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Flipping the Script: Analyzing Youth Talk about Race and Racism

Authors

  • Rosemarie A. Roberts,

    Corresponding author
    1. Connecticut College
      Rosemarie A. Roberts is Assistant Professor of Education at Connecticut College. Her research interests are in the areas of intergroup relations and the ways in which schools, communities, and other social institutions create conditions of inclusion and exclusion (rosemarie.roberts@conncoll.edu).
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  • Lee A. Bell,

    Corresponding author
    1. Barnard College, Columbia University
      Lee A. Bell is Professor and Barbara Silver Horowitz Director of Education at Barnard College, Columbia University. Her research and teaching focus on issues of race, racism, and social justice in teacher education. She is currently working on a book about the STP (lbell@barnard.edu).
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  • Brett Murphy

    Corresponding author
    1. Barnard College, Columbia University
      Brett Murphy is a middle school Humanities teacher in the Northwest Bronx and one of the coauthors of the STP curriculum. Her teaching practice and research interests are based in how to make radical, antiracist pedagogy a lived reality within the current education system (brett.murphy@gmail.com).
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Rosemarie A. Roberts is Assistant Professor of Education at Connecticut College. Her research interests are in the areas of intergroup relations and the ways in which schools, communities, and other social institutions create conditions of inclusion and exclusion (rosemarie.roberts@conncoll.edu).

Lee A. Bell is Professor and Barbara Silver Horowitz Director of Education at Barnard College, Columbia University. Her research and teaching focus on issues of race, racism, and social justice in teacher education. She is currently working on a book about the STP (lbell@barnard.edu).

Brett Murphy is a middle school Humanities teacher in the Northwest Bronx and one of the coauthors of the STP curriculum. Her teaching practice and research interests are based in how to make radical, antiracist pedagogy a lived reality within the current education system (brett.murphy@gmail.com).

Abstract

In this article, we examine how youth in one urban high school talked about race and racism while participating in a curriculum that introduced the analytic lens of story types (stock stories, concealed stories, resistance stories, and counterstories) to look at race and racism and engage these issues through storytelling and the arts. We draw on data from observations and focus group interviews to examine student-initiated themes and conversation as the curriculum unfolded. In particular, we look at the use of language, particularly racialized jokes and name calling, to consider how such talk functions to create social and rhetorical spaces where youth of color can express and critically analyze the particularities of their lived experiences of race and racism in a contemporary “color-blind” context that asserts race no longer matters. [urban education, youth development, racism, resistance].

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