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Racialised subjectivities: a critical examination of ethnography on Black males in the USA, 1960s to early 2000s

机译:种族主观性:1960年代至2000年代初期对美国黑人男性的人种志研究的严格审查

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The intent of this paper is to show that while ethnographic research for decades has helped to challenge one-dimensional, deficit-oriented perspectives about Black males, this work has also helped to reproduce essentialised racial motifs. I define a racial motif as a central theme or story used to make sense of the social and educational experiences of a racial group.I argue that long-standing racial motifs inform how ethnographic research is conducted within a historical context, and how the theories that come out of ethnographic research inform how we understand the social and educational concerns of African-American males in the present. In other words, past constructions and theories close off the kinds of questions one can ask within a particular historical period and limit how contemporary questions are explored.In this paper, I show how ethnographies written during the 1960s, 1970s, 1980s, and 1990s were constructed in a way that was aligned with the dominant tropes and theories about Black males during those decades. I additionally show how these same theories and tropes were visible in television programs and movies. I conclude by discussing both the challenges and the promise of ethnography, including how educational ethnographers can explore new questions that challenge historically entrenched racial motifs. I conclude this paper by suggesting that attention should be given not only to the institutional, structural, and pedagogical practices within schools that constrain and reproduce Black males’ schooling experiences, but also to the historical and discursive constructions that have taken form throughout decades of ethnographic research.View full textDownload full textKeywordsBlack males, ethnography, racial knowledge, educationRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/17457823.2011.553078
机译:本文的目的是表明,尽管民族志研究数十年来一直在挑战一维,以赤字为导向的关于黑人男性的观点,但这项工作还有助于重现必要的种族图案。我将种族主题定义为用来理解种族群体的社会和教育经历的中心主题或故事,我认为长期存在的种族主题会告知人种学研究是如何在历史背景下进行的,以及该理论如何人种学研究得出的结论告诉我们,我们如何理解当前非洲裔美国男性的社会和教育问题。换句话说,过去的结构和理论封闭了人们在特定历史时期内可以提出的各种问题,并限制了如何探索当代问题。在本文中,我展示了1960年代,1970年代,1980年代和1990年代编写的人种志建构方式与那几十年来关于黑人男性的主流哲学和理论相吻合。我还展示了在电视节目和电影中如何看到这些相同的理论和比喻。最后,我通过讨论民族志学的挑战和前景,包括教育民族志学家如何探索对历史根深蒂固的种族图案提出挑战的新问题。在结束本文时,我建议不仅应关注约束和复制黑人男性教育经历的学校内部的制度,结构和教学实践,而且还应关注数十年来形成的历史和话语结构。人种志研究。查看全文下载全文关键词黑人男性,人种学,种族知识,教育相关变量var addthis_config = {ui_cobrand:“泰勒和弗朗西斯在线”,servicescompact:“ citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg, google,more“,发布号:” ra-4dff56cd6bb1830b“};添加到候选列表链接永久链接http://dx.doi.org/10.1080/17457823.2011.553078

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