Danger in the safety zone

Notes on race, resentment, and the discourse of crime, violence, and suburban security

Cameron R McCarthy, Alicia P. Rodriguez, Stephen David, Shuaib Meecham, Heriberto Godina, K. E. Supriya, Carrie Wilson-Brown

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Contemporary sociology of education theorists writing on the topic of racial antagonism have tended to focus too narrowly on sites within the classroom and the school (Giroux, 1994). Insights that might be gained from the study of popular media-television, film, and popular music-and their influence on racial formation and racial antagonism have been forfeited. Yet, paradoxically, it is in popular culture that racial identities and interests are constructed, reworked, and coordinated and then infused into the expressive and instrumental orders of school life. American middleclass white youth and adults know more about inner-city black people through long distanced but familiar media images than through personal everyday interaction or through representations offered in textbooks.

Original languageEnglish (US)
Title of host publicationPower/Knowledge/Pedagogy
Subtitle of host publicationThe Meaning of Democratic Education in Unsettling Times
PublisherTaylor and Francis
Pages203-225
Number of pages23
ISBN (Electronic)9780429966613
ISBN (Print)9780813391380
DOIs
StatePublished - Jan 1 2018

Fingerprint

antagonism
offense
violence
sociology of education
discourse
popular culture
school
textbook
television
music
classroom
interaction

ASJC Scopus subject areas

  • Social Sciences(all)

Cite this

McCarthy, C. R., Rodriguez, A. P., David, S., Meecham, S., Godina, H., Supriya, K. E., & Wilson-Brown, C. (2018). Danger in the safety zone: Notes on race, resentment, and the discourse of crime, violence, and suburban security. In Power/Knowledge/Pedagogy: The Meaning of Democratic Education in Unsettling Times (pp. 203-225). Taylor and Francis. https://doi.org/10.4324/9780429498060

Danger in the safety zone : Notes on race, resentment, and the discourse of crime, violence, and suburban security. / McCarthy, Cameron R; Rodriguez, Alicia P.; David, Stephen; Meecham, Shuaib; Godina, Heriberto; Supriya, K. E.; Wilson-Brown, Carrie.

Power/Knowledge/Pedagogy: The Meaning of Democratic Education in Unsettling Times. Taylor and Francis, 2018. p. 203-225.

Research output: Chapter in Book/Report/Conference proceedingChapter

McCarthy, CR, Rodriguez, AP, David, S, Meecham, S, Godina, H, Supriya, KE & Wilson-Brown, C 2018, Danger in the safety zone: Notes on race, resentment, and the discourse of crime, violence, and suburban security. in Power/Knowledge/Pedagogy: The Meaning of Democratic Education in Unsettling Times. Taylor and Francis, pp. 203-225. https://doi.org/10.4324/9780429498060
McCarthy CR, Rodriguez AP, David S, Meecham S, Godina H, Supriya KE et al. Danger in the safety zone: Notes on race, resentment, and the discourse of crime, violence, and suburban security. In Power/Knowledge/Pedagogy: The Meaning of Democratic Education in Unsettling Times. Taylor and Francis. 2018. p. 203-225 https://doi.org/10.4324/9780429498060
McCarthy, Cameron R ; Rodriguez, Alicia P. ; David, Stephen ; Meecham, Shuaib ; Godina, Heriberto ; Supriya, K. E. ; Wilson-Brown, Carrie. / Danger in the safety zone : Notes on race, resentment, and the discourse of crime, violence, and suburban security. Power/Knowledge/Pedagogy: The Meaning of Democratic Education in Unsettling Times. Taylor and Francis, 2018. pp. 203-225
@inbook{f8dc8aa17ae74d5093fa090547afc577,
title = "Danger in the safety zone: Notes on race, resentment, and the discourse of crime, violence, and suburban security",
abstract = "Contemporary sociology of education theorists writing on the topic of racial antagonism have tended to focus too narrowly on sites within the classroom and the school (Giroux, 1994). Insights that might be gained from the study of popular media-television, film, and popular music-and their influence on racial formation and racial antagonism have been forfeited. Yet, paradoxically, it is in popular culture that racial identities and interests are constructed, reworked, and coordinated and then infused into the expressive and instrumental orders of school life. American middleclass white youth and adults know more about inner-city black people through long distanced but familiar media images than through personal everyday interaction or through representations offered in textbooks.",
author = "McCarthy, {Cameron R} and Rodriguez, {Alicia P.} and Stephen David and Shuaib Meecham and Heriberto Godina and Supriya, {K. E.} and Carrie Wilson-Brown",
year = "2018",
month = "1",
day = "1",
doi = "10.4324/9780429498060",
language = "English (US)",
isbn = "9780813391380",
pages = "203--225",
booktitle = "Power/Knowledge/Pedagogy",
publisher = "Taylor and Francis",

}

TY - CHAP

T1 - Danger in the safety zone

T2 - Notes on race, resentment, and the discourse of crime, violence, and suburban security

AU - McCarthy, Cameron R

AU - Rodriguez, Alicia P.

AU - David, Stephen

AU - Meecham, Shuaib

AU - Godina, Heriberto

AU - Supriya, K. E.

AU - Wilson-Brown, Carrie

PY - 2018/1/1

Y1 - 2018/1/1

N2 - Contemporary sociology of education theorists writing on the topic of racial antagonism have tended to focus too narrowly on sites within the classroom and the school (Giroux, 1994). Insights that might be gained from the study of popular media-television, film, and popular music-and their influence on racial formation and racial antagonism have been forfeited. Yet, paradoxically, it is in popular culture that racial identities and interests are constructed, reworked, and coordinated and then infused into the expressive and instrumental orders of school life. American middleclass white youth and adults know more about inner-city black people through long distanced but familiar media images than through personal everyday interaction or through representations offered in textbooks.

AB - Contemporary sociology of education theorists writing on the topic of racial antagonism have tended to focus too narrowly on sites within the classroom and the school (Giroux, 1994). Insights that might be gained from the study of popular media-television, film, and popular music-and their influence on racial formation and racial antagonism have been forfeited. Yet, paradoxically, it is in popular culture that racial identities and interests are constructed, reworked, and coordinated and then infused into the expressive and instrumental orders of school life. American middleclass white youth and adults know more about inner-city black people through long distanced but familiar media images than through personal everyday interaction or through representations offered in textbooks.

UR - http://www.scopus.com/inward/record.url?scp=27944480350&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=27944480350&partnerID=8YFLogxK

U2 - 10.4324/9780429498060

DO - 10.4324/9780429498060

M3 - Chapter

SN - 9780813391380

SP - 203

EP - 225

BT - Power/Knowledge/Pedagogy

PB - Taylor and Francis

ER -