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Descriptors:
Social Justice; Racial Attitudes; Racial Bias; Racial Discrimination; Dance; Performance; Nonverbal Communication; Racial Segregation; Social Change

Abstract:
This article examines the pedagogical processes through which dance choreography and performance embody issues of social injustices. The author draws on ethnographic data of prominent black choreographers/dancers/educators, Katherine Dunham and Ronald K. Brown, to consider the behind the scene complex, interdependent practices of embodiment and to explore the ways in which concealed, yet present, social phenomena are transformed into provocative in-motion stories for the concert stage. Drawing on social justice education principles and Gordon's (1997) conception of ghostly phenomena, the data show that disavowing race and structural racism leave lingering and weighted traces of racialized experiences, making embodiment a complex and necessary condition for performing artists who aim to convey the meaning of these traces through dancing social justice. (Contains 9 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Justice; Racial Bias; Teaching Methods; Race; Curriculum Design; Foreign Countries; Story Telling; Minority Groups; Art; Models; Staff Development; Cooperation; Secondary Education; Higher Education

Abstract:
Background/Context: Research in Europe and the United States shows that racial position shapes and gives voice to the stories people tell about race and racism, and filters how such stories are perceived and understood by listeners. Although not uniformly the case, people from the majority White racial group tend to emphasize forward progress and the declining significance of race. Minoritized people of color more often note the enduring impact of racism as a barrier to racial progress. Purpose: This article describes the evolution of a theoretical model for teaching critically about racism and racial stories utilizing the arts. We reflect on the collaborative theory-building process used to develop the model, our use of the arts to create spaces of learning where racial stories can be unsettled and reexamined, and the potential of this model to guide educational projects in which participants construct alternative stories geared toward social justice. Research Design: This is an analytic essay that describes the development of a theoretical construct. Conclusions/Recommendations: We discuss plans for future research on the relevance of the model for teachers, teacher staff development, and curriculum design in secondary and postsecondary classrooms and in community-based dialogues and collaborative action networks. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Language Usage; High School Students; Focus Groups; Urban Schools; Controversial Issues (Course Content); Race; Racial Relations; Racial Discrimination; Observation; Coping; Minority Groups; Discourse Analysis; Social Environment; Fine Arts; Story Telling

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. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Aspiration; Adult Basic Education; Adult Learning; Annotated Bibliographies; Attitude Change; Behavior Change; Blacks; Childhood Attitudes; College Bound Students; College Programs; Comparative Analysis; Correctional Education; Correctional Rehabilitation; English (Second Language); Ethnic Groups; Focus Groups; Higher Education; Hispanic Americans; Interviews; Literature Reviews; Minority Groups; Models; Mothers; Outcomes of Education; Parent Child Relationship; Prisoners; Program Effectiveness; Recidivism; Role of Education; Womens Education

Abstract:
The impact of college on women in a maximum-security prison was examined in a 3-year study of current and former inmates of New York's Bedford Hills Correctional Facility (BHCF). The data sources were as follows: (1) a review of program records; (2) one-on-one interviews of 65 inmates conducted by 15 inmates; (3) focus groups with 43 women in BHCF (including dropouts, women in adult basic education, women in college, and college leaders/mentors); (4) interviews with 20 former inmates of BHCF; (5) interviews with 6 corrections administrators and officers; (6) focus groups with and surveys of 50 educators; (7) qualitative tracking of women who did and did not attend college while at BHCF; and (8) a cost-benefit analysis of BHCF's college-bound program. The recidivism rates for women with and without college in prison were 7.7% and 29.9%, respectively. The interviews with prison officials, inmates, and faculty confirmed that college programs make the prison environment safer and more manageable. College was credited with heightening the female inmates' sense of personal responsibility and promoting successful transitions out of prison. (The racial/ethnic distribution of the inmate and former inmate samples and a 21-item annotated bibliography are appended. Eighty-four report references and 72 suggestions for further reading are listed.) (MN) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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