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SUBVERTING STATE VIOLENCE 75
The system(s) of education is one that all participants have spent the majority of their
lives interacting with. For some participants, particular classes and educators have aided in
crafting participants' critical consciousness. For others, resisting school practices and policies
served as the catalyst for their development. All participants, however, lamented the struggles
prevalent in the U.S. education system and advocated for some version of improvement, change,
and/or abolition. As discussed in Chapter Two, the nature of my study deals with the broader
epistemological questions as extensions of my research questions. Implicitly, their epistemic
concerns question 1) how the critical consciousness development of Black and Latinx students
may be affected by the hegemonic whiteness present in the U.S. education system of education,
and 2) to what degree does the educational violence enacted upon Black and Latinx students
determine their political efficacy (Mustaffa, 2018)?
The findings of student critical consciousness relative to their education and schooling
recognize that the State often enacts violence through the educational institutions and its various
apparatuses. Participant paradigms have been heavily shaped by experiences in schooling and
this section seeks to present those findings.
All participants have experienced marginalization within the school system. For the
participants who attended schools in which they were the racial minority, they faced issues with
race that often went unaddressed by the system and those who maintain it. Kevin, attends a high
school that is predominantly white. Although there are Black students, he is the only one in his
senior AP courses.
It's one thing to be Black, another thing to be the only Black person in the class. Sitting
here, there's other black people, it's normal, but sitting in AP Lit or AP Lang I'm the only
Black person in that class. You see how other people think or little stereotypes that they
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 86 |
| Full text | SUBVERTING STATE VIOLENCE 75 The system(s) of education is one that all participants have spent the majority of their lives interacting with. For some participants, particular classes and educators have aided in crafting participants' critical consciousness. For others, resisting school practices and policies served as the catalyst for their development. All participants, however, lamented the struggles prevalent in the U.S. education system and advocated for some version of improvement, change, and/or abolition. As discussed in Chapter Two, the nature of my study deals with the broader epistemological questions as extensions of my research questions. Implicitly, their epistemic concerns question 1) how the critical consciousness development of Black and Latinx students may be affected by the hegemonic whiteness present in the U.S. education system of education, and 2) to what degree does the educational violence enacted upon Black and Latinx students determine their political efficacy (Mustaffa, 2018)? The findings of student critical consciousness relative to their education and schooling recognize that the State often enacts violence through the educational institutions and its various apparatuses. Participant paradigms have been heavily shaped by experiences in schooling and this section seeks to present those findings. All participants have experienced marginalization within the school system. For the participants who attended schools in which they were the racial minority, they faced issues with race that often went unaddressed by the system and those who maintain it. Kevin, attends a high school that is predominantly white. Although there are Black students, he is the only one in his senior AP courses. It's one thing to be Black, another thing to be the only Black person in the class. Sitting here, there's other black people, it's normal, but sitting in AP Lit or AP Lang I'm the only Black person in that class. You see how other people think or little stereotypes that they |
