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Emplacing White Possessive Logics: Socializing Latinx Youth Into Relations with Land, Community, and Success

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Emplacing White Possessive Logics: Socializing Latinx Youth Into Relations with Land, Community, and Success Emplacing White Possessive Logics: Socializing Latinx Youth into Relations with Land, Community, and Success By Theresa Amalia Stone A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Education in the Graduate Division of the University of California, Berkeley Committee in Charge: Professor Patricia Baquedano-López, Chair Professor Zeus Leonardo Professor Charles Briggs Summer 2019 Emplacing White Possessive Logics: Socializing Latinx Youth into Relations with Land, Community, and Success @2019 By Theresa Amalia Stone 1 Abstract Emplacing White Possessive Logics: Socializing Latinx Youth into Relations with Land, Community, and Success by Theresa Amalia Stone Doctor of Philosophy in Education University of California, Berkeley Professor Patricia Baquedano-López, Chair This dissertation examines the logics and relations that Latinx youth are socialized into via a college preparation program from a settler colonial studies perspective. An ethnographic project drawing upon critical place inquiry and language socialization approaches, it features data from pláticas and interviews, participant observation, and a multi-sited place project, building upon youths’ and educators’ readings and navigations of their social worlds. It contends that white possessive logics (Moreton- Robinson, 2015) were enacted through a series of classificatory technologies of control which shifted in response to efforts by local educators to employ educational structures and practices that countered them. Further, it examines the navigation of the settler- native-slave triad by Latinx youth, as their status as exogenous others positioned them as not-quite-yet determined within this structure. This dissertation argues that the precarity and tenuousness of life shaped by racialized and gendered vulnerabilities made aspiring towards normative visions of success a (non)option for those given the opportunity to do so. Finally, it describes the complex and at times conflicting relations with Land, community, and success that Bridge Program youth were socialized into, arguing that, ultimately, the relations embedded therein limit the potential for such a program to produce significant changes to the structural inequities of the U.S. nation- state. In all, this dissertation underscores that college-going pathways and the attainment of higher education are always embedded within the white supremacist, settler colonial nation-state, and cannot be the primary strategy for racialized peoples’ liberation, despite its championing by liberal multicultural approaches to social change. i For Taylor, Elena, and Eva, and all who come after them. For Cecilia and Tim, whose love, dreams, and support have made this possible. And for Amalia Rada Burruel, who I will always carry with me. ii Table of Contents Abstract………………………………………………….……………………………………….1 Dedication……………..……………………………………………………………………...….i Table of Contents……………………………………………………………………………….ii Preface…………………………………………………………………………………………...iv Acknowledgements ………………………………………………………………………….…v Chapter One …………………………………………………………………………………….1 Introduction: Visions of Success, Latinx Youth, and Settler Colonial Studies…………….2 a. The Bridge Program: College Access Programs and a Growing Latinx Population……………..……………………………………………………..4 b. Rethinking Success………..………………………………………………………...7 c. Theoretical Framework: Settler Colonial Studies………………………………10 d. White Possessive Logics: Connections to the Nation-State…………………..13 e. Latinx Youth………………………………………………………………………...18 f. Exogenous Others and the "Competence" Required of Subordinate Settlers……………………………………………………………….22 g. Project Goals & Research Questions…………………………………………….24 h. Outline of Emplacing White Possessive Logics………………………………...25 Chapter Two……………………………………………………………………………………27 Methodology: Ethnography of Schooling, Language Socialization & Critical Place Inquiry………………………………………………………………….............28 a. Epistemological Foundations…………………………………………………….28 b. Language Socialization and Critical Place Inquiry………………………….…..35 c. Choice of Site: Muwekma Ohlone Land, Cedarville, SF Bay Area, California………………………………………………………………..37 d. The Bridge Program in Cedarville……………………………………………….43 e. Research Design & Approach…………………………………………...……….46 f. Participants…………………………………………………………………………54 g. Methods of Sense-Making………………………………………………………..57 Chapter Three………………………………………………………………………………….58 EmPlacing White Possessive Logics: Controlling Educational Resources in Cedarville…………………………………………………………………………………….59 a. Classificatory Technologies of Control………………………………………….61 b. Exclusion……………………………………………………………………………65 c. Assimilative Inclusion……………………………………………………………...69 iii d. Accommodative Inclusion………………………………………………………...74 e. Official Antiracisms: The Usurpation of Anti-Racist Thought & Projects…….80 f. Appropriation………………………………………………………………………83 Chapter Four…………………………………………………………………………….