Page 104 |
Save page Remove page | Previous | 104 of 162 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
SUBVERTING STATE VIOLENCE 93
Unlike the other participant’s, Mary was strongly opposed to intentional non-voters.
I feel with that, voting is more than just voting. You having control and acknowledging
that you have some say in what goes on in this country, whether or not it actually does, it
is you acknowledging that you have some control over that. So, I feel like if you don't
vote, purposely, and you think it doesn't help, then you're part of the problem.
School Campus a as Political Incubator
All participants were involved with multiple school clubs and organizations. Not only
were participants active in these spaces, but all were either leaders and/or founders. Participants
were members of student government, student unions, affinity spaces, lobbying groups,
resistance groups, etc. These organizations worked to address a plethora of issues concerning the
safety of students, the resistance of harmful educational policies and practice, teaching and
learning, gender and equality, etc. Participants all acknowledged the significant social and
administrative pushback and hurdles that arose throughout their time in the clubs. Individual acts
of resistance are also accounted for in this section.
School Organizations & Affiliations
We are abolitionists. It's either all or nothing, all or nothing else matters.
-Avery
Kevin stated that the problems with education were not only within his school, but
evident with whiteness and the system of education. He insists that we must move beyond simply
acknowledging that whiteness is a factor and engage in a course of action to decolonize the
curriculum.
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 104 |
| Full text | SUBVERTING STATE VIOLENCE 93 Unlike the other participant’s, Mary was strongly opposed to intentional non-voters. I feel with that, voting is more than just voting. You having control and acknowledging that you have some say in what goes on in this country, whether or not it actually does, it is you acknowledging that you have some control over that. So, I feel like if you don't vote, purposely, and you think it doesn't help, then you're part of the problem. School Campus a as Political Incubator All participants were involved with multiple school clubs and organizations. Not only were participants active in these spaces, but all were either leaders and/or founders. Participants were members of student government, student unions, affinity spaces, lobbying groups, resistance groups, etc. These organizations worked to address a plethora of issues concerning the safety of students, the resistance of harmful educational policies and practice, teaching and learning, gender and equality, etc. Participants all acknowledged the significant social and administrative pushback and hurdles that arose throughout their time in the clubs. Individual acts of resistance are also accounted for in this section. School Organizations & Affiliations We are abolitionists. It's either all or nothing, all or nothing else matters. -Avery Kevin stated that the problems with education were not only within his school, but evident with whiteness and the system of education. He insists that we must move beyond simply acknowledging that whiteness is a factor and engage in a course of action to decolonize the curriculum. |
