Borne of Capitalism: Razing Compulsory Education by Raising Children with Popular and Village Wisdom

Persistent Link:
http://hdl.handle.net/10150/620912
Title:
Borne of Capitalism: Razing Compulsory Education by Raising Children with Popular and Village Wisdom
Author:
Santa Cruz, Darlane
Issue Date:
2016
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This multi-modal dissertation examines the historical hegemonic making of U.S. education, and how compulsory schooling has framed acceptable notions of culture, language/literacy, and knowledge production. Through this criticism of colonization and education, theoretical and practical alternatives are explored for the opportunities outside mainstream schooling in the US. In examining the literary work on decolonizing education, these efforts can engage in unlearning of coloniality by finding examples from a time before colonization. In contemporary society, the practice of de/unschooling can hold the possibilities for decolonizing education. To demonstrate how families of color in the U.S. engage with unschooling, interview questions serve as the sharing of knowledge and experience so as to ground the research in lived reality. A brief survey of critical education and critical pedagogy broadens those already critical of schools and/or receptive to the criticism of schools and the un/deschooling alternative then places student and family/community as the center of learning and teaching.
Type:
text; Electronic Dissertation
Keywords:
Decolonizing Education; Deschooling; Chicanx/Indigenous; Mothering; Unschooling; Language, Reading & Culture; Auto Ethnography
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Language, Reading & Culture
Degree Grantor:
University of Arizona
Advisor:
Moll, Luis C.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.titleBorne of Capitalism: Razing Compulsory Education by Raising Children with Popular and Village Wisdomen_US
dc.creatorSanta Cruz, Darlaneen
dc.contributor.authorSanta Cruz, Darlaneen
dc.date.issued2016-
dc.publisherThe University of Arizona.en
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en
dc.description.abstractThis multi-modal dissertation examines the historical hegemonic making of U.S. education, and how compulsory schooling has framed acceptable notions of culture, language/literacy, and knowledge production. Through this criticism of colonization and education, theoretical and practical alternatives are explored for the opportunities outside mainstream schooling in the US. In examining the literary work on decolonizing education, these efforts can engage in unlearning of coloniality by finding examples from a time before colonization. In contemporary society, the practice of de/unschooling can hold the possibilities for decolonizing education. To demonstrate how families of color in the U.S. engage with unschooling, interview questions serve as the sharing of knowledge and experience so as to ground the research in lived reality. A brief survey of critical education and critical pedagogy broadens those already critical of schools and/or receptive to the criticism of schools and the un/deschooling alternative then places student and family/community as the center of learning and teaching.en
dc.typetexten
dc.typeElectronic Dissertationen
dc.subjectDecolonizing Educationen
dc.subjectDeschoolingen
dc.subjectChicanx/Indigenousen
dc.subjectMotheringen
dc.subjectUnschoolingen
dc.subjectLanguage, Reading & Cultureen
dc.subjectAuto Ethnographyen
thesis.degree.namePh.D.en
thesis.degree.leveldoctoralen
thesis.degree.disciplineGraduate Collegeen
thesis.degree.disciplineLanguage, Reading & Cultureen
thesis.degree.grantorUniversity of Arizonaen
dc.contributor.advisorMoll, Luis C.en
dc.contributor.committeememberMoll, Luis C.en
dc.contributor.committeememberGonzales, Patrisiaen
dc.contributor.committeememberNicholas, Sheilahen
dc.contributor.committeememberCajete, Gregoryen
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