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Race in the Schoolyard: Negotiating the Color Line in Classrooms and Communities
Winner of the 2005 American Educational Studies Association Critics' Choice Award
Winner of the 2004 Gustavus Myers Outstanding Book Award
"Race in the Schoolyard is a wonderful book for social scientists studying race, education, and childhood studies. The book showcases the talents of a gifted fieldworker whose theoretically rich work sits on the cutting edge of a growing body of scholarship examining the social worlds of children. School officials, parents, and, most especially, a new generation of teachers will benefit from these lessons on race."-American Journal of Sociology
"Instructors may recommend this book to students to whom the topic is surely vital and engrossing and for whom the text will be lively and engaging."-Contemporary Sociology
"Lewis moves beyond traditional research methods used to examine achievement gaps and differences in test scores to look closely at the realities of schooling. I highly recommend this work for every person involved in teaching and learning."-Multicultural Review
"Through eloquent case studies of three California elementary schools-a white-majority 'good' school, a mostly minority 'tough' school, and an integrated 'alternative' school-[Lewis] demonstrates that schools promote racial inequalities through their daily rituals and practices. Even the notion of a "color-blind" America-an especially popular ideal in the white school-perpetuates racism, Lewis argues, because it denies or dismisses the very real constraints that schools place on minorities. Lewis is nevertheless an optimist, insisting that schools can change ideas of race. . . . Highly recommended. Undergraduate collections and above."-Choice
"In this pioneering ethnography in elementary schools, Lewis shows brilliantly how racism is taught and learned in the small places of everyday life."-Joe Feagin, University of Florida and author of Racist America
"A wonderful and timely book. Ethnographically rich, theoretically sophisticated, and clearly written, this book addresses the ubiquitous issue of race in all its complexity."-Michèle Foster, author of Black Teachers on Teaching
"A compelling ethnography of the racial landscape of contemporary schools."-Barrie Thorne, author of Gender Play: Girls and Boys in School
Could your kids be learning a fourth R at school: reading, writing, 'rithmatic, and race?
Race in the Schoolyard takes us to a place most of us seldom get to see in action¾ our children's classrooms¾ and reveals the lessons about race that are communicated there. Amanda E. Lewis spent a year observing classes at three elementary schools, two multiracial urban and one white suburban. While race of course is not officially taught like multiplication and punctuation, she finds that it nonetheless insinuates itself into everyday life in schools.
Lewis explains how the curriculum, both expressed and hidden, conveys many racial lessons. While teachers and other school community members verbally deny the salience of race, she illustrates how it does influence the way they understand the world, interact with each other, and teach children. This eye-opening text is important reading for educators, parents, and scholars alike.
Winner of the 2004 Gustavus Myers Outstanding Book Award
"Race in the Schoolyard is a wonderful book for social scientists studying race, education, and childhood studies. The book showcases the talents of a gifted fieldworker whose theoretically rich work sits on the cutting edge of a growing body of scholarship examining the social worlds of children. School officials, parents, and, most especially, a new generation of teachers will benefit from these lessons on race."-American Journal of Sociology
"Instructors may recommend this book to students to whom the topic is surely vital and engrossing and for whom the text will be lively and engaging."-Contemporary Sociology
"Lewis moves beyond traditional research methods used to examine achievement gaps and differences in test scores to look closely at the realities of schooling. I highly recommend this work for every person involved in teaching and learning."-Multicultural Review
"Through eloquent case studies of three California elementary schools-a white-majority 'good' school, a mostly minority 'tough' school, and an integrated 'alternative' school-[Lewis] demonstrates that schools promote racial inequalities through their daily rituals and practices. Even the notion of a "color-blind" America-an especially popular ideal in the white school-perpetuates racism, Lewis argues, because it denies or dismisses the very real constraints that schools place on minorities. Lewis is nevertheless an optimist, insisting that schools can change ideas of race. . . . Highly recommended. Undergraduate collections and above."-Choice
"In this pioneering ethnography in elementary schools, Lewis shows brilliantly how racism is taught and learned in the small places of everyday life."-Joe Feagin, University of Florida and author of Racist America
"A wonderful and timely book. Ethnographically rich, theoretically sophisticated, and clearly written, this book addresses the ubiquitous issue of race in all its complexity."-Michèle Foster, author of Black Teachers on Teaching
"A compelling ethnography of the racial landscape of contemporary schools."-Barrie Thorne, author of Gender Play: Girls and Boys in School
Could your kids be learning a fourth R at school: reading, writing, 'rithmatic, and race?
