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Archive for September, 2005

September 3, 2005

LaCapra, Dominick, Ed. The Bounds of Race: Perspectives on Hegemony and Resistance. Ithaca: Cornell University Press, 1991.

September 03rd 2005 Posted to Race, Gender and Sexuality, Specific U.S. Racial Groups, African American

The Bounds of Race provides a subtle analysis of the variable role of racial ideologies and traces the interplay between hegemonic constraints and the strategies of resistance to them. The contributing authors take on questions of language, genre, and politics with reference to African American, Anglo-American, African, South African, Francophone North African, British and Afro-Hispanic texts. Individual chapters discuss writings from an array of genres including homily, autobiography, the novel, children’s literature, and political and scientific discourse. Taken together, the essays persuasively argue that the existing canon must be expanded, that the protocols of interpretation must be transformed to make a prominent place for such issues as race, and that the problem of interpretation cannot be posed in the absence of theoretically informed modes of historical investigation.

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Guillory, John. Cultural Capital: The Problem of Literary Canon Formation. Chicago: University of Chicago Press, 1993.

September 03rd 2005 Posted to Race, Literacy and Pedagogy, The Academy

Cultural Capital challenges the most fundamental premises of the canon debate by resituating the problem of canon formation in a new theoretical framework. The result is a book that recasts not only the debate about the literary curriculum but also the controversy over “multiculturalism” and the ongoing “crisis in the humanities.” Employing concepts drawn from Pierre Bourdieu’s sociology, Guillory argues that canon formation must be understood less as a question of the representation of social groups in the canon than as a question of the distribution of “cultural capital” in the schools, which regulate access to literacy, to the practices of reading and writing.

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The Affirmative Action and Diversity Project:
A Web Page for Research

September 03rd 2005 Posted to Court & Policy Issues

This web site presents diverse opinions regarding Affirmative Action topics; rather than taking a singular pro or con position, it is designed to help lend many different voices to the debates surrounding the issues of affirmative action. This site is an academic resource and it provides scholars, students, and the interested public with on-site articles and theoretical analyses, policy documents, current legislative updates, and an annotated bibliography of research and teaching materials. The site is a particularly valuable resource for information regarding particular legal cases involving race and educational policies.

AAD web site

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September 2, 2005

Anyon, Jean. “Race, Social Class, and Educational Reform in an Inner-City School.” Teachers College Record 97.1 (1995) 69-95.

September 02nd 2005 Posted to Race, Class and Pedagogy, African American, Public School Initiatives

In this article Anyon explores the ways that school reform can fail by observing a reform implemented in a predominately black and Latino grade school in Newark, New Jersey. Anyon argues that “three factors—sociocultural differences among participants in reform, an abusive school environment, and educator expectations of failed reform—occurring in a minority ghetto where the school population is racially and economically isolated constitute some of the powerful and devastating ways that concomitants of race and social class can intervene to determine what happens in inner-city schools, and in attempts to improve them” (70). (Read the article)

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Macedo, Donaldo. “Introduction (to the 30th Anniversary Edition).” Pedagogy of the Oppressed. Paolo Freire. Trans. Myra Bergman Ramos. New York: Continuum, 2000. pp.11-27.

September 02nd 2005 Posted to Race, Literacy and Pedagogy, Race, Class and Pedagogy

Macedo’s essay is published after Freire’s untimely death in 1997. Macedo, Freire’s closest collaborator in the North American academy, recounts how his discovery of Pedagogy of the Oppressed altered his own life and career both as member of a colonized and oppressed people and as an educator. “This offered me – and all those who experience subordination through an imposed assimilation policy – a path through which we understand what it means to come to cultural voice.” (12) He goes on to make several critical arguments about the misunderstanding and misuse of Freire’s ideas and to defend those ideas from their most prominent critics. (Read the article)

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