In this Book

summary
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.

Table of Contents

  1. Cover
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  1. Half Title, Title Page, Copyright
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  1. Contents
  2. pp. V-X
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  1. Tables
  2. p. i
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  1. Figures
  2. p. ii
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  1. Acknowledgements
  2. pp. iii-iv
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  1. Abstract
  2. pp. 1-14
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  1. Part I: Strategy, Problem, and Method
  2. p. 15
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  1. Chapter 1: Research Questions in the Study of School
  2. pp. 16-24
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  1. Chapter 2: Methodology
  2. pp. 25-46
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  1. Part II: City, District, and School
  2. pp. 47-50
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  1. Chapter 3: Community Politics and the Process of School Desegregation in Bradford
  2. pp. 51-92
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  1. Chapter 4: The Relationship of the School to the District and the Community
  2. pp. 93-109
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  1. Part III: School Social Organization and Social Race
  2. p. 110
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  1. Chapter 5: Orienting Concepts
  2. pp. 111-120
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  1. Chapter 6: Being a Teacher at Grandin
  2. pp. 121-154
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  1. Chapter 7: Being a Student at Grandin
  2. pp. 155-200
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  1. Chapter 8: Polite Cooperation: the Organization of Socialrace Relations in the School
  2. pp. 201-258
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  1. Part IV: The Socialization of Black-white Relations at Grandin
  2. pp. 259-261
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  1. Chapter 9: Learning About Social Race From Grandin Adults
  2. pp. 262-275
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  1. Chapter 10: Cross-color Peer Socialization at Grandin
  2. pp. 276-304
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  1. Part V: Conclusions
  2. pp. 305-306
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  1. Chapter 11: The Emerging Order
  2. pp. 307-322
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  1. Notes
  2. pp. 323-331
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  1. References
  2. pp. 332-340
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  1. Appendices
  1. Appendix A: Research Data Filing and Categorization System
  2. pp. 341-350
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  1. Appendix B: Categories of Information for Formal Observation
  2. pp. 351-360
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  1. Appendix C: Sociometric Interview
  2. pp. 361-362
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  1. Appendix D: Teacher Interviews on Desegregation
  2. pp. 363-365
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  1. Appendix E: Parent Interview
  2. pp. 366-369
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  1. Appendix F: Field Notes on Relations of Grandin Teachers and Students to the Researchers
  2. pp. 370-379
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  1. Appendix G: Application Form and Collection Guidelines for Free or Reduced Meals and Free Milk
  2. pp. 380-387
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  1. Appendix H: Recommendations
  2. pp. 388-394
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  1. Afterword
  2. pp. 395-398
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  1. Back Cover
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Additional Information

ISBN
9781469649443
Related ISBN
9781469649436
MARC Record
OCLC
1040072403
Pages
412
Launched on MUSE
2018-07-08
Language
English
Open Access
No
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