Race in the Schoolyard takes us to a place most of us seldom get to see in action¾ our children's classrooms¾ and reveals the lessons about race that are communicated there. Amanda E. Lewis spent a year observing classes at three elementary schools, two multiracial urban and one white suburban. While race of course is not officially taught like multiplication and punctuation, she finds that it nonetheless insinuates itself into everyday life in schools.
Lewis explains how the curriculum, both expressed and hidden, conveys many racial lessons. While teachers and other school community members verbally deny the salience of race, she illustrates how it does influence the way they understand the world, interact with each other, and teach children. This eye-opening text is important reading for educators, parents, and scholars alike.
264 pages, Paperback
First published March 26, 2003
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Displaying 1 - 9 of 9 reviews
August 17, 2013
“Children arrive at school with different socially acquired resources and they generally leave school with similarly differentiated rewards” (5)
“Racial categories are not merely sociological abstractions but are potent social categories around which people organize their identities and behavior and that influence people’s opportunities and outcomes. In this way, though not natural or biological entities, racial classifications are socially “real” and thus are powerful in their consequences for people’s lives …Race then is not a real or innate characterisitcs of bodies but a set of signifiers projected onto these bodies.”(6)
“but they understood them to be relatively unimportant and, to some extent, deracialized them…racial put-downs were glossed over as not really being racial” (21)
“one party enjoys the safety of dominant group protection, whereas the other experiences the unsafe conditions of his ‘race,’ subjected to violence and discrimination.” (22)
“ideologies are interpretations of social reality that are consistent with the dominant group’s experience. They are collective property, permeating the main institutions and communication networks.” (33)
“color-blind ideology serves to explain and thus protect the status quo… Persisting racist ideas about group difference along with continuing evidence of racism in interpersonal interactions, life opportunities, and neighborhood hosing patterns all were ably diminished if not erased with the simple declaration that race no longer mattered and was thus not important.” (35)
“Victims of oppression cannot stop their victimization. They can fight against it, protect themselves from its effects, learn to achieve in spite of it, but they cannot stop something they are not creating.” (37)
“whiteness is often understood as a “post-cultural” position within current discourse, which often uses “multicultural” as a code word for racial minorities and thus tacitly labels only people of color as “cultural”…whiteness involved those normal or neutral folk.” (57)
“distinct life experiences and distinct understanding of the world, despite sharing a small geographical space.” (57)
“Although “the traditional idea of genetic inferiority is still important in the fabric of racism, the discourse of black inferiority is increasingly reformulated as cultural deficiency, social inadequacy, and technological underdevelopment”… they are expressed less in terms of innate characteristics and more in terms of “cultural” attributes, manifested often though the use of code words such as “urban,” “inner-city,” “welfare,” and “crime.” (63)
“there’s a rule that just says that all children can learn and I think that helps teachers as much as it hurts teachers…Well, all children can learn but all children can’t learn the same way.” (68-69)
“Language patterns and assessments of communicative competence affect whether children are heard and understood, whether they are read as cooperative and articulate, and also…what counts as knowledge in the classroom… “When the major institutions in a society are constructed within the culture of an in the interests of one group instead od another…[those] organizations may systematically favor the culturally constituted performances of one group over the developmentally equivalent, substantively different, performances of another group.” Thus, whether or not students are performing at equivalent levels, the substantive of their presentation may lead their performance to be differently evaluated and rewarded.” (69)
“When students’ social and cultural resources are not held as valuable within a social setting, when their learned styles clash with the reigning rules of the institution, when their learned modes of interaction are read as inappropriate or illegitimate, they are systematically disadvantaged.” (70)
“only if one assumed that learning includes only the academic or intellectual curriculum and that all students should be learning material in identical ways. If only understands to extend beyond intellectual issues, to include social and relational issues as well, it is clear that once a student has been excluded from a class, the opportunity to teach that student other ways of getting his or her needs is lost.”(72)
“one of the central quandaries of identity- how to grapple with external ascriptions that differ from one’s inner sense of self.” (77)
“because naming or identifying such patterns flies in the face of the individualistic, meritocratic ideology that dominates in schools.” (83)
“people cannot fix a problem they do not see…recognize and confront their own whiteness, the limits of their understanding of others, their fears of being called racist, and the racist notions that inevitably pervade their understanding.” (85)
“Without specific thought and action to the contrary, the white and middle-class students’ needs would drive the curriculum and practices.” (101)
