Publication Year: 2002
Published by: State University of New York Press
ANTI-RACIST SCHOLARSHIP: An Advocacy
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Thanks to Patti Spencer for her unwavering love and support. Thanks to Corinna and Jasper for teaching me to love more deeply and completely. Thanks to Roo and Sid, just for being such a central part of what life is for me. Thanks to Peter Wheat who as a staff member in my department did an extraordinary amount of work helping me assemble this book. Thanks to Christine Sleeter, who has always been a good friend, a source of ...
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Becoming a white anti-racist scholar and doing anti-racist scholarship is what this book is about. I will be using my own scholarship, of several different sorts, the work I have co-authored with several others, and my own experiences to try to help other whites, particularly “new”/“young” white scholars, become anti-racist scholars. However, it should be clearly understood that my approach, my views, ...
The first piece in chapter 1 is “Toward a White Discourse on White Racism,” which was published in Educational Researcher (1993). The two subsequent pieces in chapter 1 that follow “Toward a White Discourse” are responses to “White Discourse” by W. B. Allen and Christine E. Sleeter, respectively. The fourth section, following their responses, is my rejoinder to their responses to “White Discourse.” ...
Section 1: Toward a White Discourse on White Racism
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My intention in this essay is to “talk” as a white academic with other white academics about racism. In my opinion, this is an unusual kind of effort. There is a considerable amount of work by people by color1 that addresses racism and its numerous collateral topics, such as equity, multiculturalism, and affirmative action policies. There is also work by whites that addresses these same issues. I have read ...
Section 2: Response to a “White Discourse on White Racism”
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I would prefer not to respond to the “White Discourse on White Racism,” but I am constrained to do so. I do not wish to address the question because Scheurich’s essay confirms my opinion that America does not need a discourse on race. Rather, America needs to transcend the discourse on race. Nevertheless, I am constrained by a circumstance that imposes on my conscience. For the (or at least an) apparent source ...
Section 3: Advancing a White Discourse:A Response to Scheurich
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The difficulty I experienced writing a response to Scheurich illustrates the accuracy with which he has named a problem: There is very little discourse among whites about white racism, although some very helpful works do exist (e.g., Avis, 1988; Dyer, 1988; McIntosh, 1992; Terry, 1992; Van Dijk, 1993; Wellman, 1977). Rather than taking issue with Scheurich—I believe his argument is correct ...
Section 4: A Difficult, Confusing, Painful Problem That Requires Many Voices, Many Perspectives
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Chapter 2, which is probably the most cited piece I have published, is also composed of four sections. The first section is “Coloring Epistemology,” which Michelle D. Young and I published in 1997 in Educational Researcher. The second and third sections are by Cynthia A. Tyson and Steven I. Miller, respectively. These latter two are responses to “Coloring Epistemology.” The fourth section of ...
Section 1: Coloring Epistemology: Are Our Research Epistemologies Racially Biased?
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Respected scholars of color have suggested (e.g., Stan�eld, 1985, 1993, 1994), even within the pages of Educational Researcher (J.A. Banks, 1993, 1995; Gordon, Miller, & Rollock, 1990), that the epistemologies we typically use in educational research may be racially biased. They have argued that our epistemologies,1 not our use of them, but the epistemologies themselves, are racially biased ways of knowing, implicitly ...
Section 2: A Response to “Coloring Epistemology: Are Our Research Epistemologies Racially Biased?”
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This response was originally given at the American Educational Research Association meeting in spring of 1997, at which my colleagues and I were asked to talk about questions of rationale, contributions, resistance toward, and the intersections of race-based qualitative research epistemologies.1 When I first read and chose to respond to this particular piece, a dissonance propelled me into a backward ...
Section 3: Coloring Within and Outside the Lines:Some Comments
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In their provocative article, Scheurich and Young (1997) are concerned with the lack of response by those in the educational research community. They believe that their argument, contending that our “research epistemologies” may be racially biased, ought to create a forum for debate and reflection. In the remarks that follow, I would like to accept this challenge. I do so not because I disagree with the ...
