000			01501nab a2200181 4500
003			OSt
005			20230714103320.0
007			cr aa aaaaa
008			230714b |||||||| |||| 00| 0 eng d
100			_aSosa, Teresa _955757
245			_a“That Sure is Racist”: _bClassroom Race Talk as Resistance
260			_bSage, _c2020
300			_aVol.52, issue 7, 2020: ( 1039-1065 p.)
520			_aThis work analyzed three grade 9 English Language Arts classroom discussions and contributions by Black youth as resistance acts. Using a framework of resistance based on an indigenous understanding of progress provided insight into how student resistance emerged in language as metaphor and stories. Thematic analysis of the three classroom discussions indicate student resistance is captured in the naming of what is often left silent or often silenced. Through transgressing evasion and silence, students’ counter stories and experiences shared in the classroom named social realities inscribed in their day-to-day experiences, as well as how schools are complicit in silencing the lives and history of Black and indigenous people. This work demonstrates the importance of situating resistance as counter narratives that work to reconfigure interpretations of personal and social identities situated more completely within embodied experiences.
773	0		_010744 _916756 _dSage Publisher, _tEducation and urban society
856			_uhttps://doi.org/10.1177/0013124519894983
942			_2ddc _cEJR
999			_c13747 _d13747