... eColumns >> music, equity, and social justice >> bibliography

Race and Race Theory

Aanerud, R. (2002). Thinking again: This bridge called my back and the challenge to whiteness. In G. E. Anzaldua & A. Keating (Eds.), This bridge we call home (pp. 69-77). New York: Routledge.

Akrofi, E. (2005). Reflections on D.A. Masolo's "Presencing the past and remembering the present: Social features of popular music in Kenya". Action, criticism, and theory for music education, 4(3).

André, N. (2005). Entering the present: Music meets race. Action, criticism, and theory for music education, 4(3).

Anzaldúa, G., & Keating, A. (2002). This bridge we call home: radical visions for transformation. New York: Routledge.

Anzaldúa, G., & Moraga, C. (1981). This bridge called my back : writings by radical women of color (1st ed.). Watertown, Mass.: Persephone Press.

Apple, M. (1993). Constructing the 'other': rightist reconstructions of common sense. In C. McCarthy & W. Crichlow (Eds.), Race, identity, and representation in education (pp. 24-39). New York: Routledge.

Armstrong, K. (Writer) (2002). Footsteps to Ghana [VHS]. In K. Armstrong (Producer). Ottawa, Ont.: Baobab Youth Performers.

Bannerji, H. (2000). The dark side of the nation: Essays on multiculturalism, nationalism, and gender. Toronto: Canadian Scholars' Press, Inc.

Bhatt, C. (1999). Ethnic absolutism and the authoritarian spirit. In V. Bell (Ed.), Performativity and belonging (pp. 65-86). London: Sage Publications Ltd.

Bilby, K. (2000). Ethnicity identity and music: The musical construction of place. Ethnic and Racial Studies, 23(1), 166-168.

Blommaert, J. (1999). Language ideological debates (Vol. 2). New York: Mouton de Gruyter.

Bowman, W. (2005). After the silence of aesthetic enchantment: Race, music, and music education. Action, criticism, and theory for music education, 4(3).

Bradley, D. (2005). Dear diary: Confessions of a nice white girl. Action, criticism, and theory for music education, 4(3).

Bradley, D. (2006). Global song, global citizens? Multicultural choral music education and the community youth choir: Constituting the multicultural human subject. Unpublished PhD Dissertation, Ontario Institute for Studies in Education, University of Toronto, Toronto, Ontario.

Brantlinger, P. (1985). Victorians and Africans: The geneology of the myth of the dark continent. Critical inquiry, 12, 166-203.

Brewer, R. M. (1993). Theorizing race, class and gender: The new scholarship of black feminist intellectuals and black women's labour. In J. S. & A. Busia (Eds.), Theorizing black feminisms (pp. 13-30). New York: Routledge.

Calliste, A., & Dei, G. J. S. (2000). Introduction: Anti-Racist feminism: Critical race and gender studies. In A. Calliste & G. J. S. Dei (Eds.), Anti-racist feminism: Critical race and gender studies (pp. 11-18). Halifax: Fernwood Publishing.

Connell, J., & Gibson, C. (2004). World music: deterritorializing place and identity. Progress in Human Geography, 28(3), 342-361.

Currid, B. (2000). Ain't I people? Voicing national fantasy. In R. Radano & P. Bohlman (Eds.), Music and the racial imagination (pp. 113-144). Chicago: University of Chicago Press.

Dei, G. J. S., Hall, B. L., & Rosenberg, D. G. (2000). Indigenous knowledges in global contexts: multiple readings of our world. Toronto: OISE/UT book published in association with University of Toronto Press.

Dei, G. J. S., James, I. M., James-Wilson, S., Karumanchery, l. L., & Zine, J. (2000). Removing the margins: the challenges and possibilities of inclusive schooling. Toronto: Canadian Scholars' Press.

Dei, G. S. (2000). Power, knowledge and anti-racism education. Halifax: Fernwood Publishing.

Du Bois, W. E. B. (1961). The souls of black folk : essays and sketches. Greenwich, Conn.: Fawcett Publications.

Fanon, F. (1966). The wretched of the earth. New York: Grove Press.

Fanon, F. (1968). Black skin, white masks. New York: Grove Press.

Feld, S. (2000). A sweet lullaby for world music. Public Culture, 12(1), 145-171.

Fine, M., Powell, L. C., Weis, L., & Wong, L. M. (Eds.). (1997). Off white : readings on race, power, and society. New York: Routledge.

Fishman, S. M., & McCarthy, L. (2005). Talk about race: When student stories and multicultural curricula are not enough. Race, ethnicity and education, 8(No. 4), 347-364.

Folkestad, G. (2002). National identity and music. In D. Hargreaves, D. Miell & R. MacDonald (Eds.), Musical identities (pp. 151-162). New York: Oxford University Press.

