{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/121520"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/121520","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"Black Feminist Liberatory Pedagogy and Ubuntu Solidarity: Toward an Otherwise World of Education","abstract":"Since the beginning, U.S. public schools have perpetuated harm towards students that do not fall under the descriptors of male, middle/upper class, cis-gender, heterosexual, able-bodied, neurotypical, and white. Education scholars with varying ideological backgrounds have approached questions of education equity for decades; yet, in asking these questions through the \"white gaze\" (Wright, 2023), some scholars have perpetuated the harm they seek to demystify. The following series of manuscripts express the dire need for (re)calibrating U.S. public schools so that all children receive just, equitable, and humanizing education. The first manuscript analyzes harmful white supremacist ideological hegemony embedded in education policy, the second manuscript is an ethnographic portrait (Lawrence-Lightfoot and Davis, 1997) that resists the \"white gaze\" and illuminates the good in a thriving classroom comprised of Black and Brown teachers and students through a lens of Black feminist theory, and the third manuscript interrogates what it takes emotionally and intellectually to do this work as a white woman scholar who seeks ubuntu feminist solidarity. The dissertation concludes with a posture of hope. Hope of an otherwise world (Greene, 1995) of education in which ubuntu feminist scholarship will inform praxis so that students may experience pedagogies that liberate instead of harm.","abstract_html":"Since the beginning, U.S. public schools have perpetuated harm towards students that do not fall under the descriptors of male, middle/upper class, cis-gender, heterosexual, able-bodied, neurotypical, and white. Education scholars with varying ideological backgrounds have approached questions of education equity for decades; yet, in asking these questions through the "white gaze" (Wright, 2023), some scholars have perpetuated the harm they seek to demystify. The following series of manuscripts express the dire need for (re)calibrating U.S. public schools so that all children receive just, equitable, and humanizing education. The first manuscript analyzes harmful white supremacist ideological hegemony embedded in education policy, the second manuscript is an ethnographic portrait (Lawrence-Lightfoot and Davis, 1997) that resists the "white gaze" and illuminates the good in a thriving classroom comprised of Black and Brown teachers and students through a lens of Black feminist theory, and the third manuscript interrogates what it takes emotionally and intellectually to do this work as a white woman scholar who seeks ubuntu feminist solidarity. The dissertation concludes with a posture of hope. Hope of an otherwise world (Greene, 1995) of education in which ubuntu feminist scholarship will inform praxis so that students may experience pedagogies that liberate instead of harm.","abstract_has_math":false,"creators":["Kaerwer, Karin Louise"],"institution":"Virginia Tech","degree_name":"Doctor of Philosophy","degree_level":"doctoral","degree_discipline":"Curriculum and Instruction","degree_department":"Education, Vocational-Technical","school":null,"contributors":[],"advisors":[],"committee_chairs":["Weaver-Hightower, Marcus Bennett"],"committee_members":["Baldwin, Andrea N.","Kniola, David John","Kuehl, Rachelle Elizabeth"],"year":2024,"date_issued":"2024-11-01","date_published":"2024-11-01","updated_at":"2026-07-24T05:56:46Z","subjects":["liberatory pedagogy","Black feminism","critical policy analysis","portraiture","critical autoethnography"],"languages":["en"],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["vt_gsexam:41354"],"render_values":[{"text":"vt_gsexam:41354","href":null,"code":true}]}]},"links":{"outbound_url":"https://hdl.handle.net/10919/121520","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Weaver-Hightower, Marcus Bennett"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Baldwin, Andrea N.","Kniola, David John","Kuehl, Rachelle Elizabeth"]},{"key":"dc:contributor.department","label":"Department","values":["Education, Vocational-Technical"]},{"key":"dc:creator","label":"Author","values":["Kaerwer, Karin Louise"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2024-11-02T08:00:09Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2024-11-02T08:00:09Z"]},{"key":"dc:date.issued","label":"Date","values":["2024-11-01"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Tech"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Virginia Polytechnic Institute and State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["liberatory pedagogy","Black feminism","critical policy analysis","portraiture","critical autoethnography"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["vt_gsexam:41354"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10919/121520"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Since the beginning, U.S. public schools have perpetuated harm towards students that do not fall under the descriptors of male, middle/upper class, cis-gender, heterosexual, able-bodied, neurotypical, and white. Education scholars with varying ideological backgrounds have approached questions of education equity for decades; yet, in asking these questions through the \"white gaze\" (Wright, 2023), some scholars have perpetuated the harm they seek to demystify. The following series of manuscripts express the dire need for (re)calibrating U.S. public schools so that all children receive just, equitable, and humanizing education. The first manuscript analyzes harmful white supremacist ideological hegemony embedded in education policy, the second manuscript is an ethnographic portrait (Lawrence-Lightfoot and Davis, 1997) that resists the \"white gaze\" and illuminates the good in a thriving classroom comprised of Black and Brown teachers and students through a lens of Black feminist theory, and the third manuscript interrogates what it takes emotionally and intellectually to do this work as a white woman scholar who seeks ubuntu feminist solidarity. 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Education scholars with varying ideological backgrounds have approached questions of education equity for decades; yet, in asking these questions through the \"white gaze\" (Wright, 2023), some scholars have perpetuated the harm they seek to demystify. The following series of manuscripts express the dire need for (re)calibrating U.S. public schools so that all children receive just, equitable, and humanizing education. The first manuscript analyzes harmful white supremacist ideological hegemony embedded in education policy, the second manuscript is an ethnographic portrait (Lawrence-Lightfoot and Davis, 1997) that resists the \"white gaze\" and illuminates the good in a thriving classroom comprised of Black and Brown teachers and students through a lens of Black feminist theory, and the third manuscript interrogates what it takes emotionally and intellectually to do this work as a white woman scholar who seeks ubuntu feminist solidarity. 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The first manuscript analyzes problems and harms embedded in education policy, the second manuscript gives the reader a seat in the classroom of an educator that exemplifies liberatory pedagogy, and the third manuscript interrogates what it takes emotionally and intellectually to do this work as a white woman scholar. The dissertation concludes with a posture of hope. 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