“What was for many of the students a threat to the “educational perk” of learning a second language was for others a threat to their very personhood and sense of membership in the social and school collective.” (103)
“Racism and social inequality became visible as subjects that everyone, including whites, should be concerned about, not just those who are victimized.” (105)
“The central question may not be why Afro-Americans are absent from dominant narratives, but ‘what intellectual feats had to be performed by the author or his critic to erase [blacks] from a society seething with [their] presence, and what effect has that performance had on the work.” (107)
“Patterns of social and academic integration (or segregation) are produced by and themselves produce students’ understandings about group difference.” (116)
“A white liberal commitment to individual freedom of expression comes up against concerns about cost, discipline, and equity. These school battles are in the end won or lost not on principle but on power.” (118)
“The relative success of parents’ actions on behalf of their children depends at least in part on how those actions are read or received (or both) by school personnel. Also important is having either the knowledge necessary to force the school to respond or the financial resources to get a child’s needs met elsewhere.” (120)
“Given group-level differences in whom students of different races spent time with, the way parents of different races interacted with the school, the amount of class participation by students of different races, and the racial make-up of the spelling groups, race clearly shaped school outcomes in a number of ways 9including access to power, cultural capital, skills or human capital, and the resulting benefits).” (121)
“gaps to be class-based rather than racial. However, race and class were highly correlated: the underperforming working-class and poor students were almost exclusively either African Americans or dark-skinned Latinos. Though many markers of difference were explicitly read as cultural markers- less imbued with power, more a signal of diversity- they in fact functioned also as racial signifiers that carrier multiple layers of meaning.” (122)
“with the external assignment of identity that occurs in interpersonal interactions. Issues of sameness and difference are central to processes of social identification and differentiation. Social identities are inherently relational: one both identifies with like and defines oneself against different…We are partly who we are because we are not something else. In regard to racial identity, our understanding of categories and boundaries depend on our knowing where both we and others fir in. We use various inputs as signals of racial identification and differentiation. Drawing on available information about skin color, facial features, language, and cultural styles, we determine how people we interact with fit into the available racial schemes…racial categorization and issues of power and access are inseparable” (123)
“Race is not a real or innate characteristic if bodies but a set of signifiers projected onto these bodies. Unlike other physical differences, phenotype differences that signal racial difference are imbued with meanings, because of the persistence and strength of racial boundaries, and because race and power have been to inextricably intertwined throughout history of the category, racial destinations have an impact on social location. The issue then is not whether these students were really racially different or whether “Latino” is really a racist group. One could quite correctly answer no (or yes) to both issues. However, in daily interactions, a group of students labeled as Latino were interacted with as if they were racially ‘other’ (124)
“relationships exists between race and power such that those in certain groups collectively have more financial, social, and cultural resources as a result of long histories of racism and oppression.” (126)
“white was not used to describe all that was good and virtuous, nor all that was oppressive. It was a description of a social location.” (127)
“external racial ascriptions in many ways matter as much as one’s self-identification, if not more.” (130)
“In this way, language is not a neutral mode of communication but a way of telling who people are, where they are from, whether they are in some way collectively different or whether they are “like us” and therefore are people to whom we can easily relate. Not only is language is racialized …language itself racializes.” (132)
“performative nature of race; when it comes to everyday interactions, certain kinds of performances, styles, or costumes may determine what one ‘is’ or how one is seen and categorized as such as if not more than ‘blood,’ ancestry, or phenotype.” (132)
“As categories are applied in interpersonal interactions, the boundaries between categories are simultaneously created or reinforced. One cannot determine who one is without determining simultaneously who none is not and in some manner, at least metaphorically, drawing a boundary. But these racial boundaries are not fixed. They are in flux, the ongoing products of social interaction in which identities are produced and reproduced.” (136)
“It is not merely that poverty, danger, and other negative characteristics are associated with being of color, but that power, wealth, and other characteristics of high status are associated with being white.” (142)
“contexts not only are racialized (racially coded) but can themselves function to racialize- to shape ascriptions within them.” (145)
“What the boundaries are and how they work are not established and universally consistent social facts. Nor is the content and meaning of any racial category consistent across space, culture, or time. This indefiniteness lies at the heart of what it means to talk about race as a social construction.” (153)
