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University of Oklahoma Graduate College UNIVERSITY OF OKLAHOMA GRADUATE COLLEGE THE ONTOLOGICAL MISEDUCATION AND ONTOLOGICAL REEDUCATION OF AFRICAN AMERICANS: RACE, RESISTANCE AND TRANSFORMATION A DISSERTATION SUBMITTED TO THE GRADUATE FACULTY in partial fulfillment of the requirements for the Degree of DOCTOR OF PHILOSOPHY By BRIAN KEITH CORPENING Norman, Oklahoma 2017 THE ONTOLOGICAL MISEDUCATION AND ONTOLOGICAL REEDUCATION OF AFRICAN AMERICANS: RACE, RESISTANCE AND TRANSFORMATION A DISSERTATION APPROVED FOR THE DEPARTMENT OF EDUCATIONAL LEADERSHIP AND POLICY STUDIES BY ______________________________ Dr. Susan Laird, Chair ______________________________ Dr. Mirelsie Velazquez, Co-Chair ______________________________ Dr. Ben Keppel ______________________________ Dr. William Frick ______________________________ Dr. Irving Pressley McPhail © Copyright by BRIAN KEITH CORPENING 2017 All Rights Reserved. This dissertation is dedicated to my mother, Vera E. Corpening and my father, Thomas A. Corpening, Sr. There are no words for what the both of you have meant to me and have done to prepare me for the world, while also serving as an ongoing inspiration. I am and have always been blessed because of the both of you. This is also dedicated to the memories of my aunt, Tommye Reede, and my brother, Thomas A. Corpening, Jr. Acknowledgements There are many I want to acknowledge who have helped me reached this moment. Considering that this has been a twenty-five year journey from when I first started a doctoral program until completing this dissertation, many have been integral in this process. My parents Thomas and Vera Corpening, my son Thomas Corpening, my sister Jacqueline Scott, all my family members and friends who have supported me unconditionally over the years. I want to acknowledge Dr. Kendra Smith, who through her own efforts to pursue her doctorate inspired me to return to my own pursuit of my doctorate at OU. Drs. Susan Laird, Melli Velazquez, Ben Keppel, and Bill Frick, in addition to being members of my committee, have been my mentors and my friends. I will never forget how you have helped me realize this dream I have had for years. As the final, special member of my committee, Dr. Irving McPhail has been a mentor and my “big brother” for over twenty years. Thank you Irv for extending yourself all these years to helping me get my “union card.” I owe you so much. To Angela Monson. Thanks for being my boss, friend and supporter and putting up with my quirks all of these years. Ann Wittmann and Leah Thompson, thank you for your patience, support and friendship as I pursued this quest at OU. I have always tried to leave it better than I found it and I want to acknowledge all whose paths I have crossed with this quote attributed to Ralph Waldo Emerson: To laugh often and much; To win the respect of intelligent people and the affection of children; To earn the appreciation of honest critics and endure the betrayal of false friends; To appreciate beauty, to find the best in others; To leave the world a bit better, whether by a healthy child, a garden patch, or a redeemed social condition; To know even one life has breathed easier because you have lived. This is to have succeeded. iv Table of Contents ACKNOWLEDGMENTS ............................................................................................... iv ABSTRACT ................................................................................................................... vii CHAPTER ONE: Introduction ......................................................................................... 1 Invisible Man and Ontological Miseducation .......................................................... 11 Invisible Man and Other Theories of Miseducation ................................................. 15 OR Through Critical Resistance .............................................................................. 17 A History of Resistance ............................................................................................ 20 Implications for the Future and Dissertation Purpose .............................................. 21 Theoretical Approach ............................................................................................... 22 Review of Major Sources ......................................................................................... 25 CHAPTER TWO: Ontological Miseducation, Ralph Ellison and Invisible Man .......... 26 The Artist Known as Ralph Ellison .......................................................................... 27 Invisible Man and the Obstructions of Ontological Miseducation ........................... 38 Invisibility ................................................................................................................. 41 Indoctrination and Control ....................................................................................... 44 Passivity .................................................................................................................... 47 Inability to Self-Define ............................................................................................. 48 Zero-Sum Philosophy ............................................................................................... 51 The Embrace of Ignorance: Isms, Taboos and Myths .............................................. 55 Inflated Self-Worth ................................................................................................... 59 Lack of Awareness and Perspective ......................................................................... 64 Conclusion ................................................................................................................ 68 CHAPTER THREE: A Conversation with Diverse Theories of Miseducation ............. 71 Invisibility ................................................................................................................. 72 Indoctrination and Control ....................................................................................... 75 Passivity .................................................................................................................... 81 Inability to Self-Define ............................................................................................. 84 Zero-Sum Philosophy ............................................................................................... 87 The Embrace of Ignorance: Isms, Taboos and Myths .............................................. 89 Inflated Self-Worth ................................................................................................... 91 Lack of Awareness and Perspective ......................................................................... 93 Conclusion ................................................................................................................ 98 CHAPTER FOUR: Critical Resistance and OR ........................................................... 102 Ellison and the Beneficials of OR .......................................................................... 105 Vision .................................................................................................................... 106 v Freedom of Thought ............................................................................................... 106 Affirmation ............................................................................................................. 107 Ability to Self-Define ............................................................................................. 108 Community ............................................................................................................. 108 Humanity ................................................................................................................ 110 Humility and Empathy ........................................................................................... 111 Awareness ............................................................................................................... 111 Understanding Critical Resistance ......................................................................... 112 Reaching OR .......................................................................................................... 124 Conclusion .............................................................................................................. 132 CHAPTER FIVE: Historical Overview of African American Resistance to OM ....... 135 New York African Free Schools ............................................................................ 142 Clarendon County ................................................................................................... 166 Independent Black Schools Movement .................................................................. 182 Conclusion .............................................................................................................. 195 CHAPTER SIX: “A Revolutionary Pedagogy of Resistance” ..................................... 198 A Solutions Mindset ............................................................................................... 203 Education as Liberation .......................................................................................... 206 Solving the OM of Our Children ............................................................................ 210 Conclusion .............................................................................................................. 219 References ...................................................................................................................
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