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Research Article

"How Come There Are No Brothers on That List?": Hearing the Hard Questions All Children Ask

Kathe Jervis
Harvard Educational Review September 1996, 66 (3) 546-577; DOI: https://doi.org/10.17763/haer.66.3.mv0034808237266r
Kathe Jervis
1 National Center for Restructuring Education, Schools, and Teaching, Teachers College, Columbia University
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References

  1. Burbules, Nicholas, & Rice, Suzanne. (1991). Dialogue across differences: Continuing the conversation. Harvard Educational Revieiv, 61, 393-416.Dialogue across differences: Continuing the conversation. Harvard Educational Revieiv 61:393–416.
  2. Cohen, Jody. (1993). Constructing race at an urban high school: In their minds, their mouths, their hearts. In Lois Weis & Michelle Fine (Eds.), Beyond silenced voices: Class, race and gender in United States schools (pp. 289-308). Albany: State University of New York Press.Constructing race at an urban high school: In their minds, their mouths, their hearts. Beyond silenced voices: Class, race and gender in United States schools, 289–308.
  3. Delpit, Lisa. (1988). The silenced dialogue: Power and pedagogy in educating other people's children. Harvard Educational Review, 58, 280-298.The silenced dialogue: Power and pedagogy in educating other people's children. Harvard Educational Review 58:280–298.
  4. Delpit, Lisa. (1990). Seeing color: Review of White Teacher. Hungry Mind Review, 15, 4-5.Seeing color: Review of White Teacher. Hungry Mind Review 15:4–5.
  5. Engel, Brenda. (1975). A handbook of documentation. Grand Forks: University of North Dakota, North Dakota Study Group on Evaluation.A handbook of documentation.
  6. Fine, Michelle. (1991). Framing dropouts: Notes on the politics of an urban public high school. Albany: State University of New York Press.Framing dropouts: Notes on the politics of an urban public high school.
  7. Foster, Michele. (1993). Resisting racism: Personal testimonies of African-American teachers. In Lois Weis & Michelle Fine (Eds.), Beyond silenced voices: Class, race, and gender in United States schools (pp. 273-288). Albany: State University of New York Press.Resisting racism: Personal testimonies of African-American teachers. Beyond silenced voices: Class, race, and gender in United States schools, 273–288.
  8. Grant, Carl, & Secada, Walter. (1990). Preparing teachers for diversity. In W. R. Houston (Ed.), Handbook of research on teacher education (pp. 403-422). New York: Macmillan.Preparing teachers for diversity. Handbook of research on teacher education, 403–422.
  9. Greene, Maxine. (1993). Diversity and inclusion: Towards a curriculum for human beings. Teachers College Record, 95, 213-221.Diversity and inclusion: Towards a curriculum for human beings. Teachers College Record 95:213–221.
  10. Hale, Janice E. (1994). Unbank the fire: Visions for the education of African American children. Baltimore: Johns Hopkins University Press.Unbank the fire: Visions for the education of African American children.
  11. Henze, Rosemary, Lucas, Tamara, & Scott, Beverly. (1993, April). Dancing with the monster: Teachers attempt to discuss power, racism, and privilege in education. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.
  12. Jervis, Kathe, Carr, Emily, Lockhart, Patsy, & Rogers, Jane. (1996). Multiple entries to teacher inquiry: Dissolving the boundaries between research and teaching. In Linda Baker, Peter Afflerbach, & David Reinking (Eds.), Developing engaged readers in school and home communities (pp. 247-268). Mahwah, NJ: Lawrence Erlbaum.
  13. Jervis, Kathe, & McDonald, Joseph. (1996). Standards: The philosophical monster in the classroom. Phi Delta Kappan, 77, 563-569.Standards: The philosophical monster in the classroom. Phi Delta Kappan 77:563–569.
  14. Knapp, Michael S., & Woolverton, Sara. (1995). Social class and schooling. In James A. Banks & Cherry A. McGee Banks (Eds.), Handbook of research on multicultural education (pp. 548-569). New York: Macmillan.Social class and schooling. Handbook of research on multicultural education, 548–569.
  15. Ladson-Billings, Gloria. (1994). The dreamkeepers: Successful teachers of African American children. San Francisco: Jossey-Bass.The dreamkeepers: Successful teachers of African American children.
  16. McCarthy, Cameron. (1993). Beyond the poverty of theory in race relations: Nonsynchrony and social difference in education. In Lois Weis & Michelle Fine (Eds.), Beyond silenced voices: Class, race, and gender in United States schools (pp. 325-346). Albany: State University of New York Press.Beyond the poverty of theory in race relations: Nonsynchrony and social difference in education. Beyond silenced voices: Class, race, and gender in United States schools, 325–346.
  17. McIntosh, Peggy. (1988). White privilege and male privilege: A personal account of coming to see correspondences through work in women's studies (Working Paper No. 189). Wellesley, MA: Wellesley College Center for Research on Women.
  18. Murphy, Donald, & Ucelli, Juliet. (1989). Race, knowledge, and pedagogy: A Black-White teacher dialogue. Holistic Education Review, 2(4), 48-50.Race, knowledge, and pedagogy: A Black-White teacher dialogue. Holistic Education Review 2:48–50.
  19. Olson, Ruth Anne. (1991). Language and race: Barriers to communicating a vision (Reflective Paper No. 1). St. Paul, MN: Supporting Diversity In Schools.
  20. Prospect Archive and Center for Education and Research. (1986). The Prospect Center documentary processes. North Bennington, VT: Author.
  21. Raywid, Mary Ann. (1990). Successful schools of choice: Cottage industry benefits in large systems. Educational Policy, 4(2), 93-108.Successful schools of choice: Cottage industry benefits in large systems. Educational Policy 4:93–108.
  22. Sleeter, Christine. (1993). White teachers construct race. In Cameron McCarthy & Warren Crichlow (Eds.), Race, identity, and representation in education (pp. 157-171). London: Routledge.White teachers construct race. Race, identity, and representation in education, 157–171.
  23. Tatum, Beverly Daniel. (1992). Talking about race, learning about racism: Application of racial identity development theory in the classroom. Harvard Educational Review, 62, 1-24.Talking about race, learning about racism: Application of racial identity development theory in the classroom. Harvard Educational Review 62:1–24.
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Harvard Educational Review
Vol. 66, Issue 3
1 Sep 1996
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"How Come There Are No Brothers on That List?": Hearing the Hard Questions All Children Ask
Kathe Jervis
Harvard Educational Review Sep 1996, 66 (3) 546-577; DOI: 10.17763/haer.66.3.mv0034808237266r

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"How Come There Are No Brothers on That List?": Hearing the Hard Questions All Children Ask
Kathe Jervis
Harvard Educational Review Sep 1996, 66 (3) 546-577; DOI: 10.17763/haer.66.3.mv0034808237266r
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