“living in areas of concentrated poverty; in these settings strong public institutions are largely absent… this concentration of poverty is not just about class… macrosocial patterns of housing segregation combine with group-level differences in economic capital to leave some communities able to deploy many more resources on behalf of their children than others.” (163)
“This gap between ideal and real enrollment… was a result of the enrollment process, middle-class families with resources and the know-how to negotiate complex power structures managed to take the best advantage of the system and were thus overrepresented.” (169)
“It is unreasonable to assume that five-, eight-, or ten-year-olds will simply leave their home lives on the bus each day when they disembark.” (172)
“the bringing together of people with differences in cultural styles, preferences, tastes, and strategies. Certain kinds of cultural styles are institutionalized and then become those that tend to pay off within schools, serving as cultural capital. Daily unsuccessful or inequitable exchanges eventually contribute to unequal educational outcomes…cultural resources don’t automatically become capital. Rather they are mediated by gatekeepers…who differentially reward or legitimatize resources, and by institutions… which can relegate people to less desirable positions… where their resources are harder to maximize.” (176)
“At issue is the basic opportunity to have hard work rewarded equitably and to be able to act on one’s choices. And the first step may be to fundamentally challenge available explanations for current social realities.” (193)
“The history of education since industrial revolution shows a continual struggle between two forces: the desire by members of society to have educational opportunity for all children, and the desire of each family to provide the best education it can afford for its own students.” (193)
“Racial categories are not merely sociological abstractions but are potent social categories around which people organize their identities and behavior and that influence people’s opportunities and outcomes. In this way, though not natural or biological entities, racial classifications are socially “real” and thus are powerful in their consequences for people’s lives …Race then is not a real or innate characterisitcs of bodies but a set of signifiers projected onto these bodies.”(6)
“but they understood them to be relatively unimportant and, to some extent, deracialized them…racial put-downs were glossed over as not really being racial” (21)
“one party enjoys the safety of dominant group protection, whereas the other experiences the unsafe conditions of his ‘race,’ subjected to violence and discrimination.” (22)
“ideologies are interpretations of social reality that are consistent with the dominant group’s experience. They are collective property, permeating the main institutions and communication networks.” (33)
“color-blind ideology serves to explain and thus protect the status quo… Persisting racist ideas about group difference along with continuing evidence of racism in interpersonal interactions, life opportunities, and neighborhood hosing patterns all were ably diminished if not erased with the simple declaration that race no longer mattered and was thus not important.” (35)
“Victims of oppression cannot stop their victimization. They can fight against it, protect themselves from its effects, learn to achieve in spite of it, but they cannot stop something they are not creating.” (37)
“whiteness is often understood as a “post-cultural” position within current discourse, which often uses “multicultural” as a code word for racial minorities and thus tacitly labels only people of color as “cultural”…whiteness involved those normal or neutral folk.” (57)
“distinct life experiences and distinct understanding of the world, despite sharing a small geographical space.” (57)
“Although “the traditional idea of genetic inferiority is still important in the fabric of racism, the discourse of black inferiority is increasingly reformulated as cultural deficiency, social inadequacy, and technological underdevelopment”… they are expressed less in terms of innate characteristics and more in terms of “cultural” attributes, manifested often though the use of code words such as “urban,” “inner-city,” “welfare,” and “crime.” (63)
“there’s a rule that just says that all children can learn and I think that helps teachers as much as it hurts teachers…Well, all children can learn but all children can’t learn the same way.” (68-69)
“Language patterns and assessments of communicative competence affect whether children are heard and understood, whether they are read as cooperative and articulate, and also…what counts as knowledge in the classroom… “When the major institutions in a society are constructed within the culture of an in the interests of one group instead od another…[those] organizations may systematically favor the culturally constituted performances of one group over the developmentally equivalent, substantively different, performances of another group.” Thus, whether or not students are performing at equivalent levels, the substantive of their presentation may lead their performance to be differently evaluated and rewarded.” (69)
“When students’ social and cultural resources are not held as valuable within a social setting, when their learned styles clash with the reigning rules of the institution, when their learned modes of interaction are read as inappropriate or illegitimate, they are systematically disadvantaged.” (70)
“only if one assumed that learning includes only the academic or intellectual curriculum and that all students should be learning material in identical ways. If only understands to extend beyond intellectual issues, to include social and relational issues as well, it is clear that once a student has been excluded from a class, the opportunity to teach that student other ways of getting his or her needs is lost.”(72)
