Department

Education

Document Type

Article

Source

Anthropology & Education Quarterly

Publication Date

9-2018

ISSN

0161-7761

Volume

49

First Page

246

Last Page

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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