Unveiling the mirror: Afro-Brazilian identity and the emergence of a community school movement

The United States and Brazil share important historical similarities, having just enough significant differences to hold a certain mystique for each other. They are, in a way, mirror countries that have dealt with very similar circumstances but in very different ways. Both countries have had to deve...

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Bibliographic Details
Published in:Comparative education review 2003-02, Vol.47 (1), p.41-63
Main Author: Jones de Almeida, Adjoa Floréncia
Format: Article
Language:English
Subjects:
Access to Education
African Americans
Black Education
Black people
Brasilien
Brazil (Salvador Bahia)
Children
Communities
Community Action
Community Education
Community Relations
Community Schools
Compulsory Education
Curriculum
Democracy
Diskriminierung
Education
Educational Change
Educational Experience
Elementary Education
Empirische Untersuchung
Ethnicity
Fallstudie
Foreign Countries
Gemeinde (Kommune)
Government School Relationship
Grade 1
History instruction
Internationaler Vergleich
Kulturelle Identität
Lehrerrolle
Marginalized Groups
Multikulturalität
Multiracial Persons
Nationale Identität
Nationalism
Neighborhoods
Political identity
Politics of Education
Popular Education
Public Education
Public Schools
Race relations
Racial Differences
Racial Discrimination
Racial Identification
Racial identity
Racial Relations
Rassenintegration
School Districts
Schools
Schulwesen
Self image
Slums
Social Justice
Teacher Attitudes
Teachers
USA
Workshop
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Summary:The United States and Brazil share important historical similarities, having just enough significant differences to hold a certain mystique for each other. They are, in a way, mirror countries that have dealt with very similar circumstances but in very different ways. Both countries have had to develop national unity over vast geographical territories. Both have acted as relative imperialist powers in their respective regions. Both have extremely heterogeneous populations including Indigenous peoples, Asian and European immigrants, and the descendants of African slaves. Both carry a legacy of slavery that has influenced and shaped current-day race relations. All three of the schools discussed in this article confronted contradictions and internal struggle among teachers who were expected to incorporate issues of race and identity into their curriculum but who had never addressed these questions personally in their own lives. (DIPF/orig.)
ISSN:0010-4086
1545-701X
DOI:10.1086/345836