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Neoliberalism and the Rhetoric of School Closure in Latina/O Detroit

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Neoliberalism and the Rhetoric of School Closure in Latina/O Detroit NEOLIBERALISM AND THE RHETORIC OF SCHOOL CLOSURE IN LATINA/O DETROIT Chad M. Nelson A Dissertation Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY May 2019 Committee: Alberto González, Advisor Christopher Frey Graduate Faculty Representative John Dowd Ellen Gorsevski © 2019 Chad M. Nelson All Rights Reserved iii ABSTRACT Alberto González, Advisor In February 2012, Emergency Manager Roy Roberts announced the closure of Southwestern High School in the City of Detroit. I argue in this dissertation that the rhetorical discourses used by policymakers to justify the school closure represent a neoliberal restructuring of the urban environment and social relations in the city, particularly for Latina/o Detroit. Applying the critical methodologies of ideology rhetorical criticism and a dialectical approach to culture, I analyze the ideological mystification of three neoliberal logics—crisis, instrumental rationality, and innovation—in education and urban policy texts in relation to the cultural sensibilities and experiences of the Latina/o community in Southwest Detroit. Critique of the rhetorical features of these neoliberal logics reveals mystification of neoliberalism is not only a matter of inducing audience cooperation, but also enforcement that there is no alternative to the current arrangement of education politics. Situated within an urban crisis situation, a neoliberal public vocabulary confines the school’s value to its financial output and in the entelechial pursuit of perfecting school closure criteria, technocrats and ordinary people are compelled by a terministic compulsion to carry out the implications of instrumental rationality. As people participate in market valuations of school spaces and colorblind market argumentative criteria, the neoliberalization of school and education meanings is mystified through a rhetorical process of enclosure that entails closing off, seizing, and repurposing ways of perceiving and acting in urban spaces that are irreducible to market terms. Consequently, the Latina/o community in Southwest Detroit is dispossessed of a communal resource and their cultural sensibilities and experiences negated as third persona in the school closure discourse. Blurring the line between persuasion and coercion, I have concluded that these rhetorical features are systemically violent in that they normalize an inequitable status quo and silence victims of the structural violence of iv school closings. I also conclude that commoning represents a vernacular cultural practice for Latina/o students in Southwest Detroit to struggle against neoliberalism and toward locating non-commodified communal values in order to claim a right to the city not only for themselves, but for all Detroit Public School (DPS) students. v To my spouse and best friend, Naomi Nelson, whose constant support, many sacrifices, and gentle reminders made this all possible. vi ACKNOWLEDGMENTS It truly takes a village of mentors, colleagues, friends, and family to write a dissertation and this is no exception. This project began and finished under the generous guidance of my advisor, Dr. Alberto González. In addition to his insightful instruction and constant encouragement, his mentorship continues to help me navigate this strange world of the academy. It’s truly an honor to call myself one of your advisees. To my other dissertation committee members, I cannot adequately express my gratitude for your patience and appreciation for your feedback. Dr. Ellen Gorsevski introduced me to rhetoric for which I will be forever grateful; Dr. Christopher Frey kindly shared his deep understanding of the field of education policy with me; and Dr. John Dowd stepped in to offer crucial insights that were instrumental in finalizing the dissertation. This dissertation would have been sorely incomplete without the mentorship of others at Bowling Green State University (BGSU) such as Dr. Michael Butterworth, Dr. Clayton Rosati, and Dr. Tom Mascaro. For good or ill, I am a product of your collective efforts to make me a better academic and human being. I am in your debt. This dissertation also came about through many interactions with treasured colleagues and dear friends. In particular, Dr. Matt Meier and Dr. Chris Medjesky were greatly influential in contributing fresh ideas and encouragement when I needed it. Thank you, guys. I’d also like to thank Adrianne Meier, along with Matt, for the many conversations we had in their living room and over dinner. The arguments in this dissertation were also shaped by conversations with my writing group partners at Florida Gulf Coast University (FGCU). Thank