As such, I cannot grasp where the language she is using comes from. Her analysis lacks a starting point because she has never positioned herself in the writing except in a way that is superficial I am the writer, I was there.
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She presents us with this powerful idea of the unspoken and then fails to speak for herself. For me to read words that come from nowhere makes me extremely uncomfortable and so I have trouble reading more than two pages at a time. Reading this becomes a very intensive labor and I am not looking forward to having to finish it. The concept of the book is fantastic, but it lacks any significant exposure or recognition past the title or hints in the introduction. In the first pages she says: Race language is indeed itself a powerfully simple force: This is no new claim: While her notes run us through a quick assortment of different fields of exploration where this line of reasoning emerges, she fails to introduce any debate or authentic nuances.
As such, she has no position at stake in this discourse, besides presenting an across the board agreement with a group of people who are approaching this idea in many different and likely opposing directions.
Either she should present this as separate from any academic context, as a statement of her own belief apart from any academic history, or she needs to reveal it as a point of heated debate or a multi-modal discourse in which she is positioned. In short, Pollock fails to confront and actively avoids confusion when it is most central to her thesis her objectivity and discourses of language and representation.
I am not looking forward to reading any more of this book. Rather, reading Colormute is akin to listening to Sarah Palin, or any politician for that matter. Oct 08, Belinda rated it liked it.
This was an interesting ethnographic study, conducted by a teacher in a struggling inner-city high school. The discussion reveals how individuals do and more often don't discuss race issues in a school context, and how potentially harmful this can be.
I read this book for a class on Qualitative Research. I wish the font was larger because it was physically difficult to read. The topic, itself, was one with which I am very familiar as an educator and a mother. Jan 18, Sandrine rated it it was ok Shelves: It took me forever to read this, partly because it is a very academic read and partly because anthropology was never my field. Like other reviewers on Goodreads, I struggled to accept Mica Pollock 's methodology, because of her own involvement in the community which she purports to analyze.
That said, I recognize her argument that, as social actors of any kind, we are automatically part of the racial equation. Her choice to speak at board meetings, however, still seems questionable, at best. As a It took me forever to read this, partly because it is a very academic read and partly because anthropology was never my field. As an educator, I also bristled at her status as 'researcher' during her last two years at 'Columbus', a status which she occasionally uses as a way to cozy up to students by assuring them that she "[doesn't] enforce anymore". Oh, and if I never again see another page full of "groups" dutifully labeled with "quotation marks", that will still be too soon.
Now that I got all that off my chest The takeaway was worth it, if a little tenuous. I recently made a move from a school that was diverse by design and very conscious of race issues to an area where race groups are in much more sparing contact.
Colormute: Race Talk Dilemmas in an American School
As such, I was really interested in her reading of the city in CA and the school district's stormy relationship to its various schools. I think Philadelphia has its own version of 'Whitman', the desirable inner-city school that drains high-achieving minorities from other public schools in the district. Having just moved from independent to public education also gave me an appreciation for the complexities she navigated in connecting with administrators, fellow teachers, and students.
Part of me wishes that her book did indeed end up being the first-year teacher's memoir for which she first started taking her notes. In short, I don't recommend this book, unless you are trying to get a graduate degree in education policy or you are just THAT passionate about race issues in public schools ten years ago. Sep 15, Allison rated it liked it Shelves: Good for sparking conversation, but it was extremely repetitive and Pollock has clear biases since she taught at the school she is studying.
Ulterior motives came though when talking about the reconstitution of the staff.
- If You Can Read This - You Can Read Faster, Speed Reading For Children.
- Les chroniques dun homme moderne: Les chroniques dun homme moderne (French Edition).
By the end I was ready for it to be over, but could see using a chapter or excerpt to spark class discussion on the topic of racism. Sep 09, Dioscita rated it really liked it. While not exactly true, it almost is: I teach at the school highlighted in this book. The similarities are undeniable. While I agree with much of the criticism that surrounds this book particularly concerns about Pollock's slippery "methodology" , I still do not believe the worthwhile messages must be lost because of them. Nov 01, Sara rated it liked it Shelves: I read 5 chapters.
It was deeply to the detriment of the students there. May 14, Deepa Kulkarni-ozarkar rated it liked it Recommends it for: This is a great book that is entirely about race relations in a very diverse school. It is a true completely objective account of race talks in the educational system, and a specific account of one particular school. Rehenuma rated it really liked it Jun 20, Courtney rated it it was amazing Nov 01, Ellen rated it it was amazing Sep 06, Sara rated it did not like it Feb 05, Robin Diangelo rated it liked it Feb 03, Shana rated it it was amazing Feb 05, Mari Gray rated it really liked it Dec 21, Xyan Neider rated it it was amazing Sep 13, Based on the author's experiences as a teacher as well as an anthropologist, it discusses the role race plays in everyday and policy talk about such familiar topics as discipline, achievement, curriculum reform, and educational inequality.
Pollock illustrates the wide variations in the way speakers use race labels. Sometimes people use them without thinking twice; at other moments they avoid them at all costs or use them only in the description of particular situations. While a major concern of everyday race talk in schools is that racial descriptions will be inaccurate or inappropriate, Pollock demonstrates that anxiously suppressing race words being what she terms "colormute" can also cause educators to reproduce the very racial inequities they abhor.
The book assists readers in cultivating a greater understanding of the pitfalls and possibilities of everyday race talk and clarifies previously murky discussions of "colorblindness. As an anthropologist and a teacher, Pollock Harvard Graduate Sch.