Freire, P. (1970). Pedagogy of the oppressed. New York: Seabury Press.

Gilroy, P. (1993). The black Atlantic: modernity and double consciousness. Cambridge, Mass.: Harvard University Press.

Gilroy, P. (2000). Against race. Cambridge, MA: Belknapp Press of Harvard University Press.

Giroux, H. (1997). Rewriting the discourse of racial identity: Towards a pedagogy and politics of whiteness. Harvard educational review, 67(2), 285-320.

Goldstein, T. (2003). Teaching and learning in a multilingual school: choices, risks, and dilemmas. Mahwah, N.J.: L. Erlbaum Associates.

Grant, C. A., & Lei, J. L. (2001). Global constructions of multicultural education : theories and realities. Mahwah, N.J.: L. Erlbaum Associates.

Hall, S. (1989). Ethnicity: Identity and difference. Radical America(Summer 1989).

Hall, S. (2000). Chapter 10: Conclusions: the multi-cultural question. In B. Hesse (Ed.), Un/Settled Multiculturalisms: Diasporas, entanglements, 'transruptions' (pp. 209-241). London New York: Zed Books.

Hargreaves, D. J., & North, A. C. (1997). The social psychology of music. Oxford ; New York: Oxford University Press.

Haymes, S. N. (1995). White culture and the politics of racial difference: Implications for multiculturalism. In C. E. Sleeter & P. L. McLaren (Eds.), Multicultural education, critical pedagogy, and the politics of difference (pp. 105-128). Albany: State University of New York Press.

Hesse, B. (Ed.). (2000). Un/Settled multiculturalisms: Diasporas, entanglements, 'transruptions'. London: Zed Books.

Hesse, B. (2002). Forgotten like a bad dream: Atlantic slavery and the ethics of postcolonial memory. In D. T. Goldberg & A. Quayson (Eds.), Relocating postcolonialism (pp. 143-173). Cornwall: Blackwell Publishing Company.

hooks, b. (1990). Yearning: Race, gender, and cultural politics. Boston: South End Press.

hooks, b. (1992). Representing whiteness in the black imagination. In L. Grossberg (Ed.), Cultural studies (pp. 338-346). New York: Routledge.

hooks, b. (1994). Teaching to transgress: education as the practice of freedom. New York: Routledge.

hooks, B. (1981). Ain't I a woman : black women and feminism. Boston, Mass.: South End Press.

Ibrahim, A. (2000). "Whassup homeboy?" Black/Popular culture and the politics of "curriculum studies": Devising an anti-racism perspective. In G. S. Dei & A. Calliste (Eds.), Power, Knowledge and Anti-Racism Education (pp. 57-72). Halifax: Fernwood Publishing.

Keil, C. (2005). Groovology and the magic of other people's music. Retrieved December 4, 2005, 2005, from http://musicgrooves.org/articles/GroovologyAndMagic.pdf

Klinger, R. (1996). Matters of compromise: An ethnographic study of culture-bearers in elementary music education (West Africa, Puget Sound native Americans). Unpublished Doctoral dissertation, University of Washington.

Kramer, L. (2002). Chiaroscuro: Coltraine's American songbook. In Musical meaning: Toward a critical history (pp. 242-257). Berkeley: University of California Press.

Ladson-Billings, G. (1998). Just what is critical race theory and what's it doing in a nice field like education? Qualitative Studies in Education, 11(No. 1), 7-24.

Ladson-Billings, G. (2000). Racialized discourses and ethnic epistemologies. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (Second ed.). Thousand Oaks, CA: Sage Publications.

Landsman, J. (2001). A white teacher talks about race. Lanham, Md.: Scarecrow Press.

Lee, E., Menkart, D., & Okazawa-Rey, M. (Eds.). (1998). Beyond heroes and holidays: A practical guide to K-12 anti-racist, multicultural education and staff development (First ed.). Washington, DC: Network of Educators on the Americas.

Lee, J. (2002). The cry-smile mask: A Korean-American woman's system of resistance. In G. E. Anzaldua & A. Keating (Eds.), This bridge we call home (pp. 397-402). New York: Routledge.

May, S. (1994). Making multicultural education work. Clevedon, England: Multilingual Matters Ltd.

McCarthy, C. (1995). The problem with origins: race and the contrapuntal nature of the educational experience. In C. E. Sleeter & P. L. McLaren (Eds.), Multicultural education, critical pedagogy, and the politics of difference (pp. 465). Albany: State University of New York Press.

McCarthy, C. (2005). Race, identity, and representation in education (2nd ed.). New York, NY: Routledge.

McCarthy, C., & Crichlow, W. (1993). Race, identity, and representation in education. New York: Routledge.

