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MIAMI UNIVERSITY The Graduate School Certificate for Approving the Dissertation We hereby approve the Dissertation of Brian Whitney Collier Jr. Doctor of Philosophy ________________________________ Chair Denise Taliaferro-Baszile _________________________________ Dennis L. Carlson Reader _________________________________ Sally Lloyd Reader _________________________________ Paula Saine Graduate School Representative ABSTRACT I AM THE STONE THAT THE BUILDER REFUSED: SPIRITUALITY, THE BOONDOCKS AND NOT BEING THE PROBLEM by Brian Whitney Collier Jr. It is visible in academic dialogue, specifically educational research, that there has not been any substantial research published that constructs or examines The Boondocks animated series in a capacity that extends the discourse past stereotypical issues and paradigms that are associated with the inferiority of African American males and the marginalized experiences they encounter. One primary purpose of this study is to offer a counter argument to the negative conversations that surround The Boondocks comic and animated series. Because most arguments about the text stem from the images and language, the conversations surrounding anything positive or hopeful as it pertains to being a Black male, are left out. Furthermore, this media text is currently not perceived as a reference that can be used as a pedagogical tool. In this qualitative critical media analysis, I sought to answer the question: How does the curriculum of The Boondocks represent issues of race, spirituality, and masculinity? Although The Boondocks is typically understood and critiqued as a Black Nationalist text, I intend to look at the animated series through the lens of race, spirituality and Black Masculinity. I specifically examine the text through the theoretical underpinnings of Critical Media Literacy and Critical Race Theory. Methodologically, Critical Media Literacy, Critical Race Theory and Qualitative Media Analysis help to contextualize The Boondocks animated series. I ultimately argue that the animated series can be understood and used as a curriculum text. Disclaimer: This dissertation study does include explicit language. The visual and literary content of The Boondocks animated series does not reflect the personal views or practices of the researcher. The usage of any explicit or derogatory language has been done so primarily to maintain the integrity of the media text and the context in which this animated series is situated (comedic-political satire). I AM THE STONE THAT THE BUILDER REFUSED: SPIRITUALITY, THE BOONDOCKS AND NOT BEING THE PROBLEM! A QUALITATIVE CRITICAL MEDIA ANALYSIS OF THE BOONDOCKS ANIMATED SERIES TO UNDERSTAND THE EMBEDDED CURRICULUM THROUGH THE LENSES OF RACE, MALENESS, AND SPIRITUALITY A DISSERTATION Submitted to the Faculty of Miami University in partial fulfillment of the requirements for the degree of Doctor of Philosophy Department of Educational Leadership by Brian Whitney Collier Jr. Miami University Oxford, Ohio 2014 Dissertation Director: Denise Taliaferro Baszile © Brian Whitney Collier Jr. 2014 Table of Contents Dedication v Acknowledgments: vi Chapter 1: Introduction 1 Brief Description of the Text 4 Chapter 2: Review of Literature 8 The Text: Brief Introduction to the Characters 8 The Context: The Boondocks Comic Strip and the Animated Series 11 The Subtext: Critical Responses to The Boondocks and Describing the Problem 13 Review of Research on The Boondocks 15 Spirituality 19 African American Spirituality 21 Critical Spirituality 23 Theories of Race and Masculinity 28 Complexities of Maleness and Race 29 Chapter 3: Theoretical Framework and Methodology 35 Critical Media Literacy: My Epistemological Understanding According to Douglass Kellner and Others 35 Critical Race Theory: The Discussion of Race and Racism 41 Situating the CRT Tenets Applicable to This Study 46 Why Conjoining CRT, CML & Spirituality within Curriculum Theory is Important 48 Episode Selection and Method of Analysis 58 Method of Analysis 59 This Study’s Research Questions: 61 Documenting the Data and Thematic organization 62 Chapter 4:Introduction to Data 63 Season 1 Episode 15 “Passion of The Ruckus” 63 Season 2 Episode 19 “Stinkmeaner Strikes Back” 65 Season 1 Episode 9 “Return of the King” 69 Organization, Examination and Discussion of Themes 73 Race Unchained: An Interwoven Construct 74 The “Spirit” is Unwavering: Getting Beyond Traditional Conceptualizations 76 Breaking the Chains: Leroy’s in the Lost and Found 78 iii Chapter 5:Analysis & Discussion of the Findings 81 Season 1 Episode 15 “Passion of the Ruckus” 81 Hearing the Calling 81 Exploring Whiteness: “White is Right” 82 “The Test of a Man”: Guilt by Association 85 Recognizing Limitations: “Walking Contradictions” 88 Season 2 Episode 19 “Stinkmeaner Strikes Back” 92 Exorcising the “Demons” 93 Society’s Historical Lesson Plan: “Stay in Your Place” 94 “A Nigga moment”: To be or Not to be? 99 Spiritual Epiphanies/ Occurrences: Peace be Still 104 Season 1 Episode 9 Return of the King 107 Rage Against the Machine: Will it be televised? 