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This Dissertation Calls for a Shift in the Way Scholars Approach the Role of Schooling in Democratic Participation

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This Dissertation Calls for a Shift in the Way Scholars Approach the Role of Schooling in Democratic Participation UC Berkeley UC Berkeley Electronic Theses and Dissertations Title Reading, Writing, and Right Wing (Re)Production: The Teaching and Learning of Settler Citizenship in Ohio Permalink https://escholarship.org/uc/item/5ht0c0cb Author Sánchez Loza, Dinorah Publication Date 2020 Peer reviewed|Thesis/dissertation eScholarship.org Powered by the California Digital Library University of California Reading, Writing, and Right Wing (Re)Production: The Teaching and Learning of Settler Citizenship in Ohio By Dinorah Sánchez Loza A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in the Graduate Division of the University of California, Berkeley Committee in charge: Professor Lisa García Bedolla, Chair Professor Daniel Perlstein Professor Evelyn Nakano Glenn Spring 2020 Reading, Writing, and Right Wing (Re)Production: The Teaching and Learning of Settler Citizenship in Ohio © 2020 By Dinorah Sánchez Loza Abstract Reading, Writing, and Right Wing (Re)Production: The Teaching and Learning of Settler Citizenship in Ohio by Dinorah Sánchez Loza Doctor of Philosophy in Education University of California, Berkeley Professor Lisa García Bedolla, Chair This dissertation calls for a shift in the way scholars approach the role of schooling in democratic participation. Much of the scholarship documenting unequal schooling conditions exposes the absence of civic learning opportunities in under-resourced schools, and conversely, how more rigorous academics and democratic learning environments in higher resourced schools result in higher rates of youth political participation. However, more analyses are needed that interrogate the ideologies that undergird these “successful” students’ political ideas and practices and that explore how homogenous schooling environments, specifically predominantly white and politically conservative schools, impact the development of youth in these spaces. Also, not sufficiently considered is the impact of settler colonialism in structuring relationships, ideologies, and schooling, and how these derive from and give rise to specific relationships to the nation-state. Reading, Writing and Right-Wing Reproduction: The Teaching and Learning of Settler Citizenship in Ohio offers this contribution and investigates the political ideologies that circulate and are (re)produced within spaces commonly perceived as “good schools.” This dissertation looks at the everyday life in US Government classrooms and asks: What role does schooling play in shaping how youth come to think and act politically? A political ethnography of schooling, this project examines the political education occurring in two predominantly white high schools in central Ohio: one in an affluent suburb, the other in a working- class semi-agricultural small town. Drawing upon observations, interviews, and documents from students and teachers, findings show that both schools play important roles in the (re)production of settler citizenship and this process is: 1) teacher-facilitated through ascription to politically neutral pedagogy that, in fact, reifies right-wing hegemony 2) student co-constructed via funds of settler knowledge that students draw from and deploy to co-create communities of practice where settler logics are apprenticed, and 3) sanctioned in school communities though a settler-normed pubic sphere that amplifies dominant ideologies and serves an assimilatory function into the white settler normative citizen. These findings highlight the importance of accounting for the sociocultural and, ultimately, colonial contexts in which political education takes place and the impact this has to (re)produce settler power and engagement in the public sphere. As scholars and education practitioners continue to theorize and research schools as potential sites of democracy-building, this research offers insights with regard to how we approach citizenship, governance, and political engagement and the (im)possibilities of disrupting settler-citizenship education in the classrooms of those most benefited by political and social structures as they are. 1 para mis abuelitxs que no fueron a la escuela porque no pudieron o porque no quisieron; pues aun sin escuela (o quizas precisamente porque la evadieron) tenian educación y educaron. i Table of Contents Chapter One: Introduction ……………………………………………………………………… 1 Columbus, Ohio ………………………………………………………………………………… 1 Shifting the Frame in Civic Education Research: From ‘Civic Opportunity Gaps’ to Political (Re)Production ………………………………………………………………………...……….. 2 White Youth as Political Subjects in Civic Education …………………………………...…..…... 3 Education, the ‘White Working Class,’ and Right-Wing Politics ……………………...