McIntosh, P. (1990). White privilege: Unpacking the invisible knapsack. Independent School(Winter 1990), 31-36.

McLaren, P. (1997). Unthinking whiteness, rethinking democracy: or farewell to the blonde beast; towards a revolutionary multiculturalism. Educational foundations, 11(2), 5 - 39.

McLaren, P. L. (1995). White terror and oppositional agency. In C. E. Sleeter & P. L. McLaren (Eds.), Multicultural education, critical pedagogy, and the politics of difference (pp. 465). Albany: State University of New York Press.

McLaren, P. L. (1998). Whiteness is. . . the struggle for postcolonial hybridity. In S. R. Steinberg, N. M. Rodriguez & R. E. Chennault (Eds.), White reign: Deploying whiteness in America (pp. 61-75). New York: St. Martins Press.

Meiners, E. R. (2001). Exhibiting authentic ethnicities? The complexities of identity, experience, and audience in educational qualitative research. Race, ethnicity and education, 4(3), 109-128.

Minh-ha, T. T. (1989). Woman, native, other. Bloomington: Indiana University Press.

Morrison, T. (1992). Playing in the dark: Whiteness and the literary imagination. New York: Vintage Books.

National bureau of economic research. (2006). from http://www.nber.org/digest/

Omi, M., & Winant, H. (1993). On the theoretical concept of race. In Race identity and representation in education (pp. 3-10). New York: Routledge.

Omi, M., & Winant, H. (1994). Racial formation in the United States : from the 1960s to the 1990s (2nd ed.). New York: Routledge.

Ong, A. (1999). Flexible citizenship. Durham, NC: Duke University Press.

Pollock, M. (2004). Colormute: Race talk dilemmas in an American school. Princeton, N.J.: Princeton University Press.

Powell, J. A. (1999). The color-blind multiracial dilemma: Racial categories reconsidered. In R. D. Torres & e. al (Eds.), Race, identity and citizenship (pp. 141-157). London: Blackwell Publishers, Inc.

Radano, R., & Bohlman, P. V. (2005). Race, music, and the ravages of history: Response, responsiveness, and responsibility. Action, criticism, and theory for music education, 4(3).

Radano, R. M., & Bohlman, P. V. (2000). Music and the racial imagination. Chicago: University of Chicago Press.

Said, E. W. (1991). Musical elaborations. New York: Columbia University Press.

Said, E. W. (1993). Culture and imperialism. New York: Vintage Books.

Sleeter, C. E., & McLaren, P. (Eds.). (1995). Multicultural educaiton, critical pedagogy, and the politics of difference. Albany: State University of New York Press.

Smith, L. T. (1999). Decolonizing methodologies: Research and indigenous peoples. New York, NY: Zed Books Ltd.

Solomon, R. P., Portelli, J. P., & Daniel, B.-J. (2005). The discourse of denial: how white teacher candidates construct race, racism, and 'white privilege'. Race, ethnicity and education, 8(2), 147-169.

Stuart, O. W. (1992). Race and disability: Just a double oppression? Disability, handicap, and society, 7(2), 177-188.

Swartz, D. (1997). Culture & power : the sociology of Pierre Bourdieu. Chicago: University of Chicago Press.

Tatum, B. D. (1997). Why are all the Black kids sitting together in the cafeteria? and other conversations about race (1st ed.). New York: Basic Books.

Tatum, B. D. (1999). Lighting candles in the dark: One black woman's response to white antiracist narratives. In C. Clark & J. O'Donnell (Eds.), Becoming and unbecoming white: Owning and disowning a racial identity (pp. 56-63). Westport, Conn.: Bergin & Garvey.

Tekman, H. G., & Hortacsu, N. (2002). Music and social identity: Stylistic identification as a response to musical style. International Journal of Psychology, 37(5), 277-285.

Walcott, R. (2003). Black like who?: Writing Black Canada (2nd rev. ed.): Toronto.

Walcott, R. (2005). Post-civil rights music; or why hip hop is dominant. Action, criticism, and theory for music education, 4(3).

West, C. (2001). Race matters. Boston: Beacon Press.

Williams, P. J. (1997). Seeing a color-blind future: the paradox of race. New York: The Noonday Press.

Winant, H. (2000). Race and race theory. American review of sociology, 26, 169-185.

Wright, O. M. (2000). Multicultural and anti-racist education: The issue is equity. In T. Goldstein & D. Selby (Eds.), Weaving connections: Educating for peace, social, and environmental justice (pp. 57-98). Toronto: Sumach Press.

Yon, D. A. (2000). Elusive culture: Schooling, race, and identity in global times. Albany, NY: State University of New York Press.