A moment in the making of U.S. race relations :: an ethnography of desegregating an urban elementary school /
In the fall of 1975 through the spring of 1977, as Grandin, an urban, public school in North Carolina, was desegregating, anthropologists Dorothy Holland, Margaret Eisenhart, Joe Harding, and Michael Livesay carried out an ethnographic study of the fifth and sixth grade classes. Their purpose was to...
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| Hauptverfasser: | , , , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Chapel Hill :
University of North Carolina at Chapel Hill Retired Faculty Association,
2018.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | In the fall of 1975 through the spring of 1977, as Grandin, an urban, public school in North Carolina, was desegregating, anthropologists Dorothy Holland, Margaret Eisenhart, Joe Harding, and Michael Livesay carried out an ethnographic study of the fifth and sixth grade classes. Their purpose was to understand how the students, teachers, administrators, parents, and other community members dealt with the requirement to desegregate their school. Originally published in 1978, their research relied on close-up methods that highlighted the interactional, cultural, and institutional processes of making race and race relations in the school. The book used the term "social race" to emphasize that race is a process. In today's expanded terminology, persons are raced (identified as racial) in social interactions and representations through positioning and discourse. Similarly race relations are made in day-to-day processes of interaction and meaning making. As a specific historical case, the context at Grandin cannot be generalized to contemporary educational settings. Much about public schools has changed since the 1970s. Nonetheless, forty years later, the barriers to more positive race relations are strikingly similar: fraught interactions across differences in interpersonal styles; symbolic encounters that mean different things to different groups; provocative, hurtful terminologies; a veneer of harmony that masks serious difficulties with conflict resolution; and a virtual lack of opportunity and skills for frank discussions about experiences of racism |
| Beschreibung: | Originally published in 1978. |
| Beschreibung: | 1 online resource |
| ISBN: | 9781469649443 1469649446 |
Internformat
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| 245 | 1 | 2 | |a A moment in the making of U.S. race relations : |b an ethnography of desegregating an urban elementary school / |c Dorothy C. Holland (listed as Dorothy C. Clement), Margaret Eisenhart, Joe R. Harding with J. Michael Livesay. |
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| 500 | |a Originally published in 1978. | ||
| 520 | |a In the fall of 1975 through the spring of 1977, as Grandin, an urban, public school in North Carolina, was desegregating, anthropologists Dorothy Holland, Margaret Eisenhart, Joe Harding, and Michael Livesay carried out an ethnographic study of the fifth and sixth grade classes. Their purpose was to understand how the students, teachers, administrators, parents, and other community members dealt with the requirement to desegregate their school. Originally published in 1978, their research relied on close-up methods that highlighted the interactional, cultural, and institutional processes of making race and race relations in the school. The book used the term "social race" to emphasize that race is a process. In today's expanded terminology, persons are raced (identified as racial) in social interactions and representations through positioning and discourse. Similarly race relations are made in day-to-day processes of interaction and meaning making. As a specific historical case, the context at Grandin cannot be generalized to contemporary educational settings. Much about public schools has changed since the 1970s. Nonetheless, forty years later, the barriers to more positive race relations are strikingly similar: fraught interactions across differences in interpersonal styles; symbolic encounters that mean different things to different groups; provocative, hurtful terminologies; a veneer of harmony that masks serious difficulties with conflict resolution; and a virtual lack of opportunity and skills for frank discussions about experiences of racism | ||
| 505 | 0 | |a Part I. Strategy, problem, and method. Research questions in the study of school desegregation -- Methodology -- part II. City, district, and school. Community politics and the process of school desegregation in Bradford -- The relationship of the school to the district and the community -- part III. School social organization and social race. Orienting concepts -- Being a teacher at Grandin -- Being a student at Grandin -- Polite cooperation: the organization of social race relations in the school -- part IV. The socialization of black-white relations at Grandin -- Learning about social race from Grandin adults -- Cross-color peer socialization at Grandin -- part V. Conclusions. The emerging order. | |
| 650 | 0 | |a School integration |z North Carolina |v Case studies. | |
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| 651 | 0 | |a North Carolina |x Race relations |v Case studies. | |
| 650 | 6 | |a Déségrégation en éducation |z Caroline du Nord |v Études de cas. | |
| 650 | 6 | |a Ségrégation en éducation |z Caroline du Nord |v Études de cas. | |
