The Interactional Production of Race and Religious Identity in an Urban Catholic School
Saved in:
| Title: | The Interactional Production of Race and Religious Identity in an Urban Catholic School |
|---|---|
| Language: | English |
| Authors: | LeBlanc, Robert Jean |
| Source: | Journal of Catholic Education. Oct 2017 21(1). |
| Availability: | Loyola Marymount University. School of Education 1 LMU Drive, University Hall Suite 1760, Los Angles, CA 90045. e-mail: catholicedjournal@lmu.edu; Web site: http://digitalcommons.lmu.edu/ce |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2017 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Grade 8 |
| Descriptors: | Race, Spiritual Development, Urban Areas, Catholic Schools, Identification (Psychology), Classroom Communication, Discussion (Teaching Technique), Ethnography, African American Students, Asian Americans, Interaction Process Analysis, Interaction, Beliefs, Grade 8, Lesson Observation Criteria, Racial Identification, Observation |
| Geographic Terms: | Pennsylvania (Philadelphia) |
| ISSN: | 2164-0246 |
| Abstract: | This article describes how students in an urban Catholic school draw on racial and religious categories to construct classroom-specific identities during coursework. When students engage with each other in classroom discussions, they use broadly circulating, institutional, and event-level categories to position one another, and in doing so articulate who may speak and participate in class talk. This paper draws from interactional ethnographic data, showing how Vietnamese American and African American students used different religious and racial categories to delimit the interactional floor during class time and in the process exclude speakers. |
| Abstractor: | As Provided |
| Number of References: | 55 |
| Entry Date: | 2018 |
| Accession Number: | EJ1182519 |
| Database: | ERIC |
| Abstract: | This article describes how students in an urban Catholic school draw on racial and religious categories to construct classroom-specific identities during coursework. When students engage with each other in classroom discussions, they use broadly circulating, institutional, and event-level categories to position one another, and in doing so articulate who may speak and participate in class talk. This paper draws from interactional ethnographic data, showing how Vietnamese American and African American students used different religious and racial categories to delimit the interactional floor during class time and in the process exclude speakers. |
|---|---|
| ISSN: | 2164-0246 |
