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SUBVERTING STATE VIOLENCE 80
the maintenance of this cultural domain (Casey, 2017). All of the participants expressed strong
dissent with the content and conditions of learning and schooling. Their methods of resisting the
standards and mandates will be outlined in chapter five. This section will show findings on how
the participants’ critical consciousness aids their analysis of systems of education. This was
particularly evident with participant insight into humanities curricula and pedagogy, school
funding and resources, and school rules and policies.
Mary’s frustration lies with the lack of depth and perspective in high school education.
She questions what and who is left out of the curriculum and content and cautions that students
should be aware of sources and interpretation of knowledge and knowledge production. Mary
believes that the result is that students are not given a proper foundation to function properly in
society.
I think that history is really complex in itself because it's so broad, and there's so much
that goes into it. I think that obviously, in high school, they do have to condense
education. When you have to condense a subject, you have to ask yourself, what is left
out? If I'm talking about the story of Vietnam, and I'm taking stuff out, what am I leaving
out and why and who does that serve? I think that you'll find with a lot of high school
education, they teach you- not the bare minimum, but the bare minimum. We have to be
so careful about where we receive our information from and who it was funneled through
because that definitely changes what is said. You have to be careful because you never
know if what we're reading is serving greater hegemonic forces...What they teach us, I
don't think is enough to really function properly.
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 91 |
| Full text | SUBVERTING STATE VIOLENCE 80 the maintenance of this cultural domain (Casey, 2017). All of the participants expressed strong dissent with the content and conditions of learning and schooling. Their methods of resisting the standards and mandates will be outlined in chapter five. This section will show findings on how the participants’ critical consciousness aids their analysis of systems of education. This was particularly evident with participant insight into humanities curricula and pedagogy, school funding and resources, and school rules and policies. Mary’s frustration lies with the lack of depth and perspective in high school education. She questions what and who is left out of the curriculum and content and cautions that students should be aware of sources and interpretation of knowledge and knowledge production. Mary believes that the result is that students are not given a proper foundation to function properly in society. I think that history is really complex in itself because it's so broad, and there's so much that goes into it. I think that obviously, in high school, they do have to condense education. When you have to condense a subject, you have to ask yourself, what is left out? If I'm talking about the story of Vietnam, and I'm taking stuff out, what am I leaving out and why and who does that serve? I think that you'll find with a lot of high school education, they teach you- not the bare minimum, but the bare minimum. We have to be so careful about where we receive our information from and who it was funneled through because that definitely changes what is said. You have to be careful because you never know if what we're reading is serving greater hegemonic forces...What they teach us, I don't think is enough to really function properly. |
