taught. What the participants made clear...

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“…By offering these academic works, the attempt was to begin to fill in the missing theories necessary to form a complete history of humanity. Works by scholars such as Swidler (1986) and Bartolome and Macedo (1997) attempted to explore the symbolism and cultural constructs that are used within Native American cultures as a way to eliminate the racial discrimination in society and education. While the above works were recognized among Native American scholars, little attention has otherwise been paid to the plethora of information available regarding Indigenous epistemology, science, technology, and general philosophy.…”

Section: Multiculturalism and Manifest Destinymentioning

confidence: 99%

Trampling the sacred: multicultural education as pedagogical racism

Lovern

2012

International Journal of Qualitative Studies in Education

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The following paper is a critical examination involving the misuse of sacred cultural tools and practices in the name of multicultural education. Native American practices are identified to illustrate how such inappropriate usages promote pedagogical racism. The misuse continues the hegemonic distribution of social capital. Through the irresponsible portrayal of complex and sophisticated cultures, American education continues to perpetuate pedagogical violence against children who are already socially and educationally disenfranchised. Using Freire, Giroux, Deloria, and Grande, this paper will identify strategies of communication and education necessary to eliminate pedagogical racism and begin to reverse the violence against children.The spiral of violence begins as a spiral of distorted communication that leads through the spiral of uncontrolled reciprocal mistrust, to the breakdown of communication. If violence thus begins with a distortion in communication, after it has erupted it is possible to know what has gone wrong and what needs to be repaired. -Habermas (Borradori 2003, 35) In this statement, Jurgen Habermas was referring to the events of 9/11, but the violence to which he refers can be experienced at all levels in our society. The "distortion of communication" begins with the first step into a classroom. The violence that occurred on this day has highlighted the need for cultural understanding and dialog in order to possibly avoid similar future events. For those who teach in areas of higher education, it also brought to light the need to increase the focus on investigating non-Western knowledge systems. The unfortunate academic result of 9/11 is that much of the effort has remained focused on Arab and Muslim cultures. While these certainly deserve exploration, there are cultures beyond these that are experiencing generations of violence that continue to be ignored. The creation of multicultural pedagogical programs has been put in place largely because of the events of the 1960s and 1970s. These early programs focused largely on black and African-American interaction with white and European American communities. The limited focus of multicultural programs seems to be a result of media and political agendas. Such myopic approaches relegate other racial and ethnic groups to the *

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Dancing with Bigotry: The Poisoning of Racial and Ethnic Identities

Cited by 48 publications

References 4 publications

Mexican Immigrants in U.S. Schools: Targets of Symbolic Violence

Mexican Immigrants in U.S. Schools: Targets of Symbolic Violence

The Voces Project: Investigating How Latino/a Immigrant Children Make Sense of Engaging in School and School Mathematics

Trampling the sacred: multicultural education as pedagogical racism

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