Compares curricular, ceremonial and pedagogical practices with how students and teachers make sense of racial identity and discrimination at the Jaime Hurtado Academy in the city and province of Esmeraldas, Ecuador, which is the only region of the nation where Afro-Ecuadorian people comprise a majority of the population. Finds that schooling was structured as a regime of equality, where social science textbooks make invisible the concepts of race and Blackness while school ceremonies enforced membership to the nation. Shows through an examination of how students and teachers make sense of racial identity and discrimination that race was a significant factor shaping teaching and learning at the research site and argue that schooling practices are implicated in this process by attempting to submerge racial and cultural differences.
