Rethinking Racial, Ethnoracial, and Imperial Categories: Key Concepts in Comparative Race Studies in the History of Education

Abstract

While researching racially segregated education, I came across speeches delivered in the 1940s by two educational leaders—one a black man and the other a Native American man. G. B. Buster, a longtime African American teacher, implored his African American listeners to work with white Americans on enforcing equal rights for all. A few years before Buster delivered his speech, Henry Roe Cloud (Winnebago), a Native American educator, was more critical of white Americans, specifically the federal government, which he blamed for destroying American Indian cultures. At the same time, Roe Cloud praised more recent federal efforts to preserve cultural practices, study traditions before they completely disappeared, and encourage self-government among Native American tribes.

Market-based, Universalist, and Emancipatory Logics of Study Abroad

“…230). This contrasts with a narrower understanding of racial and ethnic relations and considers the ways in which groups self-identify that may distinguish them from other social groups within processes of racialization (Warren, 2020). I use the term minoritized to reflect the processes of minoritization as an action, the process of minoritization, and the social construction of marginality (Benitez, 2010).…”