…..……... 5 Research Questions ………………………………………………………………...…………. 8 Theoretical Framework: Settler Colonialism, Social (Re)Production, and Political Education ……. 9 Methods: Uncovering Settler Tracks in Civic Education Research…………………………….…. 12 Research Context: Central Ohio…………………………………………………………………. 13 Selection of Sites ………………………………………………………………………………... 13 A Political Ethnography of Schooling …………………………………………………..……… 15 Participant Observation …………………………………………………………. ……. 16 Interviews ….…………………………………………………………………. ………. 17 Artifacts ………………………………………………………………………..………. 18 Analysis and Interpretation ……………………………………………………..……… 18 Researcher Positionality ………………………………………………………………..………. 19 Calibrating the ‘Gaze’: Fieldwork in Suburban and Small Town Ohio …………………..……… 21 The Teachers: Ms. Greene, Mr. Lenard, and Mr. Schmidt ……………………………..……….. 24 Outline of Reading, Writing, and Right Wing (Re)Production ………………………………..………. 27 Chapter 2: Hegemony & Pedagogy: Political Neutrality as Pedagogical Ideal, Right Wing (Re)Production in Practice …………………………………………………………………...…. 31 Right-Wing and Settler Hegemony and the Making of Common Sense .……………………....…. 31 Political Neutrality as Pedagogical Ideal …………………….…………...………………….....…. 32 Teachers and the Goal of Neutrality …………………….….……………………...….…. 32 Student Desire for Neutrality …………………….………………………………....…… 35 Right-Wing (Re)Production in Practice: Explicit & Implicit Pedagogical Moves …………...….…. 38 Explicit Endorsements of Right-Wing Views …………………………………….....…… 39 Implicit Endorsements of Right-Wing Views ………………….….………………...…... 50 Conclusion …………………….……………………………………………………………....... 59 Chapter III: Communities of (Settler) Practice: Funds of (Settler) Knowledge and the Shared Repertoires of Settlerness …………………………………………………………………….…. 63 Communities of (Accumulating) Practice: The Shared Repertoire of Meritocracy as Justification for Possession …………………………………………………………………………................. 65 The Shared Repertoire of Conspiracism and Funds of Knowledge from “Fake News” …………. 69 The Shared Repertoire of “Others” in the Construction of Right-Wing Political Subjectivity ......... 79 ii Immigration …………………………………………………………………………...... 79 Disregard for Gender Oppression and Gender Inequality ………………………………. 80 Black Lives Matter, Taking a Knee, and the Denial of Racism as Shared Repertoire ……. 81 More Power, More Problems: The Shared Repertoire of Marginalization Among White Conservative Students .………………………………………………………………………….. 86 Funds of Fear: Affirmative Action as Proxy for White Dispossession ………………….. 88 Conclusion …………………………………………………………………………………….... 95 Chapter IV: “Out” of (Settler) Bounds: Cultural Norms, Deviance, and the Actually Existing Settler Public Sphere in School …………………………………………………………………. 98 Settler Normativity and Schooling as Public Sphere …………………………….………….......... 98 Settlerness in the Suburbs: The Hegemonic Impact of Patriarchal and Heteronormative Whiteness on White Girls ...…………………………………………………………………… 101 ‘I Don’t Want to Make a Scene Causing Trouble’: White Girls’ Discursive and Affective Limitations in the Public Sphere ……………….………………………………………. 104 Keep Your Head Down, Be Safe: Suburban Silencing as Experienced by Girls of Color …...…... 107 Better to Be Safe than Sorry: Social Ostracization, The Threat of White Anger, and Resultant Self-Policing for Girls of Color …………………………………………….. 109 (Un)Settling Normativity in the Small Town: The Hegemonic Impact of Patriarchal Whiteness on LGBTQ Students and Students of Color ...………………………………………………… 112 Resisting the (Political) Closet: Queering as Deviance in the Small-Town High School .... 117 Protesting the Pledge of Allegiance: ‘Deviance’ as Resistance to Political and Cultural Norms …………………………………………………………………….….. 119 The Parkland Shooting, #March 4 Our Lives, and Limits to “Deviance”……………….. 122 Conclusion: Cultural and Political Norms and the (Re)Production of a Settler Public Sphere .….. 124 Chapter V: Conclusion ……………………………………………………………………….... 128 Just What Is Settler Colonialism and What’s It Doing in A Nice Field Like Civic Education?........ 127 Civic Education is Not a Metaphor: Decolonization, Incommensurability, and Unsettling Settler Citizenship in Schools ………………………………………………………………….. 130 Toward Unsettling Civic Education …………………………………………................................ 131 References ……………………………………………………………………………................ 133 iii List of Figures Figure. 1. Picture of plaque at Federal Hall in New York City commemorating the Northwest Ordinance ........................................................................................................................................................ 29 Figure 2. Pictures of a local high school’s spirit rock painted in anticipation of President Trump’s visit, August, 2018, Lewis Center, Ohio .....................................................................................................
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