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Napoleon Iii and the Annexation of Savoy UPSET THE SETUP: EXPLORING THE CURRICULA, PEDAGOGY, AND STUDENT EMPOWERMENT STRATEGIES OF CRITICAL SOCIAL JUSTICE EDUCATORS Mark Andrew Carnero B.A., California State University, Sacramento, 2012 M.A., California State University, Sacramento, 2014 DISSERTATION Submitted in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION in EDUCATIONAL LEADERSHIP at CALIFORNIA STATE UNIVERSITY, SACRAMENTO SPRING 2017 Copyright © 2017 Mark Andrew Carnero All rights reserved ii UPSET THE SETUP: EXPLORING THE CURRICULA, PEDAGOGY, AND STUDENT EMPOWERMENT STRATEGIES OF CRITICAL SOCIAL JUSTICE EDUCATORS A Dissertation by Mark Andrew Carnero Approved by Dissertation Committee: _________________________________ Dr. Caroline Turner, Chair _________________________________ Dr. Margarita Berta-Avila _________________________________ Dr. Dale Allender SPRING 2017 iii UPSET THE SETUP: EXPLORING THE CURRICULA, PEDAGOGY, AND STUDENT EMPOWERMENT STRATEGIES OF CRITICAL SOCIAL JUSTICE EDUCATORS Student: Mark Andrew Carnero I certify that this student has met the requirements for format contained in the University format manual, and that this dissertation is suitable for shelving in the library and credit is to be awarded for the dissertation. ___________________________, Graduate Coordinator _________________ Date iv DEDICATION To the educators and students at the frontlines of this resistance work. Makibaka! Huwag matakot! v ACKNOWLEDGEMENTS This dissertation was born from a community of support. These words of recognition will never truly encapsulate the impact you have made on me. Thank you to my doctoral committee, your brilliance and dedication to this dissertation has been an inspiration. To my chair, Dr. Caroline Turner, thank you for your guidance, your love for qualitative methods was infectious, and you have truly strengthened my skillset as researcher. To Dr. Dale Allender, thank you for supporting this project with your critical pedagogical expertise. I am happy that our work together will not stop here, I am proud to continue organizing alongside you in the community. To Dr. Margarita Berta-Avila, it was an honor and a privilege to learn from you; your mentorship, counseling, friendship, critical intellect, and passion for social justice has been invaluable to my growth as an educator and scholar, thank you for the wisdom and constant motivation; I am excited to continue in this resistance work with you. To Dr. Manuel Barajas, your mentorship and support during my Master’s thesis gave me the confidence and knowledge to excel in this doctoral program, thank you. To my Ate, Dr. Angela-Dee Alforque, I will always consider you one of my first mentors; you made me believe that we Filipino-Americans deserve a place here in academia, salamat. To the critical social justice educators featured in this dissertation, thank you for allowing me to share your voice. Your narratives of resistance will always fuel my work. Thank you to my ancestors and elders, my Nana, Tata, Lola, Lolo, Auntie Emy, Ate Kristine, and all my family who have passed, your blessings are always felt. To my parents, Lea and Vio, thank you for all of the sacrifices you have made to get me here. I dream big because of you. Thank you for supporting all of my imaginative paths, my successes are a reflection of the unending faith you have in me. To my Mom, I am privileged to be your son, thank you for showing me how to love, and what it means to be strong; your cooking has always kept my belly and my heart full. To my Dad, thank you for your patience, love, loyalty, and friendship. To my sister, congratulations on becoming a nurse, I am excited and happy to graduate with you, and I am so proud of the woman you have grown up to be. To my Tita Lita, thank you for your generosity, the home you have given me, your constant support, and for having faith, I would not be here without your help. To my mother in-law and father in-law, Gloria and Nelson and again to my parents, Lea and Vio, you all are a wonderful team of grandparents, thank you for dedicating so much of your time, energy, and travel to help raise my son. To my wife and best friend, Trisha, thank you for your unconditional love, support, and selflessness throughout this entire process. I could not have done this without you. Your belief in me has made every one of my farfetched dreams seem attainable. I feel lucky to share my lifetime with a woman like you. Tiwala always. To my son, Makaio, no matter what I accomplish in this life, you will always be what makes me most proud. Thank you for giving me purpose. Dream but don’t sleep. vi CURRICULUM VITAE Education Ed.D California State University Sacramento, Educational Leadership May 2017 M.A. California State University Sacramento, Sociology May 2014 B.A. California State