UMD Theses and Dissertations
Permanent URI for this collectionhttp://hdl.handle.net/1903/3
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Item Sport, Race, and Grassroots Activism: A Contextual Analysis of Colin Kaepernick's Know Your Rights Camp as a Sporting Social Movement Organization(2024) Wallace, Brandon T.; Andrews, David L.; Kinesiology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This dissertation engages Know Your Rights Camp for Black Liberation (KYRC) – founded and led by athlete-activist Colin Kaepernick – as a case study for critically analyzing the contemporary intersections of sport, race, and grassroots activism. Among other related initiatives, KYRC hosts “camps” across the U.S. designed to facilitate empowerment, solidarity, and critical education about structural racism for Black and Brown youth in marginalized communities. KYRC is illustrative of the recent resurgence of sporting activism in the 2010s and early 2020s, in conjunction with the broader Black Lives Matter (BLM) social movement. Not only is Kaepernick a symbolic figure of both athletic protest and Black resistance more generally in this era, but KYRC is representative of how contemporary sporting activism has evolved in more radical, coordinated, and grassroots directions. Because these emerging sporting initiatives more closely resemble the character of social movements organizations than traditional sport-for-development or sporting philanthropy initiatives, I propose conceptualizing these grassroots organizations as Sporting Social Movement Organizations (SMOs). Borrowing from social movement frameworks, I examine KYRC as a Sporting SMO, defined as an organization that utilizes its connection to sport or athletes to pursue social, political, or cultural change in a coordinated, strategic, and sustained manner. While scholars within Physical Cultural Studies and related fields have outlined the historical significance of and public reactions to this resurgence in sporting activism, there remains a considerable lack of theoretically and empirically rigorous research into Sporting SMOs, let alone with data collected in collaboration with organizations that can speak to their inner workings and on-the-ground mechanics. This project fills these gaps. The underlying research question is: in what ways, and within what broader sociopolitical contexts, does Know Your Rights Camp conduct grassroots sporting activism? First, based on in-depth interviews with KYRC associates, content analysis of KYRC’s social media, and textual analyses of KYRC’s public-facing pedagogical documents, I conduct a micro- and meso-level sociological analysis of KYRC’s mechanics, logics, strategies, messages, tensions, and challenges of KYRC’s model of grassroots activism. Second, based in the methods of radical contextualism and articulation, I conduct a macro-level cultural studies analysis of the social, political, economic, historical, technological, and ideological contexts within which KYRC is situated. Overall, this dissertation contains a precise sociological analysis of what KYRC is and does, as well as a broader cultural studies analysis of what KYRC tells us about sport, race, and politics in contemporary America. To summarize the key findings, I suggest that KYRC is simultaneously a Black Radical political project, a form of celebrity sporting activism, a team-based Sporting SMO, a grassroots pedagogical project, and an anti-essentialist progressive conjunctural response to racial capitalism/neoliberalism. KYRC’s blueprint of grassroots activism can be characterized as the symbolic mobilization of high-profile celebrity association and the material mobilization of philanthropy/donor contributions for the purposes of youth empowerment, collective community uplift, and critical public pedagogy. KYRC is propelled by the Kaepernick Brand – referring to Kaepernick’s stature as a global commercial symbol of bold and authentic political resistance – which uniquely affords the organization material and symbolic resources that the KYRC team strategically channels into navigating the non-profit sector and serving its communities with critical education and rapid community response. Based on these findings, I argue that KYRC reveals the political and transgressive potentials inherent to the immense economic and cultural expansion of sport, in ways that urge us to reconsider our assumptions about sport’s emancipatory potential and heighten our expectations of Black (celebrity) athletes. More broadly, KYRC demonstrates how the Left can intervene through the terrain of popular culture to resist neoliberalism and the Right’s reactionary authoritarian populism, and instead articulate a vision for America based in abolition, solidarity, and liberation from all forms of oppression.Item “DOING RESEARCH HELPS!”: NEWCOMER LATINX HIGH SCHOOLERS’ RESEARCH & WRITING CONCEPTIONS(2020) Montoya-Ávila, Angélica; Martin-Beltrán, Melinda; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Drawing on critical pedagogy and sociocultural theories (SCT) of learning and literacy, this dissertation explored the relationship between recently