Book Review Section 3

Who should research and represent the experiences of the other in scholarly discourse? Some scholars argue that an oppressed group should be researched and represented exclusively by the members of that group, in particular, the privileged should be excluded from representing the oppressed. This policy raises pertinent questions concerning the relationship between the other and identity and the relationship between positionality and representation. To answer these questions, I consider why representation of the other is of such moment. From this consideration, I turn to an examination of the concept of the other that addresses issues of identity, especially positionality. Finally, I explore the relationship between scholars' positionings and their representations of the other. After assessing of the foregoing, I argue for an inclusive rather than exclusive representation of the other.     

Book Review Section 2

In discussing reform of public schools, the conversation is usually about schools; in this article I examine the meaning of public, drawing on Dewey's (1927/1954/1988) understanding of the nature of a public and its importance to democratic life. Vouchers and other market challenges to public education are a danger to the existence of a public, and a threat to democratic life. I consider the relevant differences between publics, markets, and audiences, and their relation to democracy. Finally, I consider public schools as both a reflection of public will and a central means to create a public.     

Book Review Section 4

Contemporary scholars argue that in recent decades American racism has changed its face, away from an outright racism that is no longer socially acceptable toward a more subtle form termed "aversive," "laissez-faire," or "colorblind" racism. This ideology embraces mounting American individualism, transferring group-based explanations of disparities between Blacks and Whites to individual-based rationales. Using this ideology, Whites can appear to embrace "equality for all" while maintaining a belief in the inferiority of Black individuals. This qualitative study examines the role of colorblind racism in the rural town of Andrews, which experienced rapid and significant growth in its Black community. The Andrews school district response to its newly diverse student population was characterized by difference blindness—an institution-wide refusal to acknowledge the Black students' particular backgrounds and needs. Black students' academic failure was attributed to their personal deficiencies, a response exemplified in the high school's Classy Living and Social Skills program. Ultimately, blindness to difference and lack of a collective response served to reinforce racism in this community. Andrews schools will need to acknowledge and address the needs of all their students to stimulate academic success and true equality.