Section 4: Rejoinder: In the United States of America,in Both Our Souls and Our Sciences, We Are Avoiding White Racism
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White racism is the real specter that haunts us. Its massively destructive effects continue to be readily apparent in who fails in school—who gets the lowest tracks, the least experienced teachers, the worst hidden curriculum, disproportionate assignment to special education, culturally biased pedagogies, excessive disciplinary actions, underrepresentation in textbooks, the least money spent on them, and the ...
In Chapter 3, Julie Laible and I were asked by the editors of the Educational Administration Quarterly to respond to what was called the “knowledge-base project” in educational administration. Julie and I were critics of this project in educational administration almost from the beginning. As a result of my disagreements with this knowledge project, I was the co-author of an edited book (Donmoyer, Imber, ...
The Buck Stops Here in Our Preparation Programs:Educative Leadership for All Children(No Exceptions Allowed)
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Kofi Lomotey’s discussion of the “Social and Cultural Influences on Schooling: A Commentary on the UCEA Knowledge-base Project, Domain I” raises troubling, discomforting issues for the educational administration professorate, for our profession, and for the knowledge-base project itself. First, Lomotey (and the domain committee for which he was chair) asserts that “illegitimate forms of exclusion (including ...
Chapter 4 has three sections. In the first issue of the International Journal of Leadership in Education, edited by Duncan Waite, Carl Glickman was asked to contribute an article for that opening issue. His article was entitled, “Educational leadership for democratic purpose: What do we mean,” and it is section 1 here. I was then asked to respond to Carl’s piece, which I did in “The Grave Dangers in ...
Section 1: Educational Leadership for Democratic Purpose:What Do We Mean?
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Recently I presented a commencement address at a college graduation ceremony on the topic of education and democracy. After concluding with the need to keep education rooted in the spirit of American democracy, the majority of the audience gave a warm round of applause. On the other hand, a Native American woman in the audience came over to the speaker and privately, but adamantly, expressed ...
Section 2: Commentary: The Grave Dangers in the Discourse on Democracy
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Numerous scholars and educators have given pride of place to democracy both for society at large and for schools and school reform (Glickman, 1993, and Raywid, 1990, among others). In emphatic contrast, I would like to suggest that this is a dangerous choice. However, in making my brief points I do not want to speak “against” any particular individual who privileges democracy in this way. Instead, ...
Section 3: Commentary: A Response to the Discourse on Democracy: A Dangerous Retreat
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In the inaugural issue of the International Journal of Leadership in Education, I (Glickman, 1998a) wrote an article entitled, “Educational leadership for democratic purpose: What do we mean?” In the same issue, Jim Scheurich (1998) followed with a critique entitled, “The grave dangers in the discourse on democracy.” His response was that the word democracy used as a premise for educational ...
Chapter 5 came out of a similar situation to Chapter 3. Recently, a Handbook of Research in Educational Administration (1999) has been published. Again, the Editors of the journal Educational Administration Quarterly asked various scholars to respond to different chapters in this new handbook. Jay Scribner, one of my colleagues, was asked to respond to the first three chapters of the Handbook. He ...
The Building Blocks of Educational Administration: A Dialogic Review of the First Three Chapters of the New Handbook of Research in Educational Administration
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The first author (Jay Scribner) was asked to write a review of the first three chapters of the Handbook of Research in Educational Administration. Rather than approach this task in the conventional way, he decided to involve several others in his department. He asked three of his doctoral students, Gerardo R. Lop�z, James W. Koschoreck, and Kanya Mahitivanichcha and one of his colleagues, James J. ...
Chapter 6 is based on a request from Henry Trueba to respond to the methodological work of Harry Wolcott. As is well known, Harry Wolcott believes that research methodology is fairly apolitical. In contrast, as can be seen in “Coloring Epistemology” in Chapter 2 of this book or in a prior book of mine, Research Method in the Postmodern (1997), I do not believe that it is possible for any researcher ...
