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Author ORCID Identifier

https://orcid.org/0000-0002-1067-7774

AccessType

Open Access Dissertation

Document Type

dissertation

Degree Name

Doctor of Philosophy (PhD)

Degree Program

Education

Year Degree Awarded

2022

Month Degree Awarded

May

First Advisor

Korina Jocson

Second Advisor

Keisha Green

Third Advisor

Oluwafunmilayo (Fumi) Okiji

Fourth Advisor

Elizabeth McEneaney

Subject Categories

Social and Philosophical Foundations of Education

Abstract

While many education scholars have discussed the racist and neoliberal capitalist relations that operate through education reform with impunity, the concept and tracing of raciality illuminates ethical, juridical, and economic dimensions that shape how one comes to know and intervene in the lives of the so-called educationally disadvantaged. In this dissertation, the researcher traces how the arsenal of racial knowledge works with/in and through US neoliberal education reform by studying out of school learning contexts. Teaching for the 21st Century (T4C), as a focus of this dissertation study, is a targeted intervention summer learning program that is designed to reduce summer learning loss for youth. Through tracing raciality, the researcher maps the web of racial, gendered, and political economic forces that shape T4C’s practices from the federal to the local level, demonstrating how this social scientific apparatus detracts from, more than advances, a quality and equitable education for students of color, students designated as English Learners, students with disabilities, and students living in poverty. The researcher also highlights student feedback at T4C to illuminate and undermine the arsenal of racial knowledge, and shares strategies for reading student feedback differently. This Black Feminist Study of educational intervention has implications for informing how and for what purposes scholars engage with and propose educational interventions for youth under the current conceptualization of educational equity. In all, the dissertation aims to demonstrate how education scholars can apply radical Black Feminist Study, method-making practices, and analyses to rethink and undo the limits of educational equity’s conception and efforts.

DOI

https://doi.org/10.7275/28613871

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Available for download on Saturday, May 13, 2023

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