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The Blueprint of Reform, Social Justice Questions, and the Missing Perspective of African Americans

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The Blueprint of Reform, Social Justice Questions, and the Missing Perspective of African Americans National Louis University Digital Commons@NLU Dissertations 6-2019 THE BLUEPRINT OF REFORM, SOCIAL JUSTICE QUESTIONS, AND THE MISSING PERSPECTIVE OF AFRICAN AMERICANS Raymellia Jones Follow this and additional works at: https://digitalcommons.nl.edu/diss Part of the Curriculum and Social Inquiry Commons Recommended Citation Jones, Raymellia, "THE BLUEPRINT OF REFORM, SOCIAL JUSTICE QUESTIONS, AND THE MISSING PERSPECTIVE OF AFRICAN AMERICANS" (2019). Dissertations. 468. https://digitalcommons.nl.edu/diss/468 This Dissertation - Public Access is brought to you for free and open access by Digital Commons@NLU. It has been accepted for inclusion in Dissertations by an authorized administrator of Digital Commons@NLU. For more information, please contact [email protected]. THE BLUEPRINT OF REFORM, SOCIAL JUSTICE QUESTIONS, AND THE MISSING PERSPECTIVE OF AFRICAN AMERICANS RAYMELLIA JONES NATIONAL LOUIS UNIVERSITY DISSERTATION TABLE OF CONTENTS CHAPTER ONE: Introduction ........................................................................................ 1 Research Questions ..................................................................................................................... 2 Problem Statement ...................................................................................................................... 2 African American population .................................................................................................. 3 Housing, segregation, and covenant agreements ..................................................................... 3 Overcrowded and underfunded schools .................................................................................. 3 Choice and failure .................................................................................................................... 4 Social and political ideologies ................................................................................................. 6 Significance of this Study ........................................................................................................... 7 Methodology ............................................................................................................................... 8 Theoretical lens and research design: Critical Race Theory ................................................... 9 Conflict approach to education (neo-Marxist approach). ...................................................... 11 Research design ..................................................................................................................... 11 Research participant and site ................................................................................................. 11 Source of data and method of data analysis .......................................................................... 12 Validation criteria and researcher’s self ................................................................................ 12 The Plan..................................................................................................................................... 12 CHAPTER TWO: Literature Review ........................................................................... 14 Housing, Segregation, Schools, and Covenant Agreements ..................................................... 15 Denial of Racial Exclusion ........................................................................................................ 16 The Rise of School Segregation and Racial Inequality ............................................................. 18 Overcrowding and Inequalities ................................................................................................. 20 The Social and Political History of Vocational Education ....................................................... 24 Lessons to Learn: The Civic Elite as the Driving Force behind School Policy ........................ 28 Community Response to Racial Inequality ............................................................................... 29 Beyond Desegregation: Shujaa, Dempsey, and Noblit ............................................................. 31 Race is the Issue ........................................................................................................................ 32 Chicago Schools Current Race Issue (Disparities) ................................................................... 32 Critical Race Theory ................................................................................................................. 34 i Racial idealist versus racial realist ......................................................................................... 34 Symbolic subordination and material subordination ............................................................. 35 Whiteness as property ............................................................................................................ 36 Chicago and Corporate School Reform .................................................................................... 37 Market Ideologies ...................................................................................................................... 38 Chicago and Renaissance 2010 ................................................................................................. 39 The Missing Perspective: Force Choice .................................................................................... 40 Choice without Civil Rights ...................................................................................................... 41 Schooling Insures Status Quo: Shujaa ...................................................................................... 42 Conflict Approaches to Education: Neo-Marxist ...................................................................... 43 Conclusion ................................................................................................................................. 44 CHAPTER THREE: Methodology ................................................................................ 47 Qualitative Research ................................................................................................................. 49 Theoretical Interpretive Framework: Critical Race Theory ...................................................... 50 Race theorized. ...................................................................................................................... 50 Black subordination. .............................................................................................................. 50 Historical context. .................................................................................................................. 51 Narratives. .............................................................................................................................. 53 Postmodern and Feminist theories. ........................................................................................ 53 Whiteness as property ............................................................................................................ 54 Bias of Researcher Revealed ..................................................................................................... 59 Research Design ........................................................................................................................ 60 Research Participants and Site .................................................................................................. 61 Source of Data and Method of Data Analysis ........................................................................... 61 Validation Criteria and Researcher’s Self ................................................................................. 63 Data Analysis and Interpretation ............................................................................................... 63 CHAPTER FOUR: Analysis .......................................................................................... 66 Manifold Identities (My Bias) ................................................................................................... 66 The Great Migration .................................................................................................................. 68 My Father/White Hostility ........................................................................................................ 69 ii My Slave Ancestors/ Sharecroppers ......................................................................................... 70 Chicago Public Schools and my Mother’s Lack of Trust ......................................................... 76 Overcrowding. ....................................................................................................................... 77 Lack of resources and rigor ................................................................................................... 77 Parental instruction ................................................................................................................ 78 Emotional wellness in school ................................................................................................ 81 Challenges in education ......................................................................................................... 82 Conclusion ................................................................................................................................. 84 CHAPTER FIVE: Discussion
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