Color in the Classroom: How American Schools Taught Race, 1900-1954

By Zoë Burkholder | Go to book overview

Conclusion: Race and Educational
Equality after Brown v. Board of Education

Whether we like it or not, culturally, biologically, and otherwise every
white person is a little bit Negro and every Negro is a little bit white.
Our language, our music, our material prosperity and even our food are
an amalgam of black and white.

—Martin Luther King Jr.

I do not believe my teacher education students are unusual in their
tendency to suture race to culture and then struggle to disentangle
the two.

—Gloria Ladson-Billings

On the brink of a terrifying and highly racialized world war in the late 1930s, activist anthropologists believed they could combat racism and fortify democracy by insisting on a more scientifically informed and reflexive way of thinking, speaking, and teaching about “racial” others in American classrooms. Working with teachers, anthropologists crafted an antiracist pedagogy that combined a study of the biological facts of human race with a social critique of American culture, a strategy that Ruth Benedict, among others, believed would illuminate structural inequalities of American society. In classrooms, teachers drew on decades of experience teaching about racial others in terms of cultural gifts to design antiprejudice lessons that tied racial identity to a cultural attribute, such as lessons on “Negro” literature, American Indian artwork, and Chinese food. Teachers believed that highlighting the positive attributes of racial minorities in terms of their distinctive culture would mitigate racial prejudice by whites and increase the self-esteem of nonwhites. In the process, teachers came to speak of racial minorities as cultural minorities.

This construction of race-as-culture, although directly influenced by anthropologists, did not embody the antiracist pedagogy designed by scholars like

-171-

Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Project items

Items saved from this book

This book has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this book

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this page

Cited page

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited page

Bookmark this page
Color in the Classroom: How American Schools Taught Race, 1900-1954
Settings

Settings

Typeface
Text size Smaller Larger
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen
/ 252

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.