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SUBVERTING STATE VIOLENCE 101
wanted to help them get out and whatnot. They opened the gate and we all walked to City
Hall. The African American students, did too.
Cedric has also organized student walk-outs in response to police lynching’s, brutality,
and violence. The students have been threatened with detentions and other punishments for
organizing these resistance efforts.
We all went out and had the moment of silence. That, when we tried to do it [walkout],
Maya was like, the staff was like, "You're all going to get detention. We're not going to
want to do the walk-out, this, this and that." It was right after we did that walk-out, the
Trump walk-out.
Kevin has participated in school protests following the 2017 Stoneman Douglas High
School shooting in Parkland, Florida that killed 17 people and injured 17 others. He advocated
for the destruction of the National Rifle Association.
We had a NRA protest at my school. It was kids went out to the quad holding ban the
NRA. The news came down, took some videos, interviewed a few kids. I was saying,
"Fuck the NRA. We got to get rid of them blah-blah-blah." At the end of the day, the
second amendment is real. It's like, maybe the guns aren't the problem it's probably the-well,
not it's probably, it's the people holding them. How do we address that problem? I
fell for it because it was so rifles were killing kids in the school. It was like, "I go to high
school." It was like, "Who just said there can't be a school shooting at my school? If I die
because he had an AK and he swept the whole classroom in one go rather than a pistol
and I could escape. I just felt strongly about that, so I decided to involve myself. If
somebody would have stopped to question me and ask me what I was there for, and why
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 112 |
| Full text | SUBVERTING STATE VIOLENCE 101 wanted to help them get out and whatnot. They opened the gate and we all walked to City Hall. The African American students, did too. Cedric has also organized student walk-outs in response to police lynching’s, brutality, and violence. The students have been threatened with detentions and other punishments for organizing these resistance efforts. We all went out and had the moment of silence. That, when we tried to do it [walkout], Maya was like, the staff was like, "You're all going to get detention. We're not going to want to do the walk-out, this, this and that." It was right after we did that walk-out, the Trump walk-out. Kevin has participated in school protests following the 2017 Stoneman Douglas High School shooting in Parkland, Florida that killed 17 people and injured 17 others. He advocated for the destruction of the National Rifle Association. We had a NRA protest at my school. It was kids went out to the quad holding ban the NRA. The news came down, took some videos, interviewed a few kids. I was saying, "Fuck the NRA. We got to get rid of them blah-blah-blah." At the end of the day, the second amendment is real. It's like, maybe the guns aren't the problem it's probably the-well, not it's probably, it's the people holding them. How do we address that problem? I fell for it because it was so rifles were killing kids in the school. It was like, "I go to high school." It was like, "Who just said there can't be a school shooting at my school? If I die because he had an AK and he swept the whole classroom in one go rather than a pistol and I could escape. I just felt strongly about that, so I decided to involve myself. If somebody would have stopped to question me and ask me what I was there for, and why |
