TY - JOUR
T1 - Reading race in a rural context
AU - Lewis, Cynthia
AU - Ketter, Jean
AU - Fabos, Bettina
PY - 2001
Y1 - 2001
N2 - This is an ethnographic case study examining how discussions of multicultural young adult literature among a group of white, rural teachers and researchers were shaped by sociopolitical contexts and participants' constructions of racial identity. Focusing on the interactions of three teachers and ourselves, we used performance theory to help us understand how our ways of performing the self were shaped at the macro level by institutional and societal ideologies and the micro level by professional affiliations and identities. In analyzing data, we used qualitative coding procedures to arrive at key and illustrative events. These events were then analyzed using the tools of discourse analysis, which helped us to focus on the ideological underpinnings of the discourse. Our analyses revealed that as participants attempted to engage with the literature and bond with one another, we enacted personal, professional and group affiliations that served to sustain particular norms of whiteness even as we attempted to disrupt them.
AB - This is an ethnographic case study examining how discussions of multicultural young adult literature among a group of white, rural teachers and researchers were shaped by sociopolitical contexts and participants' constructions of racial identity. Focusing on the interactions of three teachers and ourselves, we used performance theory to help us understand how our ways of performing the self were shaped at the macro level by institutional and societal ideologies and the micro level by professional affiliations and identities. In analyzing data, we used qualitative coding procedures to arrive at key and illustrative events. These events were then analyzed using the tools of discourse analysis, which helped us to focus on the ideological underpinnings of the discourse. Our analyses revealed that as participants attempted to engage with the literature and bond with one another, we enacted personal, professional and group affiliations that served to sustain particular norms of whiteness even as we attempted to disrupt them.
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U2 - 10.1080/09518390110029454
DO - 10.1080/09518390110029454
M3 - Article
SN - 0951-8398
VL - 14
SP - 317
EP - 350
JO - International Journal of Qualitative Studies in Education
JF - International Journal of Qualitative Studies in Education
IS - 3
ER -