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Angod Thesis January 15 BEHIND AND BEYOND THE IVY: HOW SCHOOLS PRODUCE ELITES THROUGH THE BODIES OF RACIAL OTHERS by Leila Angod A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Graduate Department of Social Justice Education Ontario Institute for Studies in Education University of Toronto © Copyright by Leila Angod 2015 BEHIND AND BEYOND THE IVY: HOW SCHOOLS PRODUCE ELITES THROUGH THE BODIES OF RACIAL OTHERS Doctor of Philosophy 2015 Leila Angod Graduate Department of Social Justice Education University of Toronto Abstract This is a study of how the elite subject is made at Canadian secondary schools. I show how the bodies of racial others are crucial to this making. This dissertation analyzes encounters with racial others both behind and beyond elite schools’ ivy-covered walls. These encounters are linked through a racial process of becoming in which whiteness and elite status are inextricable. This new Canadian elite subject is the gendered global citizen of our intensified neoliberal and racially structured world. I theorize two encounters that consolidate this subject. The first is a multicultural encounter with East Asian international students behind the ivy at three southwestern Ontario elite schools. I conduct a document analysis of archival material to consider how anxiety about increasing numbers of students of color coincided with a shift to co-education. Second, I theorize a humanitarian encounter beyond the ivy between girls of an elite private school and the South African children and staff of a school they visited for the purpose of volunteering abroad. The analysis of the multicultural encounter suggests that schools are compelled to seek further encounters with difference abroad. The analysis of the humanitarian encounter reveals the micropractices that constitute the elite subject in the making, in this case, high school girls. These historical and empirical analyses are considered together with contextual information on ten elite schools in southwestern Ontario. My approach is to track the continuities and ii shifts that characterize elite school encounters. I do this by following routes to elite subjectivity. I theorize moral distinction as a route to elite status, and the rhetorical, discursive, and emotional structures that facilitate this process of becoming. This is a gendered process, and I am particularly interested in the making of elite femininities. This study offers three main findings. First, the processes of becoming elite both behind and beyond the ivy share a racial logic. Second, elite schools sell whiteness. Third, the volunteer abroad encounter, as part of the business of selling whiteness, reinforces students’ sense of elite, racial and moral superiority. iii Acknowledgements I had the dream team committee for this project. To sit at the table with these scholars at my defense was a humbling and inspiring experience that I treasure. Thank you to my examiners, Alissa Trotz and David Jefferess, for your enthusiastic support and academic rigor. To my committee members, Rubén Gaztambide-Fernández and Gada Mahrouse, I am grateful for your kind and expert guidance. Your insights enabled me to reach further than I thought possible. Thank you to my supervisor, Sherene Razack, my mentor and guide through it all from my first day as an MA student. You could not be more right in saying that writing a thesis is the process of giving birth to yourself. Thank you for helping me to find my voice. It has been an honor to be your student. I am more in awe of who you are as a person than ever. Not only are you brilliant, and a scholar of the highest integrity in all that you do, whose writing has blazed the way for so many. Your generosity as a mentor to countless students also distinguishes you as a leader of unrelenting commitment to the future of critical race scholarship in Canada. You are an outstanding model of what it looks like to lead a full, vibrant, and meaningful life. Thank you to my thesis group members for being there to exchange ideas, commiserate, and celebrate together. I am grateful to Laura Landertinger for being a supportive friend who always has lots of insight and laughter to share. To my former high school students, I reflected a lot on our classes during this project. I am lucky to have worked with such wonderful young people. Thank you in particular to iv Lynn Ly, my former student and friend, whose flourishing scholarly path is a joy to be a part of. I am grateful to the elite school administrators, teachers, and students who welcomed me and shared conversations with me as part of the research process. Thank you in particular to the school that I collaborated with for the South Africa component of this study, and the group that I travelled with. I hope that educators find a valuable framework and analysis in these pages. Towards the end of this project I presented at various conferences where I benefitted tremendously from scholars who shared their questions and views with me about race and elite schooling. Thank you all. Thank you to my parents, Krishna and Josie, for being so attentive to my many philosophical questions as a kid. A big hug to my brother Ray, my sister Teressa, and my cousins Emily and Brian for the many discussions about social justice over the years. A big hug, too, to Nonna, who wished she could have continued on in school, and who always thought that my work was important. And thank you to Aron, without whom this thesis never would have taken form. You believed unwaveringly in this project from the beginning and in my capacity to get here. Your loving support carried me through, along with the deep conversations, pots of tea, exquisite meals, and dance moves. The big-hearted generosity that you bring to all that you do inspires me every day. Thank you for walking by my side in everything. v Table of Contents Abstract ............................................................................................................................... ii Acknowledgements ............................................................................................................ iv Chapter One Theorizing the Elite School: Being and Doing Good Through Education ..... 1 Behind and Beyond the Ivy ................................................................................................... 4 Theorizing the Elite School ................................................................................................... 5 Definition of Terms ............................................................................................................. 11 Elite .................................................................................................................................. 11 Elite Subject ..................................................................................................................... 13 Elite School ...................................................................................................................... 15 Multiculturalism .............................................................................................................. 18 Humanitarianism ............................................................................................................. 19 Theorizing Being and Doing Good ...................................................................................... 21 Contributions and Research Questions ................................................................................ 29 Outline and Overview .......................................................................................................... 30 Chapter Two Research Framework, Design, and Process ................................................. 33 Introduction ......................................................................................................................... 33 The Encounter as Research Framework and Methodology ................................................. 33 Research Design .................................................................................................................. 39 Archives ........................................................................................................................... 40 South Africa Volunteer Abroad Trip ............................................................................... 42 Pre-trip written reflections. .................................................................................... 42 Participant observation. ......................................................................................... 43 Interviews. ............................................................................................................. 44 Gathering Data ..................................................................................................................... 45 Participants ...................................................................................................................... 45 Consent ............................................................................................................................ 47 Elite School Access ......................................................................................................... 49 Contextual Information .................................................................................................... 50 Self-Reflexivity ............................................................................................................... 52 Data Organization
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