Department
Education
Document Type
Article
Source
Anthropology & Education Quarterly
Publication Date
9-2018
Volume
49
Page Range
246-261
Abstract
This article follows a group of Latino/a English language learners conducting Participatory Action Research in a segregated school. I examine how students’ perspectives on civic engagement shifted after they joined an after‐school initiative that brought them together with students from a private Jewish day school located directly across the street. Even as students formed new perspectives on civic engagement throughout the year, internalized racism framed how they understood their capacity for civic action.
Rights
Copyright The American Anthropological Association. All rights reserved.
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