Harvard Educational Review
  1. Summer 1997 Issue »

    Communities of Difference

    A Critical Look at Desegregated Spaces Created for and by Youth

    Michelle Fine, Lois Weis, Linda C. Powell
    In this article, Michelle Fine, Lois Weis, and Linda Powell juxtapose three different school communities and the schools' various approaches to dealing with differences among their students. They use notions of equal status contact theory, supplemented by three literatures - those of community, difference, and democracy - to discuss three desegregated spaces on a continuum, from one in which racial differences are unquestioned and racist discourse uninterrupted by faculty or staff to one in which teachers are actively working toward creating a space where differences are acknowledged and respected. Through this contrasting of desegregated spaces, the authors challenge readers to "imbalance privilege, incite community, to both value and pluralize difference" - to create teaching and learning spaces that nurture multiracial and multiethnic communities.

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    Summer 1997 Issue

    Abstracts

    Ethnicity and Education Forum
    What Difference Does Difference Make?
    HER Board
    Between Nationality and Class
    Stanley Aronowitz
    Latino Studies
    New Contexts, New Concepts
    Juan Flores
    Dancing with Bigotry
    The Poisoning of Racial and Ethnic Identities
    Lilia I. Bartolome, Donaldo P. Macedo
    Communities of Difference
    A Critical Look at Desegregated Spaces Created for and by Youth
    Michelle Fine, Lois Weis, Linda C. Powell
    Rewriting the Discourse of Racial Identity
    Towards a Pedagogy and Politics of Whiteness
    Henry A. Giroux
    Learning in the Dark
    How Assumptions of Whiteness Shap Classroom Knowledge
    Frances A. Maher, Mary Kay Thompson Tetreault

    Book Notes

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