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The Melancholy of Schooling : = A Critical Ethnographic Study of Race, Trauma, and Learning in a High School English Classroom.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The Melancholy of Schooling :/
其他題名:	A Critical Ethnographic Study of Race, Trauma, and Learning in a High School English Classroom.
作者:	Grinage, Justin.
面頁冊數:	1 online resource (277 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Contained By:	Dissertation Abstracts International79-04A(E).
標題:	Educational sociology. -
電子資源:	click for full text (PQDT)
ISBN:	9780355319453

The Melancholy of Schooling : = A Critical Ethnographic Study of Race, Trauma, and Learning in a High School English Classroom.
Grinage, Justin.

The Melancholy of Schooling :A Critical Ethnographic Study of Race, Trauma, and Learning in a High School English Classroom. - 1 online resource (277 pages)

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

This year-long critical ethnographic study discusses the difficulties that arose when a multiracial class of 12th grade high school English students engaged in learning surrounding the reality of racism in the United States amid public displays of police brutality. Most notably, three high-profile cases of racial violence committed against black males, Michael Brown, Eric Garner, and Tamir Rice, took place within five months of each other and coincided with the school year that I conducted my fieldwork for this study.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355319453Subjects--Topical Terms:

555555
Educational sociology.
Index Terms--Genre/Form:

554714
Electronic books.

The Melancholy of Schooling : = A Critical Ethnographic Study of Race, Trauma, and Learning in a High School English Classroom.
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245 1 4 $a The Melancholy of Schooling : $b A Critical Ethnographic Study of Race, Trauma, and Learning in a High School English Classroom.
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300 $a 1 online resource (277 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
500 $a Advisers: Timothy J. Lensmire; Vichet Chhuon.
502 $a Thesis (Ph.D.) $c University of Minnesota $d 2017.
504 $a Includes bibliographical references
520 $a This year-long critical ethnographic study discusses the difficulties that arose when a multiracial class of 12th grade high school English students engaged in learning surrounding the reality of racism in the United States amid public displays of police brutality. Most notably, three high-profile cases of racial violence committed against black males, Michael Brown, Eric Garner, and Tamir Rice, took place within five months of each other and coincided with the school year that I conducted my fieldwork for this study.
520 $a Using the psychoanalytic concept of racial melancholia (Cheng, 2001) as a theoretical framework, I demonstrate how repressed forms of racial trauma and grief are experienced through the process of teaching and learning and how these processes are connected to larger formations of American racialization. My analyses focuses on the psycho-social (Frosh & Baraitser, 2008) construction, production, and transmission of trauma in the context of learning about race in the classroom. I place racial melancholia in conversation with theories of history (Benjamin, 1969), mourning (Freud, 1917), emotion (Ahmed, 2004), haunting (Frosh, 2013), whiteness (Thandeka, 1999) and affect (Massumi, 2015) to document the various ways that both the students and the classroom teacher struggled to learn and teach about racism. I argue that melancholic trauma and racial loss permeates American identities as a result of the nation's extensive history of denying its racial transgressions. The implications of the study emphasize that we must learn to identify and work through unresolved racial grief if we are to improve our comprehension of race and engender anti-racist agency in the face of persistent systemic and individual acts of racial subjugation. This dissertation makes a distinct contribution to social justice approaches to education by underscoring the generative and productive possibilities for designing curriculum and employing critical pedagogies that center on understanding racial trauma.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Educational sociology. $3 555555
650 4 $a Pedagogy. $3 1148703
650 4 $a Teacher education. $3 1148451
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690 $a 0456
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710 2 $a University of Minnesota. $b Education, Curriculum and Instruction. $3 1179992
773 0 $t Dissertation Abstracts International $g 79-04A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10602781 $z click for full text (PQDT)