| 651 | 6 | |a Caroline du Nord |x Relations raciales |v Études de cas. | |
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| 650 | 7 | |a SOCIAL SCIENCE |x Ethnic Studies |x African American Studies. |2 bisacsh | |
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| 650 | 7 | |a School integration |2 fast | |
| 650 | 7 | |a Segregation in education |2 fast | |
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| 700 | 1 | |a Harding, Joe R., |e author. |0 http://id.loc.gov/authorities/names/n79017486 | |
| 700 | 1 | |a Livesay, Michael, |e author. |0 http://id.loc.gov/authorities/names/n86809584 | |
| 758 | |i has work: |a A moment in the making of U.S. race relations (Text) |1 https://id.oclc.org/worldcat/entity/E39PCGpY9Xd9kV6M4kf3wWMWrC |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
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| adam_text | |
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| author | Holland, Dorothy C. Eisenhart, Margaret A. Harding, Joe R. Livesay, Michael |
| author_GND | http://id.loc.gov/authorities/names/n79017488 http://id.loc.gov/authorities/names/n79017487 http://id.loc.gov/authorities/names/n79017486 http://id.loc.gov/authorities/names/n86809584 |
| author_facet | Holland, Dorothy C. Eisenhart, Margaret A. Harding, Joe R. Livesay, Michael |
| author_role | aut aut aut aut |
| author_sort | Holland, Dorothy C. |
| author_variant | d c h dc dch m a e ma mae j r h jr jrh m l ml |
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| callnumber-sort | LC 3214.22 N8 |
| callnumber-subject | LC - Social Aspects of Education |
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| contents | Part I. Strategy, problem, and method. Research questions in the study of school desegregation -- Methodology -- part II. City, district, and school. Community politics and the process of school desegregation in Bradford -- The relationship of the school to the district and the community -- part III. School social organization and social race. Orienting concepts -- Being a teacher at Grandin -- Being a student at Grandin -- Polite cooperation: the organization of social race relations in the school -- part IV. The socialization of black-white relations at Grandin -- Learning about social race from Grandin adults -- Cross-color peer socialization at Grandin -- part V. Conclusions. The emerging order. |
| ctrlnum | (OCoLC)1040072403 |
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| dewey-ones | 379 - Public policy issues in education |
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| dewey-search | 379.2/6309756 |
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| discipline | Pädagogik |
| format | Electronic eBook |
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| illustrated | Not Illustrated |
| indexdate | 2024-11-27T13:29:00Z |
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| publisher | University of North Carolina at Chapel Hill Retired Faculty Association, |
| record_format | marc |
| spelling | Holland, Dorothy C., author. http://id.loc.gov/authorities/names/n79017488 A moment in the making of U.S. race relations : an ethnography of desegregating an urban elementary school / Dorothy C. Holland (listed as Dorothy C. Clement), Margaret Eisenhart, Joe R. Harding with J. Michael Livesay. Chapel Hill : University of North Carolina at Chapel Hill Retired Faculty Association, 2018. 1 online resource text txt rdacontent computer c rdamedia online resource cr rdacarrier data file Online resource; title from PDF title page (EBSCO, viewed June 18, 2018). Originally published in 1978. In the fall of 1975 through the spring of 1977, as Grandin, an urban, public school in North Carolina, was desegregating, anthropologists Dorothy Holland, Margaret Eisenhart, Joe Harding, and Michael Livesay carried out an ethnographic study of the fifth and sixth grade classes. Their purpose was to understand how the students, teachers, administrators, parents, and other community members dealt with the requirement to desegregate their school. Originally published in 1978, their research relied on close-up methods that highlighted the interactional, cultural, and institutional processes of making race and race relations in the school. The book used the term "social race" to emphasize that race is a process. In today's expanded terminology, persons are raced (identified as racial) in social interactions and representations through positioning and discourse. Similarly race relations are made in day-to-day processes of interaction and meaning making. As a specific historical case, the context at Grandin cannot be generalized to contemporary educational settings. Much about public schools has changed since the 1970s. Nonetheless, forty years later, the barriers to more positive race relations are strikingly similar: fraught interactions across differences in interpersonal styles; symbolic encounters that mean different things to different groups; provocative, hurtful terminologies; a veneer of harmony that masks serious difficulties with conflict resolution; and a virtual lack of opportunity and skills for frank discussions about experiences of racism Part I. Strategy, problem, and method. Research questions in the study of school desegregation -- Methodology -- part II. City, district, and school. Community politics and the process of school desegregation in Bradford -- The relationship