Date of this Version
Du Bois Review
There are some telltale signs that we might really be living in the kind of moment that academic provocateurs have labeled “postracial” (i.e., indifferent to historically self-evident expectations about race relations and race-based identifications): Duke lacrosse players, all of them White, who taunt a Black collegian-cum-stripper with carefully crafted quips better suited for a comedy club than a Klan rally (“Thank your grandpa for my cotton shirt”); a Black Ivy League professor testifying under oath that a baseball bat-wielding White vigilante who begins pummeling a Black man in Brooklyn by calling his victim a “nigger” does not necessarily harbor any race-specific animus; a former Education Secretary seemingly shocked and appalled that African Americans would be shocked and appalled by his comments regarding the hypothetical abortion of African American babies as a technique for lowering crime rates; and any of the dissenting judicial opinions penned by the lone Black justice on the nation's highest court. Race is doing some very strange things these days.
Copyright © W.E.B. Du Bois Institute for African and African American Research 2010 http://dx.doi.org/10.1017/S1742058X10000019
High school, African American, Teaching and Unteaching, race and racism, race relations
Jackson, J. L. (2006). POSTRACE 101: Teaching and Unteaching Race in America's High Schools. Du Bois Review, 3 (2), 425-429. https://doi.org/10.1017/S1742058X06060267
Bilingual, Multilingual, and Multicultural Education Commons, Critical and Cultural Studies Commons, Curriculum and Social Inquiry Commons, Educational Methods Commons, Gender, Race, Sexuality, and Ethnicity in Communication Commons, Inequality and Stratification Commons, Race and Ethnicity Commons
Date Posted: 09 October 2014
This document has been peer reviewed.