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Educational Foundations, v17 n3 p37-54 Sum 2003

In an effort to explore how racial and class oppressions intersect, the authors use their autobiographical narratives to depict cultural and experiential continuity and discontinuity in growing up white working class versus Chicano working class. They specifically focus on racializing class due to the ways class is often used as a copout by working-class whites to deny the existence of white privilege (Rothenberg, 2002) and to address the ways scholars of color romanticize being working class (Brayboy, 2003). Academic discussions of oppression typically compartmentalize various isms into separate, static categories (i.e. racism, classism, sexism, and heterosexism). As an alternative, the authors offer a more dynamic, complicated picture of oppression in everyday life. They propose that the lived experience of oppression is fluid, dynamic, and constantly being re/created rather than being set structures or categories that define people and how they experience and interpret the world. In their analysis, the authors build upon Patricia Hill Collins's (2000) matrix of domination in two distinct ways. First, they emphasize the idea of privilege. Secondly, complimenting Hill-Collins's idea that intersecting oppressions shift and are, organized through diverse local realities, they integrate Bourdieu's (1977) focus on human agency and habitus from his theory of practice. (Contains 12 notes.)

Descriptors: Social Influences, Working Class, Social Class, Racial Factors, Personal Narratives, Cultural Influences, Hispanic Americans, Racial Bias, Social Bias, Gender Bias, Social Attitudes, Whites

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Autor: Hatt-Echeverria, Beth; Urrieta, Luis, Jr.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=7033&id=EJ775223







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