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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
Recommended Citation
Carter, Chalais, "Education Assemblage: Tracing and Undermining Raciality in the Era of Standardization and Accountability" (2022). Doctoral Dissertations. 2507.
https://doi.org/10.7275/28613871
https://scholarworks.umass.edu/dissertations_2/2507
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.