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I am honored to be discussing David Eng and Shinhee Han's article, "Racial Rage, Racial Guilt: The Uses of Anger in Asian America." Eng and Han describe the emotional impact of living as a "middle man" Asian American minority. Racial rage is the affective experience of living in a society that overlooks Asian American subjectivity. The authors take the transformation of guilt into the capacity for concern to be crucial to accessing rage. The authors state that racial solidarity in same-race treatments can help facilitate this change. Using their formulation of racial rage, I will elaborate 3 issues: 1. Alongside racial rage there is frequently an unmet desire for love. 2. I like racial solidarity to kinship transferences and will describe resistances to this. 3. I will expand on Eng and Han's formulation of racial rage and will integrate the ideas of black rage, moral injury, varieties of guilt, and the racial conscience. [ABSTRACT FROM AUTHOR]

Recent findings show that students attending charter schools in the United States achieve at comparable or lower levels to those enrolled in regular public schools, perhaps due to uneven quality and disparities in the levels of resources acquired by charter schools. But little is known as to what state and local factors contribute to disparate levels of resources in the charter school sector. This article examines how local context, the charter school's organizational form, and state policies may influence material and human resources obtained by charter schools and their capacity to innovate. We find marked differences among charter schools situated in different US states in terms of teacher qualities, student-staff ratios, length of the school day, and the propensity to unionize, drawing on data from the US Schools and Staffing Survey for the 1999/2000 school year. Charter schools rely less on uncredentialed teachers in states that more tightly regulate the sector, and state spending is associated with more equal teacher salaries among charter schools within states. But the lion's share of variance in charter school resources is attributable to highly variable local contexts, not to state-level factors, especially the kinds of students served and the school's organizational form. Charter schools serving predominately black students rely on less experienced teachers who are more likely to be uncredentialed; their teachers also report more demanding working conditions and lower levels of efficacy, compared with charter teachers working in white schools. Conversion charter schools pay staff over $5100 more annually and rely much less on uncredentialed and part-time teachers than do start-up schools. We examine implications for the reproduction of unequal student achievement within the charter school sector. [ABSTRACT FROM AUTHOR]