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Given the profound influence that schools have on students’ genders and the existing scholarly research in the field of education studies which draws clear implications between practices of schooling and sanctioning and promoting particular gender subjectivities, often in alignment with traditional norms, I conduct a critical ethnography to examine the practices of gender in one eighth grade English language arts (ELA) classroom at an arts-missioned charter school. I do this to explore how ELA instruction at an arts charter school may provide opportunities for students to do gender differently. To guide this dissertation theoretically, I rely on the process philosophy of Erin Manning (2016, 2013, 2007) to examine the processual interactions among of student movement, choreography, materiality, research-creation, language, and art. Thus, methods for this study include field notes, student assignments, interviews and focus groups, student created art, maps, and architectural plans. In the analysis, I attempt to allow the data to live on their own, and I hope to give them voice to speak to the reader in a way that they spoke to me. Some of them speak through ethnodrama; some of them speak through autoethnography, visual art and cartography, and yet others through various transcriptions. Through these modes of analysis, I am thinking-doing-writing. The analysis also includes my thinking with fields – the fields of gender studies, qualitative inquiry, educational research, English education, and critical theory. In an attempt to take to the fields, I weave all of these through each other, through Manning and other theorists and through my ongoing perceptions of event-happenings and what it means to do qualitative research in education. Accordingly, this dissertation engages with the various fields to reconsider how school practices might conceive the ways in which they produce gender, and how students perceive gender within the school space. In this way, the dissertation provides ways of thinking that may unearth what was previously cast aside or uncover possibilities for what was previously unthought.
ContributorsSweet, Joseph David (Author) / Carlson, David Lee (Thesis advisor) / Blasingame, James (Committee member) / Durand, E. Sybil (Committee member) / Koro-Ljungberg, Mirka (Committee member) / Arizona State University (Publisher)
Created2019
Description
Methodological Reparations is a 2-study multi-methods inquiry aimed at illuminating important nuances for engaging counter hegemonic empirical inquiries for Black, gender expansive and Black LGBTQI+ communities. If Black gender expansive youth are studied, they are often studied within the larger LGBTQI+ umbrella. Unfortunately, this makes them vulnerable to compulsory heterogenderism which often obscures their unique experiences transgressing racialized gender norms and with racialized gender oppression. This study makes methodological considerations called methodological reparations that begin to address the ways empirical research often negates, misunderstands, and obscures students’ identities as singular, stable over time and aligned with their sex assignment. It is important for researchers, data scientists and educators to challenge these hegemonic assumptions to ensure that Black gender expansive communities are visible and to ensure that education policies are data-driven, inclusive and effective. The United States Transgender Survey and the Gay and Lesbian Students Education Network have begun to conduct surveys that begin to address the complexity of gender within LGBTQI+ populations. Their surveys reveal horrific school climates that LGBTQI+ youth of color experience especially Black LGBTQI+ youth. The first study in this dissertation is a mixed methods study that focuses on Black gender expansive students’ experiences. The second study responds to the first study by providing an example of inclusive Black LGBTQI+ curriculum taught through a Black queer pedagogical approach. Since the presence of LGBTQI+ inclusive curriculum in schools has been linked to increased feelings of safety in schools in Black LGBTQI+ student populations, this study showcases James Baldwin’s final novel Just Above My Head, as a piece of blues literature that discusses racialized homophobia in a culturally relevant way. Baldwin’s work can be an important tool for Black LGBTQI+ students who do not have access to Black queer curriculum taught through a Black queer pedagogical approach.
ContributorsClement, Valencia (Author) / McGuire, Keon (Thesis advisor) / Bertrand, Melanie (Committee member) / Bailey, Marlon M (Committee member) / Kim, Jeongeun (Committee member) / Durand, E. Sybil (Committee member) / Arizona State University (Publisher)
Created2022