107 Generational Curses: Confronting History 112 Epiphanies in a Dream: A Dream Confirmed 118 Chapter 6: Conclusion 123 Explicit Curricula and Their “Objectives” 127 Non-Traditional Curricula 133 Race and Education 134 Spirituality, The Boondocks, and Schooling 136 Significance and Future Implications 139 References: 142 Appendix A: Glossary 150 Appendix B: Transcription of Episodes 155 iv Dedication And we know that all things work together for good to them that Love God, to them who are called according to His purpose. Romans 8:28 To ALL my Family… Those past and present… I love you!!! Kyra, Melanie, & Eden v Acknowledgments: I don’t want this to go on like an extemporaneous Baptist preacher; but I thank God for this blessing. It is not my of own doing but the gifting He has bestowed me with. All glory goes to God. “ For of him, and through him, and to him, are all things: to whom be glory for ever. Amen.” Romans 11:36 It is a privilege to even have the opportunity to engage in such a process. I sincerely thank any and everyone who has helped me through this academic process. First Raymond Terrell and Michael Dantley, you surrounded me in Buffalo Wild Wings and forced me to do this doctoral program, and for that I am forever in you debt. The wisdom you have provided is priceless. Denise T. Baszile, I thank you for being my chair and providing me with so many new ways of thinking. My committee, Dennis Carlson, Sally Lloyd, and Paula Saine, thank you for your patience and the wealth of knowledge you provided. My wife… Simply put, I Love you. No other phrase would substantiate or quantify your contributions and role. My darling daughters, you inspire me! vi Chapter 1: Introduction The stone which the builders rejected has become the chief cornerstone. Psalm 118:221 As a young Black male growing up in the city of St. Louis, I hated reading. I detested being called upon to read and on countless occasions refused to read aloud. In my rebelliousness, I projected my own issues with reading onto other students in two specific ways. In once instance, I hindered other students from reading fluently by interrupting their speech. This was a very simple but effective approach. The second method of distraction was to blurt out the difficult words some students struggled to pronounce. In retrospect, this was the most damaging method. What often ensued after my outburst were fifteen-minute lectures about being rude. I was constantly told in a very culturally relevant way, that I was allowing my cognitive ability and academic potential to atrophy. This was typically followed by some discipline or isolation inside of the already small classroom. Depending on the teacher, it was the musty coatroom that often reeked of shoes that recently trounced through poop. On other occasions, the smell was dank because the building was older than the “government cheese” the school served on their toasted cheese sandwiches for lunch. I recall these experiences vividly in my formative education years because they inclined me to dislike reading and the entire educative process. By the sixth grade, the only thing I actually enjoyed reading were the Sports Illustrated for Kids magazines that came in the mail. They always came with a cut out trading cards and double-sided posters. My grandmother gave this subscription to me, and I cherished the days they came in the mail. It cannot be stated enough that my mother attempted to procure every book she could that she thought might encourage me to read more. She searched the library for books that possessed characters that resembled me. The few books she found at that time I thoroughly enjoyed. It was overwhelmingly refreshing. Time and years would pass. Yet, the overwhelming content in schools were dictated and dedicated to those I could never relate. I successfully moved from the eighth Grade to High school and would eventually graduate with a diploma. For years, I read only the things I desired or knew were needed for the test. I read for 1 Scripture cited in Reference page 1 teachers that inspired me and provided academic content that was applicable to me. These texts included classics like The Souls of Black Folk and The Autobiography of Malcolm X. In the end, I read for my own sanity and desire to grow. Needless to say, my frame of reference at that time was very limited. I had heard about Carter G. Woodson, Langston Hughes, and Richard Wright but never understood their significance because it was not taught. Moreover, the resources I was directed toward most often were not indicative of who I was or the issues I was facing. It is difficult to enjoy any literature under those pretenses. After graduating High school, while working at the Library (a job my mother helped me to procure because she worked at one of the many branches in St. Louis), I was introduced to a comic novel called Birth of a Nation by Aaron McGruder, Reginald Hudlin, and Kyle Baker.

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