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A Moment in the Making of U.S. Race Relations - An Ethnography of Desegregating and Urban Elementary School (Paperback)
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A Moment in the Making of U.S. Race Relations - An Ethnography of Desegregating and Urban Elementary School (Paperback)
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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.
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