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SUBVERTING STATE VIOLENCE 64
engagements with the systemic prevalence white supremacy, pervasive nature of whiteness, and
anti-Blackness. As Kevin explained, his realization came from viewing class photos:
I learned about being Black really early, probably kindergarten because I was the only
Black person really from my class. I didn't notice it until I saw the pictures because all
my friends were white. Nobody really saw a color until we went on a field trip and I saw
a picture standing next to everybody. Everybody else was white. Anybody else looking at
the group is like everybody is white and I'm the Black.
Similarly, Mary shared her experiences of being a singular representative of her racial
group. However, Mary’s perspective added the extent to which her ability to persevere and
persist despite her loneliness in the classroom, stating, “I was one of the only Black kids. I guess
it taught me to build a thicker skin. It taught me that I am very capable, I just have to work a little
bit harder.” Shay, whom now identifies as Black but is from an immigrant family originally,
echoed her peers. Although her classroom experience is what brought her into contact with the
notion of Blackness as an identity and how having a Black social group would have been helpful
as she navigated primary school:
I knew I was Black. No, I'm not going to start with that. I knew I was African [laughs] by
the household I grew up in. I realized I was Black once I had been to the classroom. I'll
say elementary, I would always be the only Black girl. It's been that way for a long time
until I went to high school. I've realized that me being alone wasn't enough and that I
would've wanted more that looked like me in the classroom and more that looked like me
teaching me. That's when I realized, like, "You're Black.”
Cedric also acknowledged the construction of race and the conflict that exists between his
identity as perceived by hegemonic white culture and institutions, such as the police. A child of
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 75 |
| Full text | SUBVERTING STATE VIOLENCE 64 engagements with the systemic prevalence white supremacy, pervasive nature of whiteness, and anti-Blackness. As Kevin explained, his realization came from viewing class photos: I learned about being Black really early, probably kindergarten because I was the only Black person really from my class. I didn't notice it until I saw the pictures because all my friends were white. Nobody really saw a color until we went on a field trip and I saw a picture standing next to everybody. Everybody else was white. Anybody else looking at the group is like everybody is white and I'm the Black. Similarly, Mary shared her experiences of being a singular representative of her racial group. However, Mary’s perspective added the extent to which her ability to persevere and persist despite her loneliness in the classroom, stating, “I was one of the only Black kids. I guess it taught me to build a thicker skin. It taught me that I am very capable, I just have to work a little bit harder.” Shay, whom now identifies as Black but is from an immigrant family originally, echoed her peers. Although her classroom experience is what brought her into contact with the notion of Blackness as an identity and how having a Black social group would have been helpful as she navigated primary school: I knew I was Black. No, I'm not going to start with that. I knew I was African [laughs] by the household I grew up in. I realized I was Black once I had been to the classroom. I'll say elementary, I would always be the only Black girl. It's been that way for a long time until I went to high school. I've realized that me being alone wasn't enough and that I would've wanted more that looked like me in the classroom and more that looked like me teaching me. That's when I realized, like, "You're Black.” Cedric also acknowledged the construction of race and the conflict that exists between his identity as perceived by hegemonic white culture and institutions, such as the police. A child of |
