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Because of Race: How Americans Debate Harm and Opportunity in Our Schoolsreviewed by Andrea Dyrness - February 24, 2009 Title: Because of Race: How Americans Debate Harm and Opportunity in Our Schools Author(s): Mica Pollock Publisher: Princeton University Press, Princeton ISBN: 069112535X, Pages: 253, Year: 2008 Search for book at Amazon.com A few years ago at the liberal arts college where I teach, a white male student showed up at a campus Halloween party dressed in blackface. A picture of the student in costume was posted on Facebook and soon created a campus uproar. Students of color and many faculty decried the costume as a racist stereotype that contributed to an unwelcoming campus climate for students of color, while other students and faculty countered that it was a harmless incident all in good fun. Dominating the discussion of the incident on campus listservs was the question of the young mans intentions. When faced with the uproar over his costume, the young man responded that he had never meant to harm anyone, and was certainly not a racist. Faculty members stepped forward to vouch for the students moral character, to demonstrate the impossibility of racist intent, and therefore to establish the uproar... (preview truncated at 150 words.)To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- The Paradoxes of Integration: Race, Neighborhood, and Civic Life in Multiethnic America
- What Can You Say?: America's National Conversation on Race
- Between Race and Reason: Violence, Intellectual Responsibility, and the University to Come
- Growing Up in America: The Power of Race in the Lives of Teens
- ''Ethnically Qualified'': Race, Merit, and the Selection of Urban Teachers, 1920 - 1980
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- Andrea Dyrness
Trinity College E-mail Author ANDREA DYRNESS is an Assistant Professor of Educational Studies at Trinity College in Hartford, Connecticut. Her research interests include education and social inequality in the United States and Latin America, Latina feminist epistemologies, and activist research methods and epistemologies. She recently published “Research for change versus research as change: Lessons from a mujerista participatory research team,” in Anthropology and Education Quarterly, Vol. 39, No. 1, March 2008.
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