“one of the central quandaries of identity- how to grapple with external ascriptions that differ from one’s inner sense of self.” (77)
“because naming or identifying such patterns flies in the face of the individualistic, meritocratic ideology that dominates in schools.” (83)
“people cannot fix a problem they do not see…recognize and confront their own whiteness, the limits of their understanding of others, their fears of being called racist, and the racist notions that inevitably pervade their understanding.” (85)
“Without specific thought and action to the contrary, the white and middle-class students’ needs would drive the curriculum and practices.” (101)
“What was for many of the students a threat to the “educational perk” of learning a second language was for others a threat to their very personhood and sense of membership in the social and school collective.” (103)
“Racism and social inequality became visible as subjects that everyone, including whites, should be concerned about, not just those who are victimized.” (105)
“The central question may not be why Afro-Americans are absent from dominant narratives, but ‘what intellectual feats had to be performed by the author or his critic to erase [blacks] from a society seething with [their] presence, and what effect has that performance had on the work.” (107)
“Patterns of social and academic integration (or segregation) are produced by and themselves produce students’ understandings about group difference.” (116)
“A white liberal commitment to individual freedom of expression comes up against concerns about cost, discipline, and equity. These school battles are in the end won or lost not on principle but on power.” (118)
“The relative success of parents’ actions on behalf of their children depends at least in part on how those actions are read or received (or both) by school personnel. Also important is having either the knowledge necessary to force the school to respond or the financial resources to get a child’s needs met elsewhere.” (120)
“Given group-level differences in whom students of different races spent time with, the way parents of different races interacted with the school, the amount of class participation by students of different races, and the racial make-up of the spelling groups, race clearly shaped school outcomes in a number of ways 9including access to power, cultural capital, skills or human capital, and the resulting benefits).” (121)
“gaps to be class-based rather than racial. However, race and class were highly correlated: the underperforming working-class and poor students were almost exclusively either African Americans or dark-skinned Latinos. Though many markers of difference were explicitly read as cultural markers- less imbued with power, more a signal of diversity- they in fact functioned also as racial signifiers that carrier multiple layers of meaning.” (122)
“with the external assignment of identity that occurs in interpersonal interactions. Issues of sameness and difference are central to processes of social identification and differentiation. Social identities are inherently relational: one both identifies with like and defines oneself against different…We are partly who we are because we are not something else. In regard to racial identity, our understanding of categories and boundaries depend on our knowing where both we and others fir in. We use various inputs as signals of racial identification and differentiation. Drawing on available information about skin color, facial features, language, and cultural styles, we determine how people we interact with fit into the available racial schemes…racial categorization and issues of power and access are inseparable” (123)
“Race is not a real or innate characteristic if bodies but a set of signifiers projected onto these bodies. Unlike other physical differences, phenotype differences that signal racial difference are imbued with meanings, because of the persistence and strength of racial boundaries, and because race and power have been to inextricably intertwined throughout history of the category, racial destinations have an impact on social location. The issue then is not whether these students were really racially different or whether “Latino” is really a racist group. One could quite correctly answer no (or yes) to both issues. However, in daily interactions, a group of students labeled as Latino were interacted with as if they were racially ‘other’ (124)
“relationships exists between race and power such that those in certain groups collectively have more financial, social, and cultural resources as a result of long histories of racism and oppression.” (126)
“white was not used to describe all that was good and virtuous, nor all that was oppressive. It was a description of a social location.” (127)
“external racial ascriptions in many ways matter as much as one’s self-identification, if not more.” (130)
“In this way, language is not a neutral mode of communication but a way of telling who people are, where they are from, whether they are in some way collectively different or whether they are “like us” and therefore are people to whom we can easily relate. Not only is language is racialized …language itself racializes.” (132)
“performative nature of race; when it comes to everyday interactions, certain kinds of performances, styles, or costumes may determine what one ‘is’ or how one is seen and categorized as such as if not more than ‘blood,’ ancestry, or phenotype.” (132)
