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SUBVERTING STATE VIOLENCE 63
discussed in Chapter Five. Chapter Six will focus on the findings concerning political efficacy
(i.e., attitudes, behavior, and beliefs).
In this chapter, findings specifically related to participants’ development of critical
consciousness will be presented and are organized by categorical themes. Findings are separated
into two broad categories, both of which I discuss in relation to participants’ societal outlooks:
individual identity and educational experiences. These categories collectively provide a snapshot
of the major areas of life prevalent in critical consciousness development as well as represent the
areas and spaces where the participants have spent the majority of their physical, mental,
emotional, and spiritual time. The categories of individual identity and educational experiences
also represent the key spaces that inform answers to research questions.
Individual Identity & Societal Outlook
I had to literally shut out that person because it wasn't okay to be that here.
– Avery
A comprehensive understanding of the individual's existence in a society requires that the
individual question the nature of their lived existence and connection with societal constructs
(Freire, 1970/200). This requires introspection into one’s identity formation and positioning.
The participants in my study all engaged in conversations concerning when, where, and
how they first became aware of their identities. Race, gender, and sexual are the identities that
the various participants in my study articulated as most important. For example, all of the Black
participants stated that race was the identity they found most salient. Many of these struggles
stemmed from educational isolation and tokenism as being one of the only Black students in a
classroom. For Black participants in my study, these were reported as their first remembered
Object Description
| Title | Subverting state violence through the art of hood politics: an exploratory study of Black and Latinx students' critical consciousness and political efficacy |
| Author | Rodgers, Kenneth W., Jr. |
| Author email | kwrodger@usc.edu;kenneth.rodgersjr@gmail.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Educational Leadership |
| School | Rossier School of Education |
| Date defended/completed | 2020-06-25 |
| Date submitted | 2020-08-07 |
| Date approved | 2020-08-08 |
| Restricted until | 2020-08-08 |
| Date published | 2020-08-08 |
| Advisor (committee chair) | Davis, Charles H.F., III |
| Advisor (committee member) |
Hancock Alfaro, Ange-Marie Green, Alan |
| Abstract | This qualitative study examines the experiences of Black and Latinx youth, the relationship between their critical consciousness development and political efficacy, and their continual subversion of state violence. The academic literature has predominately focused on critical consciousness solely as theorized by Freire and is often interpreted through neoliberal entities and paradigms, thereby minimizing its socialist, anti-colonial, anti-capitalist theoretical origin. The literature has also gauged political efficacy primarily through traditional metrics of civic engagement and voting that do not traditionally account for varying displays of organizing, activism, intentional non-voting, and other forms of resistance. The study investigated systems of power that converge to shape formal and informal educational experiences of the participants and capture the ways that they developed their critical consciousness and political attitudes, behaviors, and beliefs. As a result of 8 in-depth interviews and analyses of Black and Latinx youth (ages 17-19), snapshots emerged that allowed participants to foreground their experiences and construct meaning making of their worldviews. The findings of the study reveal the complex nature of critical consciousness development for Black and Latinx youth and serve as a model for utilizing critical consciousness and political efficacy as essential frameworks for future study and analyses. The findings add to the limited literature on the experiences of Black and Latinx youth concerning the system of education and its relation to critical consciousness development, political identity formation, and political efficacy. This study aimed to amplify the voices of Black and Latinx youth in a manner that acknowledges their humanity and agency. |
| Keyword | politics; political; political efficacy; efficacy; resistance; protest; hood; subvert; subverting; subversion; resist; state violence; state; Black; Latinx; socialist; anti-capitalist; anti-Blackness; communism; Marxism; decolonial; decolonization; critical consciousness; racism; white supremacy; gender; patriarchy; religion; anti-colonial; anti-capitalist; Freire, Paulo Freire; Frantz Fanon; Fred Moten; Karl Marx; Saidiya Hartman; education; schools; youth; exploratory; intersectionality; Crenshaw; Kimberle Crenshaw; Collins; James Baldwin; Gloria Anzaldua; whiteness; civics; civic engagement; neoliberalism; democracy; social justice; domination; power; gender; curriculum; walk-out; sit-in; paradigm intersectionality; BlackCrit; critical race theory, Henry Giroux; Kendrick Lamar; Wardell Milam |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m |
| Contributing entity | University of Southern California |
| Rights | Rodgers, Kenneth W., Jr. |
| Physical access | The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given. |
| Repository name | University of Southern California Digital Library |
| Repository address | USC Digital Library, University of Southern California, University Park Campus MC 7002, 106 University Village, Los Angeles, California 90089-7002, USA |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-RodgersKen-8903.pdf |
| Archival file | Volume13/etd-RodgersKen-8903.pdf |
Description
| Title | Page 74 |
| Full text | SUBVERTING STATE VIOLENCE 63 discussed in Chapter Five. Chapter Six will focus on the findings concerning political efficacy (i.e., attitudes, behavior, and beliefs). In this chapter, findings specifically related to participants’ development of critical consciousness will be presented and are organized by categorical themes. Findings are separated into two broad categories, both of which I discuss in relation to participants’ societal outlooks: individual identity and educational experiences. These categories collectively provide a snapshot of the major areas of life prevalent in critical consciousness development as well as represent the areas and spaces where the participants have spent the majority of their physical, mental, emotional, and spiritual time. The categories of individual identity and educational experiences also represent the key spaces that inform answers to research questions. Individual Identity & Societal Outlook I had to literally shut out that person because it wasn't okay to be that here. – Avery A comprehensive understanding of the individual's existence in a society requires that the individual question the nature of their lived existence and connection with societal constructs (Freire, 1970/200). This requires introspection into one’s identity formation and positioning. The participants in my study all engaged in conversations concerning when, where, and how they first became aware of their identities. Race, gender, and sexual are the identities that the various participants in my study articulated as most important. For example, all of the Black participants stated that race was the identity they found most salient. Many of these struggles stemmed from educational isolation and tokenism as being one of the only Black students in a classroom. For Black participants in my study, these were reported as their first remembered |
