A Critical Case Study on (Anti)Blackness, Geography and Education Pathways in Twinsburg Heights, Ohio

Autor/in	Bishop, Jalil Mustaffa
Titel	A Critical Case Study on (Anti)Blackness, Geography and Education Pathways in Twinsburg Heights, Ohio
Quelle	(2018), (273 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of California, Los Angeles
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4380-6892-6
Schlagwörter	Hochschulschrift; Dissertation; African Americans; African American Attitudes; Suburban Schools; Neighborhoods; Access to Education; Educational Opportunities; Racial Bias; Social Justice; Geography; Power Structure; Social Systems; Community Development; Case Studies; Ohio + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Afroamerikaner; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Neighbourhoods; Nachbarschaft; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsangebot; Bildungschance; Racial discrimination; Rassismus; Soziale Gerechtigkeit; Geografie; Social system; Soziales System; Community; Development; Entwicklung; Case study; Fallstudie; Case Study
Abstract	In policymaking, social movements, and media, education pathways are presented as the primary solution for low-income Black communities. To examine this dominant belief, this study utilized a critical case study approach to investigate a historic Black suburban neighborhood, Twinsburg Heights, in Northeast Ohio. The study combined Black Studies, Geography, and Education to understand Black residents' experiences in three sites: the neighborhood, K-12 schools, and higher education. Using a multi-generational sample, 46 residents were interviewed about their education and life pathways. Residents' pathways were contextualized in the geographic history of (under)development in the Heights neighborhood based on archival documents, a local documentary, and oral histories. Findings show Black people's education opportunity is produced and their life pathways are structured at the intersection of anti-Blackness, capitalism, and geographic domination. At the same time, Black people practice place-making across the three sites that contest power. The places they form provide alternative models for valuing Black people both as human and outside their education outcomes. Recommendations focus on how education is a tool for racial justice, but not justice itself. Racial justice requires remedies and countermeasures that address racism in sites of schooling and redistribution that disrupts capitalism in wider society. The Heights neighborhood is one case that shows how Black people have imagined and practiced a racial justice that required more than degrees. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01