The Destructive Desire for a Depoliticized Ethnographic Methodology: Response to Harry Wolcott
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In many ways, critiquing Harry Wolcott is not easy. He comes across in his books as this friendly, helpful person. I sometimes use his books in the courses that I teach, and I am using one of them now, Transforming Qualitative Data, so I am rereading it. Once again, I have an experience of this warm, open person who simply wants to share his knowledge and expertise in a helpful way. I have also heard him ...
As mentioned earlier, chapter 7 is an example of my failure to observe the white racism embargo. Thus, I now consider it as an example of my own participation in white racism. I wanted to show that I too have had the same problems that I criticize others for, that I too am a white racist. While many, both scholars of color and white scholars, often consider this chapter a valuable piece of research, I have ...
Highly Successful and Loving Public Elementary Schools Populated Mainly by Low SES Children of Color: Core Beliefs and Cultural Characteristics
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The fact that elementary public schools, urban and rural, that are highly successful for low-socioeconomic-status (SES) students of color do exist is unquestionable (see, e.g., Burka, 1996; Daniel, 1996). In fact, such schools are more common than most educators or the general public realize, although certainly not common enough. The schools are ample enough in number to provide the basic outline of ...
This chapter, along with the next two, are examples of my move away from any assumption that I can rely on myself as a white researcher or rely on working only with other white researchers to represent fairly people of color and of my move toward collaboration with people of color in doing research on people of color. In this chapter, Gerardo Lopéz, Miguel Guajardo, and I developed “A postmodern re-presentation ...
Windows/Ventanas: A Postmodern Re-Presentation of Children in Migrancy
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As I (Gerardo Lop�z) was sitting down to write the introduction to this text, I noticed my one-year-old daughter being quite attentive to life outside our window/ventana. Curious to see what she was observing, I walked over and sat next to her. Together, we observed a slice of Austin life on a typical Sunday afternoon. After several seconds of observing, I began to describe to her all of the objects within our ...
Chapter 9 is drawn from the same material as chapter 8 and was also done by Gerardo, Miguel, and myself. Although there is a repeat in chapter 9 of some of the material in chapter 8, I include it because it is an example of how we used the material in an entirely different context, and in different ways. This was a 20-minute multimedia “presentation” at a session at the AERA conference (Maricela Oliva, a former ...
Racing Representation: A “Raza Realist ”Narration of Migrant Students, Their Educación and Their Contexto
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Good afternoon. Our presentation today emerged from a manuscript that was published in a special issue on postmodernism in Educational Administration Quarterly. The original manuscript was intended to be a multivocal, or polyphonic narrative of the migrant story. Its goal was to challenge the social invisibility and limited understanding of migrants through intentional polyvocality. In other words, the aim of ...
Chapter 10 is a brief description of a research-based video documentary, called Labores de la Vida/The Labors of Life. Miguel Guajardo, Patricia S�nchez, Elissa Fineman, and I collaboratively produced a video documentary of a group of adults who had grown up in migrant agricultural worker families. The four of us did all aspects of the work from first to last. We worked very carefully to produce a representation ...
Labores de la Vida/The Labors of Life: A Description of a Video Documentary of Mexican-American Adults Who Were Migrant Agricultural Workers as Children and a Commentary by Miguel Guajard
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This chapter is a brief discussion of a video documentary that four of us made— Miguel Guajardo, Patricia Sánchez, Elissa Fineman, and Jim Scheurich, but this discussion is written by just one of us (Scheurich); however, below Miguel adds his reflections on the video. This video was our attempt to do research that does not participate in white racism. This, of course, does not mean that the process resulted ...
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Page Count: 264
Publication Year: 2002
Series Title: SUNY series, The Social Context of Education (discontinued)
Series Editor Byline: Christine E. Sleeter