University Sacramento, Sociology May 2012 Honors Professional Employment Specialist II, Sacramento City Unified School District 2016-Present Lecturer in Sociology, Sacramento State University 2015-Present Youth Services Specialist, Sacramento City Unified School District 2014-2016 Program Manager, People Reaching Out 2010-2015 Publications “Rebirth of Slick- Ciphering in Community Spaces to Remix Educator Praxis” 2017 Journal of Educational Administration Fields of Study Critical Theory, Critical Pedagogy, Social Justice, Youth Development, Youth Engagement, Education, Colonization, Colonial Mentalities, The Filipino American Identity vii Abstract of UPSET THE SETUP: EXPLORING THE CURRICULA, PEDAGOGY, AND STUDENT EMPOWERMENT STRATEGIES OF CRITICAL SOCIAL JUSTICE EDUCATORS by Mark Andrew Carnero This phenomenological study examined the narratives of seven high school critical social justice educators in Northern California. The study explored each educator’s social justice paradigm development, curricula choices, pedagogical approach, strategies for student self-empowerment, processes for challenging traditional schooling, and their future outlook on public education during “the 45 era.” Critical Theory (Horkheimer, 1982) and Critical Pedagogy (Duncan-Andrade and Morrell, 2008; Freire, 1972; Giroux, 2001; 2010; 2011) served as the main theoretical framework of this research. Rich qualitative data was taken from in-depth interviews and multiple classroom observations with each educator. The research concluded with the discovery of seven important findings: 1) Each critical social justice educator’s paradigm has been shaped, influenced, and informed by critical mentors, politicized past experiences, and interactions with their own students 2) The educators navigated three types of curricula in providing a critical social justice education: the institutionalized standards, the counter- curricula, and the protective curricula, 3) building strong relationships with students and fostering environments that built critical consciousness and opportunities for critical viii praxis were key pedagogical strategies for these educators 4) critical social justice educators alter the physical environment of the classroom, affirm student voice and identity, and offer invaluable tools for the future to aid their students in self- empowerment 5) these educators combat traditional schooling by embodying and promoting the critical social justice educator paradigm 6) the advancement of a critical social justice educator paradigm has forced these educators to experience distinct forms of alienation, stigmatization, and discrimination at their school sites 6) these educators acknowledge that the 45 era has created a troubling socio-political landscape for many communities and has prompted an aggressive degradation of public education; however, they offer words of critical hope, challenging all educators to stay grounded in their resistance work towards social justice. ix TABLE OF CONTENTS Page Dedication ................................................................................................................................. v Acknowledgements ................................................................................................................... vi Curriculum Vitae …………………………………………………………………………....vii List of Tables ......................................................................................................................... xiv List of Figures ......................................................................................................................... xv Chapter 1. INTRODUCTION ...................... ……………………………………………………….. 1 Statement of the Problem……………………………………………………………. 2 Significance of the Study ............................................................................................. 7 Purpose of the Study………………………………………………………………... 11 Research Questions………… ................................................................. ……………13 Theoretical Framework...……………………………………………………………13 Conceptual Model……...……………………………………………………………16 Definition of Terms ................................................................................................... 17 2. REVIEW OF RELATED LITERATURE ........................................................................ 21 Colonial Schooling: Exploring the Historical Mis-education of the United States. .. 22 The Colonial Era’s Key Contributions to United States Schooling. .......................... 24 Common School Era and Beginnings of Public Schooling. ...................................... 27 Normal Schools & Collegiate Teacher Training Institutes. ....................................... 28 Colonized Classrooms. .............................................................................................
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