This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Weis, L. Articles by Centrie, C. Search for Related Content Social Bookmarking                         What's this?

On the Power of Separate Spaces: Teachers and Students Writing (Righting) Selves and Future

State University of New York at Buffalo

The debate on segregated and desegregated schools generally has been framed as an either-or matter, and in fact, legally, this has been the case. What we have not investigated to any great extent are programs within already desegregated schools that serve an identifiable population of students for the express purpose of cultural affirmation and advancement of the targeted group. In this article we provide data that attest to the potential power of such spaces, investigating a girls’ group in an urban magnet school and a homeroom set aside for Vietnamese students in a neighborhood-based urban comprehensive school. Using ethnographic data, we articulate both the power of such spaces and the contradictory impulses within such arrangements.

Key Words: desegregated schools • ethnicity • gender • race

American Educational Research Journal, Vol. 39, No. 1, 7-36 (2002)
DOI: 10.3102/00028312039001007


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				J. E. Morris Can Anything Good Come From Nazareth? Race, Class, and African American Schooling and Community in the Urban South and Midwest American Educational Research Journal, January 1, 2004; 41(1): 69 - 112. [Abstract] [PDF]

				B. C. Rubin Unpacking Detracking: When Progressive Pedagogy Meets Students' Social Worlds American Educational Research Journal, January 1, 2003; 40(2): 539 - 573. [Abstract] [PDF]