Harvard Educational Review
  1. Fall 1996 Issue »

    "How Come There Are No Brothers on That List?"

    Hearing the Hard Questions All Children Ask

    Kathe Jervis
    In this article, Kathe Jervis explores how children's experiences of race, even in the "best" schools, often go unnoticed by faculty, and how students' questions about race go unaddressed. As she documented the initial year of a New York City public middle school, Jervis did not intend to focus her observations on issues of race. However, in retrospect, she found children's questions about race and ethnicity were prominent in her field notes, and educator's responses significantly absent. Jervis suggests that even in schools that seek to create diverse and integrated school communities, silence about race prevails. She argues that unless educators consciously create the safe spaces for both children and adults to explore honestly the implications of race, culture, and ethnicity, discussions of race that might be opened by children's seemingly inconsequential questions are not pursued. Jervis concludes that, although discussions about race are difficult, educators --especially White educators --need to focus attention on race and racism if children's questions about discrimination and equity are ever to be part of school discourse.

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    Fall 1996 Issue


    (Li)Ability Grouping
    The New Susceptibility of School Tracking Systems to Legal Challenges
    By Kevin G. Welner and Jeannie Oakes
    Cultural Constellations and Childhood Identities
    On Greek Gods, Cartoon Heroes, and the Social Lives of Schoolchildren
    By Anne Haas Dyson
    Teacher-Researcher Collaboration from Two Perspectives
    By Polly Ulichny and Wendy Schoener
    Troubling Clarity: The Politics of Accessible Language
    By Patti Lather
    "How Come There Are No Brothers on That List?"
    Hearing the Hard Questions All Children Ask
    Kathe Jervis
    Multiple Discourses, Multiple Identities
    Investment and Agency in Second-Language Learning among Chinese Adolescent Immigrant Students
    By Sandra Lee McKay and Sau-Ling Cynthia Wong
    Dominance Concealed through Diversity
    Implications of Inadequate Perspectives on Cultural Pluralism
    By Dwight Boyd

    Book Notes

    The Chicano/Hispanic Image in American Film
    by Frank Javier Garcia Berumen

    Contending with Modernity
    By Philip Gleason

    Computer Programs for Qualitative Data Analysis
    By Eben A. Weitzman and Matthew B. Miles

    The Male Survivor
    By Matthew Parynik Mendel

    In Over Our Heads
    By Robert Kegan

    Technology Education in the Classroom
    By Senta A. Raizen, Peter Sellwood, Ronald D. Todd, and Margaret Vickers

    By Louisa Cook Moats

    A Sense of Self
    By Susannah Sheffer

    An Independent Scholar in Twentieth Century America
    By Vaughn Davis Bornet

    The Deluxe Transitive Vampire
    By Karen Elizabeth Gordon

    Inside the Writing Portfolio
    By Carol Brennan Jenkins

    Edited by Emily Cousins and Melissa Rodgers

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