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• W2495163208 abstract "Describing a class entitled Cultural Issues, this article is drawn from an ethnographic study of an affluent, predominantly white high school responding to recent neo-Nazi incidents. I argue that in focusing on cultural issues around world rather than those close at hand, course depoliticized ethnic difference and left unchallenged white privileging at levels of classroom, school, and community. This neutralizing urge is traced to collective emotions of shame and guilt, which prompted well-intentioned efforts to bolster school's reputation but prohibited critical exploration of inequity and conflict. A panel of students speaks before a school board as part of an ongoing diversity awareness effort in this 99 percent European American town. A young woman describes what it is like to navigate local high school in a wheelchair, recounting insensitive remarks from classmates. A Jewish American student describes her feelings of hurt and anger district repeatedly scheduled important events same day as Rosh Hashanah. An African American young man speaks, more hesitantly, of hearing word nigger for first time in second grade, of caution he has learned since moving It's hard to teach about black people, he says, when there aren't black people here. As students' time comes to a close, high school principal moves to a microphone, next on agenda with a controversial block scheduling proposal. Like just about every other staff member in district, principal is European American, but he emphasizes that interest in issues students have raised is broad and deep. His staff recently chose multicultural education as their goal for year, he notes proudly. more we talk, he adds, the better we get. We're getting good at multicultural education. Just one year earlier, high school became focus of negative media attention a small band of neo-Nazi students distributed hate literature on campus. The principal was in newspapers and on television, assuring public that this was an isolated event, that matter was being addressed, and that school would come back stronger than ever. The image is familiar to anyone who watches popular films about schools (Ayers 1996; Farber and Holm 1994; Fullan 1993)--the heroic leader understanding that crisis, as in Chinese character, presents" @default.
• W2495163208 created "2016-08-23" @default.
• W2495163208 creator A5038859152 @default.
• W2495163208 date "2016-01-01" @default.
• W2495163208 modified "2023-09-24" @default.
• W2495163208 title "Cultural Issues and the Emotional Aspect of School Change" @default.
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