Full Description
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 committedto 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.
Contents
CONTENTS
Foreword ix
Prologue xiii
Introduction: The Continuing Significance of Race in America's Integrated Schools 1
Part I: Students
1 Racial Humor 25
2 Racial Performance 51
3 Intimidation and Fighting 71
4 "Full-Blown Racists" 83
Part II: Teachers
5 See No Evil, Hear No Evil, Speak No Evil 99
6 The Cycle of Mutual Disrespect 117
7 Reframing Race 135
Part III: Administrators
8 "No One at the Table" 159
9 "The Jefferson Way" 179
Part IV: Intervention
10 Learning Not to Be Racist 201
Conclusion: Rethinking Reform 229
Appendix: Discussion Questions 241
Notes 247
Acknowledgments 259
About the Author 263
Index 265
