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To Be African Or Not to Be: an Autoethnographic Content Analysis of the Works of Dr Georgia State University ScholarWorks @ Georgia State University Educational Policy Studies Dissertations Department of Educational Policy Studies 8-17-2009 To be African or Not to Be: An Autoethnographic Content Analysis of the Works of Dr. Asa Grant Hilliard, III (Nana Baffour Amankwatia, II) Qiana M. Cutts Follow this and additional works at: https://scholarworks.gsu.edu/eps_diss Part of the Education Commons, and the Education Policy Commons Recommended Citation Cutts, Qiana M., "To be African or Not to Be: An Autoethnographic Content Analysis of the Works of Dr. Asa Grant Hilliard, III (Nana Baffour Amankwatia, II)." Dissertation, Georgia State University, 2009. https://scholarworks.gsu.edu/eps_diss/41 This Dissertation is brought to you for free and open access by the Department of Educational Policy Studies at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Educational Policy Studies Dissertations by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. ACCEPTANCE This dissertation, TO BE AFRICAN OR NOT TO BE: AN AUTOETHNOGRAPHIC CONTENT ANALYSIS OF THE WORKS OF DR. ASA GRANT HILLIARD, III (NANA BAFFOUR AMANKWATIA, II), by QIANA M. CUTTS, was prepared under the direction of the candidate’s Dissertation Advisory Committee. It is accepted by the committee members in partial fulfillment of the requirements for the degree Doctor of Philosophy in the College of Education, Georgia State University. The Dissertation Advisory Committee and the student’s Department Chair, as representatives of the faculty, certify that this dissertation has met all standards of excellence and scholarship as determined by the faculty. The Dean of the College of Education concurs. ________________________ _______________________ Jennifer Esposito, Ph.D. Susan Crim McClendon, Ph.D. Committee Chair Committee Member ________________________ ________________________ Richard Lakes, Ph.D Jodi Kaufmann, Ph.D. Committee Member Committee Member ________________________ Date ________________________ Sheryl G. Gowen, Ph.D. Chair, Department of Educational Policy Studies ________________________ R. W. Kamphaus, Ph.D. Dean and Distinguished Research Professor College of Education AUTHOR’S STATEMENT By presenting this dissertation as a partial fulfillment of the requirements for the advanced degree from Georgia State University, I agree that the library of Georgia State University shall make it available for inspection and circulation in accordance with its regulations governing materials of this type. I agree that permission to quote, to copy from, or to publish this dissertation may be granted by the professor under whose direction it was written, by the College of Education’s director of graduate studies and research, or by me. Such quoting, copying, or publishing must be solely for scholarly purposes and will not involve potential financial gain. It is understood that any copying from or publication of this dissertation which involves potential financial gain will not be allowed without my written permission. _________________________ Qiana M. Cutts NOTICE TO BORROWERS All dissertations deposited in the Georgia State University library must be used in accordance with the stipulations prescribed by the author in the preceding statement. The author of this dissertation is: Qiana M. Cutts 6630 Chiapuk Court Lithonia, GA 30038 The director of this dissertation is: Dr. Jennifer Esposito Department of Educational Policy Studies College of Education Georgia State University Atlanta, GA 30303-3083 VITA Qiana M. Cutts ADDRESS: 6630 Chiapuk Court Lithonia, GA 30038 EDUCATION: Ph.D. 2009 Georgia State University Educational Policy Studies M.A.T. 2002 University of West Alabama Secondary Education B.A. 2001 University of West Alabama English PROFESSIONAL EXPERIENCE: 2009-Present Adjunct Instructor, Shorter College, Atlanta, GA 2008-2009 Research Associate, Clayton County Public Schools, Jonesboro, GA 2006-2008 Graduate Research Assistant, Partnership for Reform in Science & Mathematics (PRISM), Georgia State University, Atlanta, GA 2006-2007 Graduate Research Intern, Department of Educational Policy Studies, Georgia State University, Atlanta, GA 2003-2006 Language Arts Teacher, Atlanta Public Schools, Atlanta, GA 2000-2003 Language Arts Teacher, Bessemer City Schools, Bessemer, AL 1999-2000 Elementary Teacher, Creative Montessori, Inc., Homewood, AL REFEREED JOURNALS: Cutts, Q. M., & Johnson, C. F. (in-press, 2009). Black males and single-gender education: An exploratory case study of a single-gender middle school academy. The Journal of Negro Education. NATIONAL PRESENTATIONS: Cutts, Q. M. (2009, April 13-18). An exploratory case study of an all male