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SUBVERTING STATE VIOLENCE 76
hold. Maybe not consciously but subconsciously and they'll let that be known on
accident.
He recalled an incident that took place in a study group at a white classmate’s house,
Tobey has a pretty nice house like up in the hills somewhere. His house was messy. Hey
Kevin, does this look like a house from the ghetto? “He didn't know he was saying that
but it's like, "What made you ask me and what makes you think I know what a house in
the ghetto looks like? This is what you think of me. You think I'm just some kid from the
ghetto like I just know what any ghetto house looks like. Another time, in AP math class,
a classmate calls Kevin a “nigger.” There is a culture of this going unaddressed at the
school with recourse
Kevin addressed the white student who said it directly,
I was sitting in Math, because the bell had just rung I'm packing my stuff up, talking to
my other friends and this kid is walking out the door to leave and all I hear is "nigger",
but it was kind of like, "What did you just say?". We were walking in the opposite
direction towards each other. I stopped him. I was like "hey." I was like, "I heard what
you said. Don't try to play with me. I heard you. What made you think that was okay? He
was like something, something." I was like, "I don't play that shit." I smacked him. He
was like, "all right bro" and he just walked away. I didn't smack him hard to where I just
smacked the shit out of him. But I smacked him. I couldn't just let him walk away. So
many times students have said something where something should have been done. They
just got looked at funny and they kept on going about their day.
In another classroom experience, Kevin’s non-Black English teacher discussing usage of
what she called “African American vernacular.” The teacher asked if any students speak this way
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 87 |
| Full text | SUBVERTING STATE VIOLENCE 76 hold. Maybe not consciously but subconsciously and they'll let that be known on accident. He recalled an incident that took place in a study group at a white classmate’s house, Tobey has a pretty nice house like up in the hills somewhere. His house was messy. Hey Kevin, does this look like a house from the ghetto? “He didn't know he was saying that but it's like, "What made you ask me and what makes you think I know what a house in the ghetto looks like? This is what you think of me. You think I'm just some kid from the ghetto like I just know what any ghetto house looks like. Another time, in AP math class, a classmate calls Kevin a “nigger.” There is a culture of this going unaddressed at the school with recourse Kevin addressed the white student who said it directly, I was sitting in Math, because the bell had just rung I'm packing my stuff up, talking to my other friends and this kid is walking out the door to leave and all I hear is "nigger", but it was kind of like, "What did you just say?". We were walking in the opposite direction towards each other. I stopped him. I was like "hey." I was like, "I heard what you said. Don't try to play with me. I heard you. What made you think that was okay? He was like something, something." I was like, "I don't play that shit." I smacked him. He was like, "all right bro" and he just walked away. I didn't smack him hard to where I just smacked the shit out of him. But I smacked him. I couldn't just let him walk away. So many times students have said something where something should have been done. They just got looked at funny and they kept on going about their day. In another classroom experience, Kevin’s non-Black English teacher discussing usage of what she called “African American vernacular.” The teacher asked if any students speak this way |