of the school to the district and the community -- part III. School social organization and social race. Orienting concepts -- Being a teacher at Grandin -- Being a student at Grandin -- Polite cooperation: the organization of social race relations in the school -- part IV. The socialization of black-white relations at Grandin -- Learning about social race from Grandin adults -- Cross-color peer socialization at Grandin -- part V. Conclusions. The emerging order. School integration North Carolina Case studies. Segregation in education North Carolina Case studies. North Carolina Race relations Case studies. Déségrégation en éducation Caroline du Nord Études de cas. Ségrégation en éducation Caroline du Nord Études de cas. Caroline du Nord Relations raciales Études de cas. EDUCATION Administration General. bisacsh EDUCATION Educational Policy & Reform General. bisacsh SOCIAL SCIENCE Ethnic Studies African American Studies. bisacsh Race relations fast School integration fast Segregation in education fast North Carolina fast https://id.oclc.org/worldcat/entity/E39PBJqW4fbp3DFmdyrBFFbfMP Case studies fast Eisenhart, Margaret A., author. http://id.loc.gov/authorities/names/n79017487 Harding, Joe R., author. http://id.loc.gov/authorities/names/n79017486 Livesay, Michael, author. http://id.loc.gov/authorities/names/n86809584 has work: A moment in the making of U.S. race relations (Text) https://id.oclc.org/worldcat/entity/E39PCGpY9Xd9kV6M4kf3wWMWrC https://id.oclc.org/worldcat/ontology/hasWork FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1830989 Volltext |
| spellingShingle | Holland, Dorothy C. Eisenhart, Margaret A. Harding, Joe R. Livesay, Michael A moment in the making of U.S. race relations : an ethnography of desegregating an urban elementary school / Part I. Strategy, problem, and method. Research questions in the study of school desegregation -- Methodology -- part II. City, district, and school. Community politics and the process of school desegregation in Bradford -- The relationship of the school to the district and the community -- part III. School social organization and social race. Orienting concepts -- Being a teacher at Grandin -- Being a student at Grandin -- Polite cooperation: the organization of social race relations in the school -- part IV. The socialization of black-white relations at Grandin -- Learning about social race from Grandin adults -- Cross-color peer socialization at Grandin -- part V. Conclusions. The emerging order. School integration North Carolina Case studies. Segregation in education North Carolina Case studies. Déségrégation en éducation Caroline du Nord Études de cas. Ségrégation en éducation Caroline du Nord Études de cas. EDUCATION Administration General. bisacsh EDUCATION Educational Policy & Reform General. bisacsh SOCIAL SCIENCE Ethnic Studies African American Studies. bisacsh Race relations fast School integration fast Segregation in education fast |
| title | A moment in the making of U.S. race relations : an ethnography of desegregating an urban elementary school / |
| title_auth | A moment in the making of U.S. race relations : an ethnography of desegregating an urban elementary school / |
| title_exact_search | A moment in the making of U.S. race relations : an ethnography of desegregating an urban elementary school / |
| title_full | A moment in the making of U.S. race relations : an ethnography of desegregating an urban elementary school / Dorothy C. Holland (listed as Dorothy C. Clement), Margaret Eisenhart, Joe R. Harding with J. Michael Livesay. |
| title_fullStr | A moment in the making of U.S. race relations : an ethnography of desegregating an urban elementary school / Dorothy C. Holland (listed as Dorothy C. Clement), Margaret Eisenhart, Joe R. Harding with J. Michael Livesay. |
| title_full_unstemmed | A moment in the making of U.S. race relations : an ethnography of desegregating an urban elementary school / Dorothy C. Holland (listed as Dorothy C. Clement), Margaret Eisenhart, Joe R. Harding with J. Michael Livesay. |
| title_short | A moment in the making of U.S. race relations : |
| title_sort | moment in the making of u s race relations an ethnography of desegregating an urban elementary school |
| title_sub | an ethnography of desegregating an urban elementary school / |
| topic | School integration North Carolina Case studies. Segregation in education North Carolina Case studies. Déségrégation en éducation Caroline du Nord Études de cas. Ségrégation en éducation Caroline du Nord Études de cas. EDUCATION Administration General. bisacsh EDUCATION Educational Policy & Reform General. bisacsh SOCIAL SCIENCE Ethnic Studies African American Studies. bisacsh Race relations fast School integration fast Segregation in education fast |
| topic_facet | School integration North Carolina Case studies. Segregation in education North Carolina Case studies. North Carolina Race relations Case studies. Déségrégation en éducation Caroline du Nord Études de cas. Ségrégation en éducation Caroline du Nord Études de cas. Caroline du Nord Relations raciales Études de cas. EDUCATION Administration General. EDUCATION Educational Policy & Reform General. SOCIAL SCIENCE Ethnic Studies African American Studies. Race relations School integration Segregation in education North Carolina Case studies |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1830989 |
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