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SUBVERTING STATE VIOLENCE 82
about it.
Rodrigo attended predominantly Latinx schools his entire life and did not have much
exposure to content relative to his culture. Rodrigo echoes Kress’s (2008) notion that educators
and learners cannot be considered separately from our histories and our cultures. Rodrigo’s
critical consciousness is working to repair the disconnectedness experienced within the
Eurocentric curriculum through interrogation of his assimilation into the American project
(Diemer & Rapa, 2016).
I remember fifth grade still learning about the British and I was like, "Oh, this is cool."
Like we strongly identified as American and now I'm like, "Oh."I don't like how there's
no ethnic studies classes or Chicano studies class at the school. I wish there would be
Chicano study classes all over LA because just the area is very predominantly Latinx and
Chicano. There's an important Chicano history and I think what's important to
be...acknowledged…. Eurocentric. Their curriculum, how it's designed for people and
very colonial...practices like the SAT and standardized testing. Educate more people on
race and teach the other perspectives of history from Black and brown people.
Rodrigo recalls that his AP US History class was one exception to his education
experience. This shows how having teachers of color who are willing to expand beyond
traditional standards and curriculum can help to aid critical consciousness development. When
asked if any classes helped with his identity formation, he responded,
AP US history, definitely. Just because of the topics that we were engaged with, that
had more to do with my identity and my peoples. Well, you would include like Latinx
authors. It was mostly Black and Brown authors, and then the intersectionality scale and
then the gender theme that we went over...I guess that really showed me a new
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 93 |
| Full text | SUBVERTING STATE VIOLENCE 82 about it. Rodrigo attended predominantly Latinx schools his entire life and did not have much exposure to content relative to his culture. Rodrigo echoes Kress’s (2008) notion that educators and learners cannot be considered separately from our histories and our cultures. Rodrigo’s critical consciousness is working to repair the disconnectedness experienced within the Eurocentric curriculum through interrogation of his assimilation into the American project (Diemer & Rapa, 2016). I remember fifth grade still learning about the British and I was like, "Oh, this is cool." Like we strongly identified as American and now I'm like, "Oh."I don't like how there's no ethnic studies classes or Chicano studies class at the school. I wish there would be Chicano study classes all over LA because just the area is very predominantly Latinx and Chicano. There's an important Chicano history and I think what's important to be...acknowledged…. Eurocentric. Their curriculum, how it's designed for people and very colonial...practices like the SAT and standardized testing. Educate more people on race and teach the other perspectives of history from Black and brown people. Rodrigo recalls that his AP US History class was one exception to his education experience. This shows how having teachers of color who are willing to expand beyond traditional standards and curriculum can help to aid critical consciousness development. When asked if any classes helped with his identity formation, he responded, AP US history, definitely. Just because of the topics that we were engaged with, that had more to do with my identity and my peoples. Well, you would include like Latinx authors. It was mostly Black and Brown authors, and then the intersectionality scale and then the gender theme that we went over...I guess that really showed me a new |
