Abstract
This paper describes the micropolitics of race and privilege manifest in one elite independent school as played out in the lives of academically gifted African-American high school students. Based on 3 years of practitioner research done by a counsellor and ateacher in the school, the qualitative data presented illustrate the ways students of colour do their own identity workas they make meaning out of their experiences in the school. This paper makes the case that privileged education needs to be closely examined in terms of the actual lived experiences of the students of colour before it is endorsed as 'the answer' for students currently not well served by public schools.
| Original language | English |
|---|---|
| Pages (from-to) | 111-129 |
| Number of pages | 19 |
| Journal | International Journal of Inclusive Education |
| Volume | 3 |
| Issue number | 2 |
| DOIs | |
| State | Published - 1 Dec 1999 |
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Private power and privileged education : De/constructing institutionalized racism. / Herr, Kathryn.
In: International Journal of Inclusive Education, Vol. 3, No. 2, 01.12.1999, p. 111-129.Research output: Contribution to journal › Article
TY - JOUR
T1 - Private power and privileged education
T2 - De/constructing institutionalized racism
AU - Herr, Kathryn
PY - 1999/12/1
Y1 - 1999/12/1
N2 - This paper describes the micropolitics of race and privilege manifest in one elite independent school as played out in the lives of academically gifted African-American high school students. Based on 3 years of practitioner research done by a counsellor and ateacher in the school, the qualitative data presented illustrate the ways students of colour do their own identity workas they make meaning out of their experiences in the school. This paper makes the case that privileged education needs to be closely examined in terms of the actual lived experiences of the students of colour before it is endorsed as 'the answer' for students currently not well served by public schools.
AB - This paper describes the micropolitics of race and privilege manifest in one elite independent school as played out in the lives of academically gifted African-American high school students. Based on 3 years of practitioner research done by a counsellor and ateacher in the school, the qualitative data presented illustrate the ways students of colour do their own identity workas they make meaning out of their experiences in the school. This paper makes the case that privileged education needs to be closely examined in terms of the actual lived experiences of the students of colour before it is endorsed as 'the answer' for students currently not well served by public schools.
UR - http://www.scopus.com/inward/record.url?scp=0346304371&partnerID=8YFLogxK
U2 - 10.1080/136031199285075
DO - 10.1080/136031199285075
M3 - Article
AN - SCOPUS:0346304371
VL - 3
SP - 111
EP - 129
JO - International Journal of Inclusive Education
JF - International Journal of Inclusive Education
SN - 1360-3116
IS - 2
ER -