A critical discourse analysis of racial(10)

critical discourse analysis

112R.Rogers,M.Mosley/LinguisticsandEducation19(2008)107–131

components:reading,discussion,re ectinginjournalsandawholeclassdiscussion(Florio-Ruane,2001;Raphael,

Florio-Ruane,&George,2001).

EarlyinthecoursewenoticedhowtheEuropean-Americanstudentsinclasstendedtofocustheirculturalanalyses

onpeopleofcoloranddidnotinterrogatewhitenessasaracializedidentity.Inadeliberatepedagogicalmove,wechose

literatureforthebookclubsthatincludedWhitepeoplegrapplingwithanti-racism.Weselectedfourbooks:Iggie’s

House(Blume,1975/1983/2001)ManiacMagee(Spinelli,1999),Darby(Fuqua,2002),andTheJacket(Clements,

2002).Weselectedthesebooksbecausetheyrepresentedarangeofgenres,coveredmultiplepointsinU.S.history,

presentedyoungchildrenasracializedprotagonists,andwerewrittenforchildreninthirdandfourthgrades.Students

wereaskedtosignupforthe rstandsecondchoicebooks.Theywereplacedinbookclubsbasedontheirchoices

(seeRogers&Christian,2007foradetailedanalysisofthechildren’sliterature).

Asteacher-researchers,weeachreadanddiscussedthebooksbeforeclass.Duringthebookclubdiscussions,we

rotatedbetweenthegroups,listeningandnotingthemesandissuesthatwouldmakeforprovocativediscussionswhen

thewholeclasscametogether.Inthisanalysis,wefocusonadiscussionofthebookIggie’sHouse.Wereturnedto

thisbookclubforcloseranalysisbecausetheparticipantshelddifferentinterpretationsoftheracialliteracyofthe

protagonist.Winnie,thebook’sprotagonist,lamentingoverthemoveofherfriendIggie,spiesthenewfamilymoving

intoIggie’soldhouse.ShenoticesimmediatelythatthefamilyhasthreechildrenandthattheyareBlack.Inaneffort

tobeneighborly,WinnieextendsherfriendshiptotheGarberchildren.Theirrelationshipisnotwithoutitsproblems,

however.Neighborssignapetitiontoforcethefamilytomoveoutoffearofdesegregation.Whenthepetitiondoes

notforcethefamilytomove,asignispostedintheGarber’sfrontyardtellingthemto“GOBACKWHEREYOU

BELONG.WEDON’TWANTYOURKINDAROUNDHERE!!!!!”.Thisfurtherexacerbatesthetenuousrelationship

betweenWinnieandtheGarberchildren.ThroughletterswrittentotheabsentIggie,weseeWinnie’sWhiteracial

development.AttheendofthetextWinnierecognizesandadmitsthatsheknowslessaboutracialrelationsthansheonce

thought.

3.2.Participantsinthebookclub

Faye,Todd,Chelsey,andJennawereparticipantsintheIggie’sHousegroup,thefocusofourstudy.Theyeach

broughtacomplexarrayofsubjectpositionswiththemtoclassthatprovideabackdropforunderstandinghow

theyapproachedthebookclubdiscussions.Lookingacrossthecategoriesofgender,race,geographicalbackground,

degreestatus(e.g.graduateorundergraduate),dispositionstowardracialliteracy,andwaysofapproachingacademic

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