Anita Chikkatur
Biographic Data
| ID | 179759 |
|---|---|
| NAME | Anita Chikkatur |
| GIVEN NAMES | Anita |
| FAMILY NAME | Chikkatur |
| SIGNATURE | CHIKKATUR A |
| AFFILIATIONS | Carleton College |
| ORCID | 0000-0001-5677-4310 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 23 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 3 |
More than curriculum: The barriers to developing an anti-racist school culture at a middle school
Based on an ethnographic study at a middle school in a Midwestern city, this article examines the difficulty in creating anti-racist educational spaces, even in schools with a stated desire to do so. The school’s curriculum was mainly based on teachers’ abstract ideas of social justice and was not grounded in students’ everyday realities. It failed to connect students to larger histories and stories of oppression and resistance, the central tenet…
Uncivil youth: Race, activism, and affirmative governmentality by Kwon, Soo Ah
Teaching and Learning African American History in a Multiracial Classroom
The author explores the challenges of teaching and learning African American history, a history fraught with uncomfortable implications about contemporary race relations and race-based inequalities. Drawing on various theories of anti-oppressive education, and using data from an ethnographic study conducted in one history classroom, the author explores possibilities and limitations in that realm. With its focus on a racial minority group whose hi…
The influence of researcher identity on ethnographies in multiracial schools
This article explores how researchers’ social identities influence data gathered through ethnographic research in multiracial K-12 educational settings. We examine how the processes of conducting, interpreting, and analyzing ethnographic fieldwork are impacted when researchers belong to marginalized social groups. The racial and ethnic diversity among the participants at the research settings further complicated how researcher identity influenced…
Difference Matters: Embodiment of and Discourse on Difference at an Urban Public High School
This article examines how students and teachers at an urban public high school embodied and understood various social categories of difference. Although ascriptions and experiences of racial and gender identities varied, these identities were often viewed as biological in origin and static in nature. The complexities and contradictions evident in the everyday conversations about difference at the school might serve as effective starting points fo…
Listening to Students, Negotiating Beliefs: Preparing Teachers for Urban Classrooms
Learning to teach in urban schools is difficult, particularly when prospective teachers come from different racial, ethnic and/or class backgrounds than their students. The task of urban-focused teacher education programs is to prepare prospective teachers to learn and enact practices that enable them to teach successfully in under-resourced districts that offer both opportunities and constraints. In this article, we report on a 2-year ethnograph…
Council on Anthropology and Education
2007 New Minority Scholar Travel Stipend Awards Yuri Wellington
Listening to Students, Negotiating Beliefs: Preparing Teachers for Urban Classrooms
Learning to teach in urban schools is difficult, particularly when prospective teachers come from different racial, ethnic and/or class backgrounds than their students. The task of urban-focused teacher education programs is to prepare prospective teachers to learn and enact practices that enable them to teach successfully in under-resourced districts that offer both opportunities and constraints. In this article, we report on a 2-year ethnograph…
Difference Matters: Embodiment of and Discourse on Difference at an Urban Public High School
This article examines how students and teachers at an urban public high school embodied and understood various social categories of difference. Although ascriptions and experiences of racial and gender identities varied, these identities were often viewed as biological in origin and static in nature. The complexities and contradictions evident in the everyday conversations about difference at the school might serve as effective starting points fo…
The influence of researcher identity on ethnographies in multiracial schools
This article explores how researchers’ social identities influence data gathered through ethnographic research in multiracial K-12 educational settings. We examine how the processes of conducting, interpreting, and analyzing ethnographic fieldwork are impacted when researchers belong to marginalized social groups. The racial and ethnic diversity among the participants at the research settings further complicated how researcher identity influenced…
Teaching and Learning African American History in a Multiracial Classroom
The author explores the challenges of teaching and learning African American history, a history fraught with uncomfortable implications about contemporary race relations and race-based inequalities. Drawing on various theories of anti-oppressive education, and using data from an ethnographic study conducted in one history classroom, the author explores possibilities and limitations in that realm. With its focus on a racial minority group whose hi…
More than curriculum: The barriers to developing an anti-racist school culture at a middle school
Based on an ethnographic study at a middle school in a Midwestern city, this article examines the difficulty in creating anti-racist educational spaces, even in schools with a stated desire to do so. The school’s curriculum was mainly based on teachers’ abstract ideas of social justice and was not grounded in students’ everyday realities. It failed to connect students to larger histories and stories of oppression and resistance, the central tenet…
Council on Anthropology and Education
2007 New Minority Scholar Travel Stipend Awards Yuri Wellington
Listening to Students, Negotiating Beliefs: Preparing Teachers for Urban Classrooms
Learning to teach in urban schools is difficult, particularly when prospective teachers come from different racial, ethnic and/or class backgrounds than their students. The task of urban-focused teacher education programs is to prepare prospective teachers to learn and enact practices that enable them to teach successfully in under-resourced districts that offer both opportunities and constraints. In this article, we report on a 2-year ethnograph…
The influence of researcher identity on ethnographies in multiracial schools
This article explores how researchers’ social identities influence data gathered through ethnographic research in multiracial K-12 educational settings. We examine how the processes of conducting, interpreting, and analyzing ethnographic fieldwork are impacted when researchers belong to marginalized social groups. The racial and ethnic diversity among the participants at the research settings further complicated how researcher identity influenced…
Difference Matters: Embodiment of and Discourse on Difference at an Urban Public High School
This article examines how students and teachers at an urban public high school embodied and understood various social categories of difference. Although ascriptions and experiences of racial and gender identities varied, these identities were often viewed as biological in origin and static in nature. The complexities and contradictions evident in the everyday conversations about difference at the school might serve as effective starting points fo…
Teaching and Learning African American History in a Multiracial Classroom
The author explores the challenges of teaching and learning African American history, a history fraught with uncomfortable implications about contemporary race relations and race-based inequalities. Drawing on various theories of anti-oppressive education, and using data from an ethnographic study conducted in one history classroom, the author explores possibilities and limitations in that realm. With its focus on a racial minority group whose hi…
Uncivil youth: Race, activism, and affirmative governmentality by Kwon, Soo Ah
More than curriculum: The barriers to developing an anti-racist school culture at a middle school
Based on an ethnographic study at a middle school in a Midwestern city, this article examines the difficulty in creating anti-racist educational spaces, even in schools with a stated desire to do so. The school’s curriculum was mainly based on teachers’ abstract ideas of social justice and was not grounded in students’ everyday realities. It failed to connect students to larger histories and stories of oppression and resistance, the central tenet…
Sociology (7 works) · Gender Studies (6 works) · Educator Training and Historical Pedagogy (5 works) · Ethnography (5 works) · Critical Race Theory in Education (4 works) · Gender Studies (4 works) · Pedagogy (4 works) · Anthropology (3 works) · Political science (3 works) · Racism (3 works)