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“I See Myself As a Warrior”: Cultivating Youth Activist Narratives Through Projects of Social Justice

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“I See Myself As a Warrior”: Cultivating Youth Activist Narratives Through Projects of Social Justice “I See Myself as a Warrior”: Cultivating Youth Activist Narratives through Projects of Social Justice Dissertation Presented in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the Graduate School of The Ohio State University By Tamara T. Butler, B.S., M.A. Graduate Program in Education The Ohio State University 2014 Dissertation Committee Professor Valerie F. Kinloch, Advisor Professor Beverly J. Moss Professor Timothy J. San Pedro 1 Copyright by Tamara T. Butler 2014 i!! Abstract Informed by a critical multicultural framework, this research explores how youth raise awareness, critique inequitable structures, and engage in an array of social justice work. Two research major questions that guide this project are as follows: How do students create youth activist narratives using social justice experiences? What do students’ reflections about the narrative writing process reveal about why they engage in social justice work? In order to answer these questions, I used critical narrative inquiry as I entered a ninth-grade World Humanities classroom at Justice High School for a ten- month qualitative study. In the Humanities classroom, I focused on how students developed social justice projects on a variety of contemporary injustices (e.g., human sex trafficking, domestic violence, discrimination against LGBTQI youth, gentrification) and explored how youth came to understand, speak, and write about social inequities and injustices as well as how they position themselves as advocates, allies, and/or activists. Through thematic analysis of their Capstone Project, I analyzed how four girls used stories to engage in socially just activist practices. The narratives that emerged from this work can offer insight into how K-20 classrooms can foster partnerships that generate transformative, “activist” curricular engagements. I propose that major implications of this dissertation research will ultimately impact theoretical, methodological, and praxis- oriented understandings of teaching, learning, and sustaining socially just partnerships. ii Dedication Ms. Cecelia (Mama CeCe) Byers, It is my hope that I will shape future teachers to carry on your legacy of a being creative, compassionate, and committed educator who transformed lives. You encouraged me to “dream, imagine, create, begin, transform, [and] expand.” Thank you. iii Acknowledgments “Consider it pure joy, my brothers, whenever you face trials of many kinds, because you know that the testing of your faith develops perseverance. Perseverance must finish its work so that you may be mature and complete, not lacking anything” (James 1:2-4, NIV) In the last five months of my doctoral program, I decided that I would commit myself to something new. I decided to start running. Over the years, I envisioned myself as a track star, breaking world records at track meets and working my way up to an Olympic debut. As a person who never ran more than a mile in her life, I joined a half-marathon training group in January and hoped for the best. (As a first-generation college student, I did the same thing in 2009 when I started my doctoral program.) I soon saw parallels between running and dissertating. “Do you know that in a race all the runners run, but only one gets the prize? Run in such a way as to get the prize” (1 Corinthians 9:24, NIV). When I wanted to quit running, I heard Matt, one of the training coaches, saying, “you can do it”, “you’re doing great”, or “your body wants to run.” I heard his voice as I crossed the finish line of my first 5K (February 2014), as I approached the last ¼ mile of my first 9-mile run (March 2014), and as I tackled the final hill of the Cap City Half-Marathon (May 2014). When I wanted to stop writing, I heard colleagues, relatives, friends, and my advisor-mentor telling me that I am too close to give up. I heard their voices as I tirelessly sorted through books and articles at my dining room table or as I revised chapters, snacked, and stood over my computer as it sat on my kitchen counter. Therefore, I would like to thank those who pushed me to persevere. First and foremost, I am grateful for Dr. Valerie F. Kinloch. Thank you for speaking life into me all along the way. Over the past seven years, you have been an unyielding advocate, mentor, comedian, mediator, inspiration, and, most importantly, big sister. Through your giving and listening, you demonstrate how to consistently feed into others and forge genuine relationships built on trust, reciprocity, and transparency. Amid all of the things that come along with being a scholar, you remind me to always make time to take care of me and to