you, Dr. Eun-Young Lee, Dr. Jon Braddy, and Dr. Margaret Hambrick for your detailed advice on earlier drafts. To my other colleagues and friends at FGCU who helped throughout this dissertating process, including Dr. Sachiko Tankei- Aminian, Dr. Kevin Aho, and Dr. Bethany Petry, your kindness will not be forgotten. Although we are far away from each other now, Dr. Courtney Wright, Dr. Brion White, and Dr. Suzanne vii Berg (who passed away before she could see this project finished) were invaluably encouraging. Dr. Thomas Pedroni and Elena Herrada were early contributors to this project as they pointed me to pertinent policy documents to include in the study. And lastly, I could not have made it to this point without the laughs shared with my brothers, Jonathan Nelson and Eric Nelson; the help of my dear grandmothers, Lucy Nelson and Ruth Adkins; and the support of my parents, Vickie Holmes and John Nelson (who sadly passed away while I was proposing this project). Thank you for teaching me by example to be inquisitive. I hope your care for others is reflected in these pages. Finally, this dissertation would be sitting incomplete on my desktop without the sacrifices and love of my spouse, Naomi Nelson. Words cannot express my appreciation and admiration of you. viii TABLE OF CONTENTS Page CHAPTER I: INTRODUCTION……………………………………………………… ....... 1 Neoliberalism and U.S. Education Policy.................................................................. 4 Rhetorical Studies and Ideology ................................................................................ 7 Latina/o Communication Studies ............................................................................... 10 Methodology and Procedures .................................................................................... 12 Overview of Dissertation .......................................................................................... 16 CHAPTER II: A HISTORY OF THE CITY OF DETROIT AND ITS EDUCATION POLITICS, 1909-2005 .......................................................................................................... 19 The Progressive Era: Struggles in the “Wonderful City of the Magic Motor” (1909-1929)................................................................................................................ 21 The New Deal Era: The Contradictions of Rights-Based Liberalism (1929- 1971)……………………………………………………………………………....... 36 The Neoliberal Era: The Urban Donut and Corporate Sensibilities (1971- Present)....................................................................................................................... 55 Conclusion ................................................................................................................. 70 CHAPTER III: CRISIS IN DETROIT: THE KAIROS OF RACIALIZED ACCUMULATION BY DISPOSSESSION. ........................................................................ 72 Rhetorical Situations and Rhetorical Crises……………………………………….. 77 A Rhetorical Situation of Crisis in Detroit and Detroit Public Schools………….... 83 Underutilization and Underperformance: Constructions of Southwestern High School’s Crisis……….........……………………………........................................... 95 ix Rhetorical Constructions of Crisis and the Dispossession of a Latina/o Urban Space………………………………………………….. ............................................ 111 Conclusion.................................................................................................................. 122 CHAPTER IV: INSTRUMENTAL RATIONALITY: RHETORICAL SPECTERS OF THE MARKET AND WHITENESS IN SCHOOL CLOSING CRITERIA......................... 124 Instrumental Rationality and Rhetoric………………………………………….. ..... 133 Instrumental Rationality: A Rhetorical Pretext for the Entelechial Advancement of the Market …..…………………………………………………………………. ...... 143 The Standard of Whiteness: Colorblindly (E)Race(ing) to the Top of the Meritocracy……………………………………………………................................. 156 The Third Persona in Southwestern High’s Closure……………………………….. 165 Conclusion.................................................................................................................. 170 CHAPTER V: INNOVATION: RHETORICAL STRUGGLES OVER THE COMMONS EDUCATION AND SCHOOLS IN SOUTHWEST DETROIT…………………………… 173 Legitimizing Rights to Innovate School Governance: The Emergency Manager’s Presumption................................................................................................................ 178 Legitimizing Rights to Innovate School Governance: Student Challenges ............... 185 Defining Innovation of Quality Education: The Emergency Manager’s Movement..…............................................................................................................ 192 Defining Innovation of Quality Education: Student’s
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