Race and Class in a Culture of Risk

摘要: concrete other-implicating Personal Risks Of Topic self-implicating public Kinds Talk private matter-of-fact suppressed out loud whispered FIGURE 1 Risk and Race by roughly based on Pollock (2004), shows a general pattern of talk topic. As long as topic remains distant abstract implicates only those not present, people address race matter-of-factly loud. moves closer to home, refers local events, has implications for speakers, is limited whisper. Similarly, the details depend whom one speaking as, speaking, who else might be listening judging. Figure 2 stimulated Pollock's (2004) representation rank in about race-relevant topics. Educators students share generally use labels matterof-factly. up down hierarchy (e.g., between principal teacher or student) can difficult, even if it occurs private; so too teachers different groups. Sharing neither nor rank, participants fuel accusations across dividing categories. Students accuse racial injustice, principals demand reform from teachers, superintendents assign blame whole schools differentials achievement. When pressed, almost always find ways race. Life never simple X figure table. Topics shift quickly, group membership around easily among students. By stories, are constantly figuring who's relation whom, moved accordingly. If an effective strategy reckoning relative position because they make so. go badly, trying directly otherwise (Lin, 2007). Depending remembers reports what said, how, under conditions, little big problem, immediate later problem.7 Teachers at Columbus themselves stuttering, pausing, hedging, complaining. It difficult speak truth terms. culture risk resource calculation wins, loses, up, on, back. Education risky game, card, like LD gets played Recognizing cultural play categories tied school performance does problems easy fix, but shifts responsibility gatekeepers struggles institutionally consequential (Ladson-Billings, 2006; This content downloaded 157.55.39.104 Mon, 20 Jun 2016 06:37:52 UTC All subject http://about.jstor.org/terms McDermott et al: In Culture 105 SAME SIMILAR DIFFERENT