never compromise who I am. As a research assistant, I had the honor of working closely with Dr. Kinloch, who served as the local director for a nationally funded grant entitled, “Bringing Learning to Life.” The grant allowed me to work closely and develop longstanding relationships with students, teachers, and administrators across the school district. iv This entire dissertation study grew out of those relationships. Therefore, this dissertation would not be possible without genuine conversations I have had with Mr. Logan. I am indebted to him, Mrs. Prince, Mrs. Munroe, and Mr. Sapien for welcoming me into their lives and their classrooms. These four teachers have truly shown me what it means to pick your battles wisely and stay committed to students, social justice, and humanity. Thank you Catalia, Chika, Tay and Josefina for inviting me into your project. I admire each of you for your brilliance, honesty, and beautiful spirit, which I pray that I have conveyed in former presentations and in the pages of this dissertation. To the students and staff (especially Ms. Irving) of Justice High School, thank you. Thank you to the trailblazers, or phenomenal women who earned their Ph.Ds over the past seven years and motivated me to do the same. I remember when Dr. Detra Price- Dennis submitted her dissertation to Dr. Kinloch during our Spoken Word class. Thank you for showing me what that glorious moment would look like at the beginning of my doctoral program. To “Twin”, Dr. Allison Prasad, thank you for reminding me that us small women who are steadfast can change the world—one counterhegemonic discourse at a time. Thank you Dr. Devyn Gillette, who came, saw, and conquered by completing her Ph.D. at light speed. Thank you to “Mama Ph.Ds”, Dr. Melissa Crum and Dr. Erica Womack, who completed their programs while raising young intellectuals. As I watched them balance the demands of school, work, motherhood, and life, I had no choice than to keep pressing forward. Thank you to my extended family that showed me that “we are better together.” Two groups have taught me about the many sides of an emerging scholar (how to theorize and socialize)—Cultivating New Voices Among Scholars of Color (CNV) and the Black Graduate & Professional Student Caucus (BGPSC). Thank you CNVers for reminding me about balance, which is ever so important for the “Soul Train” elevator. Through the “CNV takeover”, we are destined to show the world the timeliness and significance of the work we do. Thank you to the BGPSC for being alongside me on this journey. Thank you to the women of “Who Knew? God Knew!” for helping me to understand the power of prayer and carrying me when I stumbled along the way. I am grateful for accountability partners, the dedicated individuals who never let me settle for being stagnant. Thank you Ms. Kyra G. Jones for keeping me committed to self care. To Dr. Desirée Vega and Dr. Robert A. Bennett, III, thank you for consistently checking on my progress. To Ms. Eyatta “EY” Fischer, thank you for the late nights of productive delirium in Arps, “Cup o’ Woes”, and Thompson. Thank you for being more excited about me completing this process than I was (especially when I felt like I could no longer see the light at the end of the tunnel). Also, to my sista from another, Dr. Emily Nemeth, thank you for being a critical scholar, dance partner, travel companion, fellow cornbread maker—and for being there all along the way. I am grateful for cheerleaders, the people who cared and pushed me even when things did not make sense. Thank you Mrs. Ashley Carter and Mr. Thomas Gunn, two Ohioans who have been proud of me since day one of this journey. Even when they did not v ! understand the process (or know the title of my doctoral program), thank you to my girls, my sisters (#123Careers!), and my family for continuing to pray for me, call, text and support me over the years. Thank you to my potters, those who helped shape my dissertation and shaped me as a scholar: Dr. James L. Moore, III, Dr. Beverly Moss, Dr. JoBeth Allen, Dr. Dorinda Gallant, Dr. Lamont Flowers, Dr. Samuel Hodge, Dr. Timothy San Pedro, Dr. Candace Stout, Dr. Cynthia Tyson, Dr. Binaya Subedi, Dr. Lynn Itagaki, and Dr. Cynthia Selfe. I say “thank you” to all of the people in South Carolina and Ohio who have fed into me (prayers, time, encouragement, gifts). To all of the people who referred to me as “Dr. Butler” months before I finished writing and spoke this doctorate into being—thank you. Finally, I want to acknowledge those in the 4th-5th grade Sunday school class (with Mr. Arnold) who were the inquiring young minds that rejuvenated me and inspired me to do this work. Because of them, I want to cultivate future teachers who will be prepared to answer their questions, listen to their ideas, and encourage them to “live with life as they find it and make it better” (Carter G.
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