“As categories are applied in interpersonal interactions, the boundaries between categories are simultaneously created or reinforced. One cannot determine who one is without determining simultaneously who none is not and in some manner, at least metaphorically, drawing a boundary. But these racial boundaries are not fixed. They are in flux, the ongoing products of social interaction in which identities are produced and reproduced.” (136)
“It is not merely that poverty, danger, and other negative characteristics are associated with being of color, but that power, wealth, and other characteristics of high status are associated with being white.” (142)
“contexts not only are racialized (racially coded) but can themselves function to racialize- to shape ascriptions within them.” (145)
“What the boundaries are and how they work are not established and universally consistent social facts. Nor is the content and meaning of any racial category consistent across space, culture, or time. This indefiniteness lies at the heart of what it means to talk about race as a social construction.” (153)
“living in areas of concentrated poverty; in these settings strong public institutions are largely absent… this concentration of poverty is not just about class… macrosocial patterns of housing segregation combine with group-level differences in economic capital to leave some communities able to deploy many more resources on behalf of their children than others.” (163)
“This gap between ideal and real enrollment… was a result of the enrollment process, middle-class families with resources and the know-how to negotiate complex power structures managed to take the best advantage of the system and were thus overrepresented.” (169)
“It is unreasonable to assume that five-, eight-, or ten-year-olds will simply leave their home lives on the bus each day when they disembark.” (172)
“the bringing together of people with differences in cultural styles, preferences, tastes, and strategies. Certain kinds of cultural styles are institutionalized and then become those that tend to pay off within schools, serving as cultural capital. Daily unsuccessful or inequitable exchanges eventually contribute to unequal educational outcomes…cultural resources don’t automatically become capital. Rather they are mediated by gatekeepers…who differentially reward or legitimatize resources, and by institutions… which can relegate people to less desirable positions… where their resources are harder to maximize.” (176)
“At issue is the basic opportunity to have hard work rewarded equitably and to be able to act on one’s choices. And the first step may be to fundamentally challenge available explanations for current social realities.” (193)
“The history of education since industrial revolution shows a continual struggle between two forces: the desire by members of society to have educational opportunity for all children, and the desire of each family to provide the best education it can afford for its own students.” (193)
October 11, 2024
This book definitely brought up a lot of points that teachers should read, however I wish it focused more on the actual studies and teachers than on the constant and repetitive summaries that the audience already understood
April 21, 2021
This book provided some really thoughtful insight into how race plays a role in elementary schools. There were some very surprising statements from white parents, as well as from students of all colors. I think the observational studies of classrooms and the play yard were incredibly powerful. You can tell a lot about what a person thinks not only by what they say, but what they do. Lewis details racial systems in institutions with the results of her observations and interviews and helps inform the search for more racially just schools.
Because I read this book for a class, it was quite exhausting to read it over such a short period of time. However, I would definitely reread it in the future in my free time.
Because I read this book for a class, it was quite exhausting to read it over such a short period of time. However, I would definitely reread it in the future in my free time.
March 6, 2020
Race in the Schoolyard is a fascinating ethnography of the way we talk about and approach race in schools, and how that affects school cultures and the students, teachers, and parents working within those cultures. I thought it was fascinating to compare the three schools Lewis studied and how race language and understanding affected everything from classroom participation to parent involvement. I found this an important and valuable books as an up and coming educator. A little dry and wordy at times, but I enjoyed it, none-the-less.
August 6, 2011
This book was very readable and so interesting. Amanda Lewis studied three elementary schools of different racial compositions and describes how race operates in subtle and overt ways to determine the life chances of the students within. It is rare to find a book like this where the author is not afraid to speak the truth about how race operates in schools (including majority "white" schools). I highly recommend it.
April 14, 2010
really interesting ethnography about how racial inequalities are perpetuated in schools. i would have liked a better discussion about how the larger culture affects this process and what can be done to change it. totally got me interested in bilingual and alternative schools for my own kids. i love ms. wilson!
January 5, 2013
Well argued and well-written. The former is fairly common in scholarly books but the latter is a welcome reprieve: clear, logical, interesting prose. I'm not a fan of most whiteness studies but Amanda manages to not divorce culture from power and materiality. That works for me.
April 25, 2012
I think it could have been a lot more interesting with more direct quotes and situations told by the teachers and students instead of so much analysis. (Very repetitive analysis...)
July 11, 2014
pretty interesting and fast paced for an academic text. Great content though.
Displaying 1 - 9 of 9 reviews