……..89 Exogenous Others Navigating the Settler-Native-Slave Triad: Latinx Youth’s Racialized & Gendered Vulnerabilities in Cedarville, California.…………………………90 a. Stories of Migration, Terror, and Making a Life………………………………..92 b. Bridge & Chicano Studies as Means to Navigate Racist Schooling………...106 c. Latinx Gendered Vulnerabilities & Imagining Futures……………………….112 Chapter Five…………………………………………………………………………………..121 Relations with Land, Community, & Success……………………………………………...122 a. Learning Settler Relations: The Socializing Force of Local History Narratives………………………………………………………………...122 b. Logics and Practices of Settler Replacement & Futurity in Cedarville……...125 c. Giving Back to Which Community? ……………………………………………133 d. Taking Up & Pushing Back Against Normative Visions of Success…………141 Chapter Six……………………………………………………………………………………146 Conclusion: Engaging Tactics vs. Strategies: UnSettling the Logics & Relations of Our Imaginaries……………………………………………………………………………147 References…………………………………………………………………………………….151 Appendix A……………………………………………………………………………………165 Appendix B……………………………………………………………………………………167 Appendix C…………………………………………………………………………………...171 iv Preface This dissertation project took place on Muwekma Ohlone Land, in what is commonly referred to as the San Francisco Bay Area city of Cedarville,1 at Cedarville High School. It focuses on the Cedarville Bridge Program which prepares Latinx youth for college. A former high school English teacher, I once taught in a similar program. My experiences both in the classroom and later, as have I kept in contact with and run into youth and their families over the years, have shaped the ways that I engage with research and scholarship. As this dissertation was taking form, I caught up with Enrique, one of my former students, during a chance meeting at a city park. Early on a Saturday morning, I’d brought my then 16-month-old twins to play. Enrique was out walking his family’s dog. As we caught up, Enrique told me he’d been recruited by a ridesharing service after his college graduation. He explained that while the 60-hour work week was draining, the hours weren’t what kept him from wanting to stay, despite health benefits and a decent salary. “Is it the CEO’s support for Trump?” I asked. Enrique replied, “Well, there’s that, but I don’t like the direction they’re going.” In the car sales division, he was essentially engaging in subprime lending. “I feel bad at the end of the day,” he added, reflecting on the moral dilemma of his job. By all accounts, Enrique was a success story, a college graduate and salaried employee, a young person who had “made it” despite his family’s undocumented migration from a region of Mexico where NAFTA had destroyed corn subsistence. The economic stability of Enrique’s job was offset by a moral quandary that, for the time being, was a necessary trade-off. Latinx youth like Enrique are at the center of this dissertation: young people, who, along with their families, have looked to college- going pathways as a way to mitigate their racialized, socioeconomic, and migration- related vulnerabilities. This dissertation examines how one schooling pathway, a college preparation program designed to increase the number of Latinx youth attending four-year colleges, unintentionally perpetuated logics and relations that increased individual success and familial access to needed resources, but simultaneously reproduced the continued need for such programs. 1 Cedarville, the Bridge Program, and the names of former students and project participants are pseudonyms for the purpose of anonymity. v Acknowledgments I acknowledge that this dissertation took place on the territory of the Muwekma Ohlone Tribe of the San Francisco Bay Area who trace their ancestors through the Verona Band of Alameda County. Further, I acknowledge that the institution through which this work was completed sits on the territory of Huichin, the ancestral and unceded land of the Chochenyo Ohlone, the successors of the historic and sovereign Verona Band of Alameda County. These acknowledgements are made as part of my responsibility as a Xicana scholar and person who benefits from the use and occupation of this Land which continues to be of great importance to the Ohlone peoples. I appreciate deeply the youth and educators’ of the Cedarville Bridge Program who made this work possible. I strived to offer a picture of you in all of your complexity, in the ways that you know that you and others deserve more, and in the bravery of forging and taking up pathways to secure dignified lives. Many thanks to my committee, Dr. Patricia
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