academy. Paper presented at the Division D In-progress Research Gala at the annual meeting of the American Educational Research Association, San Diego, CA. Beane, S. N. & Cutts, Q. M. (2008, November 9-13). Using Dimensions products to streamline survey creation and maximize results in education research. Paper presented at the meeting of the SPSS Directions North American Conference, Las Vegas, NV. Cutts, Q. M., Johnson, C. F., & Beane, S. N. (2008, November 5-8). Program evaluation and public school districts: Facing the challenges. Paper presented at the annual meeting of the American Evaluation Association, Denver, CO. Cutts, Q. M. (2008, May 14-17). But wait, we just got here: An authoethnographic performance of love, loss, and learning. Paper presented at the annual meeting of the International Congress of Qualitative Inquiry, Champaign, IL. Cutts, Q. M. (2007, November 5-11). Do you see what I see? Do you hear what I hear?: Researcher's role and subjectivity in fieldwork evaluation experiences, a student researcher's perspective. Paper presented at the annual meeting of the American Evaluation Association, Baltimore, MD. Cutts, Q. M., Rose, N., Dale, A., Whiting, D. (2007, October 26-27). Learning cooperatively: K-5 mathematics teachers and professional development: A case study. Paper presented at the annual meeting of the Georgia Educational Research Association, Savannah, GA. Cutts, Q. M. (2007, October 24-28). Afrocentricity in education: A liberating paradigm or essentialist practice? Paper presented at the annual meeting of the American Educational Studies Association, Cleveland, OH. Love, B. L., & Cutts, Q. M. (2007, January 5-7). I’m from the “A”: A textual analysis of Atlanta’s hip hop music. Paper presented at the Conference on Interdisciplinary Qualitative Studies, Athens, GA. PROFESSIONAL ORGANIZATION MEMBERSHIPS: American Educational Research Association (AERA) American Educational Studies Association (AESA) American Evaluation Association (AEA) Georgia Educational Research Association (GERA) Southeast Philosophy of Education Society (SEPES) SERVICE: American Educational Studies Association Critics Choice Book Award Selection Committee 2008 & 2009 College of Education Doctoral Fellows (Vice-President 2006-2008) ABSTRACT TO BE AFRICAN OR NOT TO BE: AN AUTOETHNOGRAPHIC CONTENT ANALYSIS OF THE WORKS OF DR. ASA GRANT HILLIARD, III (NANA BAFFOUR AMANKWATIA, II) by Qiana M. Cutts The purpose of this research was to explore the work of Dr. Asa Grant Hilliard, III (Nana Baffour Amankwatia, II) in three areas: (1) traditional African education and socialization, (2) responsibilities of African teachers, and (3) the need for inter/multicultural teacher education programs. It was also the purpose of this research to explore my African identity development and transformation as I interacted with, studied, and read works by Dr. Hilliard. Data used in the study include a selection of works by Dr. Hilliard, fieldnotes, fieldletters, original poetry and essays, and memory data (St. Pierre, 1997). Qualitative content analysis and autoethnography were combined to present an autoethnographic content analysis (ACA) of Dr. Hilliard’s work. The ACA method is unique to this study and provided a reflexive analysis of documents (Altheide, 1987) complimented by recognition of the events that contributed to my African identification. Findings from the study revealed several major themes in Dr. Hilliard’s work: (a) African socialization to challenge the MAAFA, (b) traditional African education for all children, (c) African teachers as responsible teachers, and (d) teacher education for inter/multicultural perspectives. The final product is an amalgamation of academic and literary writing, and includes poems, vignettes, and autobiographical narratives. TO BE AFRICAN OR NOT TO BE: AN AUTOETHNOGRAPHIC CONTENT ANALYSIS OF THE WORKS OF DR. ASA GRANT HILLIARD, III (NANA BAFFOUR AMANKWATIA, II) by Qiana M. Cutts A Dissertation Presented in Partial Fulfillment of Requirements for the Degree of Doctor of Philosophy in Educational Policy Studies in the Department of Educational Policy Studies in the College of Education Georgia State University Atlanta, GA 2009 Copyright by Qiana M. Cutts 2009 ACKNOWLEDGMENTS The Acknowledgements…often the last part of a dissertation written, yet it is considered the most important. Over the last two years, I have contemplated what I would write in this section, who I would thank. Nevertheless, I waited until the day before I submitted my final manuscript to write this. And those of you who know me, and know me well, understand that this is a part of my process. I am an avid believer of the adage, “It takes a village to raise a child.” And I would extend that to say that after the village has
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