Does the Black Middle Class Exist And Are We Members makes two contributions into the research of the Black Middle Class. First, it explores how Black South Africans conceptualize middle classness. Second, it demonstrates how this conceptualization informs researchers’ social identity within
the Black middle class.
The book draws on historical social science literature for theoretical grounding and focuses on enriching theoretical perspectives on race and class from the perspective of the interviewee and the interviewer. It contextualizes both subjective and objective definitions of the term ‘middle
class’ while highlighting it’s constantly shifting perception.
Does the Black Middle Class Exist And Are We Members reflects on the experience of the researchers interviews with Black middle class of South Africa. These reflections give a unique approach in understanding how researcher’s subjectivism reflects the experiences of the South African Middle
Contributing to an emerging literature on mixed-race people in the United States and United Kingdom, this book draws on racial formation theory and the performativity (i.e. "doing") of race to explore the social construction of mixedness on both sides of the Atlantic Ocean.
In addition to macro- and micro-level theoretical frameworks, the authors use comparative and relational analytical approaches to reveal similarities and differences between the two nations, explaining them in terms of both common historical roots as well as ongoing contemporary
Focusing on the census, racial identity, civil society, and everyday experiences at the intersection of race, gender, class, and sexuality, Mixed-Race in the US and UK: Comparing the Past, Present, and Future offers academics and students an intriguing look into how mixed-race is constructed and
experienced within these two nations. A final in-depth discussion on the authors’ research methodologies makes the book a useful resource on the processes, challenges, and benefits of conducting qualitative research in two nations.
For over thirty years, a political and social battle over bilingual education raged in the U.S. and in and around the Crow Indian Reservation of Montana. This book, a period piece rich in political, historical, and local western context, is the story of language, education, inequality and power
clashes between the dominant society and the Indian tribe as historical events unfolded.
This is a classic ethnography that documents eight years of the author’s day-to-day experience as a teacher, bilingual education coordinator, and central office administrator during the socio-political dispute. The author showcases the familial, linguistic, and ancestral place-based strengths
of the Crow families that empowered children to succeed in school against the odds, providing a secure foundation for their future leadership within the tribe. In doing this, the author builds strong support for bridging Native and Euro-American philosophies within a bilingual framework.
This book is important reading for teachers, administrators, and policy-makers. It provides hope, ideas, and concrete actions for those who would engage in change management to improve learning environments and better serve diverse students.