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Complete Community Control: A Historical Ethnography of Educational Self-Determination at St. Joseph's Community School (1969-1985)
Complete Community Control: A Historical Ethnography of Educational Self-Determination at St. Joseph's Community School (1969-1985)
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202103552
- ISBN
- 9798280712072
- DDC
- 370
- 서명/저자
- Complete Community Control: A Historical Ethnography of Educational Self-Determination at St. Josephs Community School (1969-1985)
- 발행사항
- [Sl] : Harvard University, 2025
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2025
- 형태사항
- 238 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-12, Section: A.
- 주기사항
- Advisor: Givens, Jarvis R.
- 학위논문주기
- Thesis (Ph.D.)--Harvard University, 2025.
- 초록/해제
- 요약What educational models have African American educators and families developed to combat the pervasive impacts of antiblackness in education? This study explores the practice of self-determined education through a historical ethnography of St. Joseph's Community School, a women-led, community-controlled institution formerly located in Roxbury, a predominantly Black neighborhood in Boston, Massachusetts. Foregrounding the voices of Black women, I pair the historical methods of archival analysis and oral history collection to explore St. Joseph's social and historical context, as well as the school's leadership model, political philosophies, partnerships, pedagogy, and curriculum. As both an institutional history and a social history of Black women and families' educational activism, the study departs from traditional historical narratives that frame desegregation era Boston as a site of antiblack violence - a discursive practice that overlooks the city as a site of African American agency and organizing. Instead, I draw upon Black feminist theory to argue that Black Bostonian educators, mothers, and perhaps most surprisingly, politically active nuns, engaged in educational leadership as an act of Black Power. In doing so, the school community constructed their own definitions of Black Power that diverged from dominant historical frames of patriarchal and militaristic ideology and centered the development of a rigorous, culturally relevant educational alternative for Black children. This study provides readers the opportunity to rethink the key actors, sites, and practices of the Black Power Movement and to better understand educational practices that foster Black students' academic achievement and holistic well-being. Ultimately, this study aims to engage the past educational pursuits of Black women and families to inform a justice-based vision for the future of education.
- 일반주제명
- Education
- 일반주제명
- History
- 일반주제명
- African American studies
- 일반주제명
- Political science
- 일반주제명
- Black studies
- 키워드
- Black women
- 키워드
- Black Power
- 기타저자
- Harvard University Education
- 기본자료저록
- Dissertations Abstracts International. 86-12A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798280712072
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■0820 ▼a370
■1001 ▼aRiddick, Zenzile.▼0(orcid)0009-0008-2722-4895
■24510▼aComplete Community Control: A Historical Ethnography of Educational Self-Determination at St. Joseph's Community School (1969-1985)
■260 ▼a[Sl]▼bHarvard University▼c2025
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a238 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-12, Section: A.
■500 ▼aAdvisor: Givens, Jarvis R.
■5021 ▼aThesis (Ph.D.)--Harvard University, 2025.
■520 ▼aWhat educational models have African American educators and families developed to combat the pervasive impacts of antiblackness in education? This study explores the practice of self-determined education through a historical ethnography of St. Joseph's Community School, a women-led, community-controlled institution formerly located in Roxbury, a predominantly Black neighborhood in Boston, Massachusetts. Foregrounding the voices of Black women, I pair the historical methods of archival analysis and oral history collection to explore St. Joseph's social and historical context, as well as the school's leadership model, political philosophies, partnerships, pedagogy, and curriculum. As both an institutional history and a social history of Black women and families' educational activism, the study departs from traditional historical narratives that frame desegregation era Boston as a site of antiblack violence - a discursive practice that overlooks the city as a site of African American agency and organizing. Instead, I draw upon Black feminist theory to argue that Black Bostonian educators, mothers, and perhaps most surprisingly, politically active nuns, engaged in educational leadership as an act of Black Power. In doing so, the school community constructed their own definitions of Black Power that diverged from dominant historical frames of patriarchal and militaristic ideology and centered the development of a rigorous, culturally relevant educational alternative for Black children. This study provides readers the opportunity to rethink the key actors, sites, and practices of the Black Power Movement and to better understand educational practices that foster Black students' academic achievement and holistic well-being. Ultimately, this study aims to engage the past educational pursuits of Black women and families to inform a justice-based vision for the future of education.
■590 ▼aSchool code: 0084.
■650 4▼aEducation
■650 4▼aHistory
■650 4▼aAfrican American studies
■650 4▼aPolitical science
■650 4▼aBlack studies
■653 ▼aBlack women
■653 ▼aAfrican American agency
■653 ▼aMilitaristic ideology
■653 ▼aBlack Power
■653 ▼aBlack Bostonian educators
■690 ▼a0515
■690 ▼a0578
■690 ▼a0296
■690 ▼a0325
■690 ▼a0615
■71020▼aHarvard University▼bEducation.
■7730 ▼tDissertations Abstracts International▼g86-12A.
■790 ▼a0084
■791 ▼aPh.D.
■792 ▼a2025
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17357728▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