arrived (or newcomer) Latinx immigrant students’ writing conceptions and their involvement in an afterschool program based on participatory action research (PAR). The study had a “two-tiered design” (Brown, 2010). In the first tier, a group of immigrant high schoolers (n = 15) and I worked together, as coresearchers, in PAR projects focused on students’ and teachers’ experiences at a newcomer school. Simultaneously, I conducted a qualitative critical inquiry on the writing conceptions and PAR experiences of four focal, Latinx, newcomer, youth coresearchers. The critical inquiry constituted the second study tier and the primary focus of my dissertation. For my dissertation study, I collected data from participant observation of the program sessions, literacy artifacts, and two rounds of semi-structured interviews with the focal newcomer Latinx high schoolers (NLHSs) and with two teachers who were familiar with the focal students’ writing. I analyzed the collected data inductively and deductively (Creswell, 2014). The study resulted in three main findings. First, the focal youth perceived PAR as an opportunity for conscientization and for challenging dialogue. Second, through the PAR process, the focal youth shifted from conceiving writing as a reproductive activity to view it as a tool for personal and social transformation. Third, the PAR process influenced the youth’s writing conceptions by being youth-centered, offering novel writing opportunities, and promoting dialogic talks. My research findings indicate that NLHSs’ conceptions of writing and research are tied to their learning experiences in their home countries and in the US. Their conceptions are therefore different from those of non-immigrant students. My investigation makes important contributions to educational theory, research, and practice. It demonstrates the effectiveness of employing both SCT and critical pedagogy (as a composite theoretical lens) to examine students’ conceptions of writing and research. It highlights the importance of studying NLHSs’ unique learning experiences and perspectives. It details research-based practices that help immigrant students develop their writing and facilitate their adaptation to a new country.Item A Case Study of the Development of Environmental Action Projects from the Framework of Participatory Action Research within Two Middle School Classrooms(2007-11-26) Charmatz, Kim; McGinnis, J. Randy; Curriculum and Instruction; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The purpose of this study was to understand student and teacher empowerment through a socially critical environmental education perspective. The main research question guiding this study was: How do participants make sense of a learning experience in which students design and carry out an environmental action project in their community? This study used participatory action research and critical theory as practical and theoretical frameworks. These frameworks were relevant as this study sought to examine social change, power, and relationships through participants' experiences. The context of this study was within one seventh and one eighth grade classroom participating in environmental projects. The study was conducted in spring 2005 with an additional follow-up data collection period during spring 2006. The school was located in a densely populated metropolitan suburb. Fifty-three students, a teacher researcher, and three science teachers participated. Data sources were written surveys, scores on Middle School Environmental Literacy Survey Instrument (MSELI), observations, interviews, and student work. This study used a mixed methodological approach. Quantitative data analysis involved dependent samples t-test scores on the MSELI before and after the completion of the projects. Qualitative data were analyzed using an inductive analysis approach. This study has implications for educators interested in democratic education. Environmental action projects provide a context for students and teachers to learn interdisciplinary content knowledge, develop personal beliefs, and learn ways to take action in their communities. This pedagogy has the potential to increase cooperation, communication, and tensions within school communities. Students' participation in the development of environmental action projects may lead to feelings of empowerment or being able to make a difference in their community, as an individual or member of a group. Future research is needed to discern why participants experience this type of educational experience differently, for example, how does the type of environmental action project influence individual and group empowerment?Item Teacher Seeks Pupil--Must be Willing to Change the World: A Phenomenological Study of Professors Teaching for Social Justice(2005-06-30) Pigza, Jennifer M.; Hultgren, Francine F; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This dissertation explores the lived experiences of faculty who teach for social justice in the context of higher education. The tradition of hermeneutic phenomenology grounds this inquiry (Gadamer, 1960/2000; Heidegger, 1971/2001, 1977/1993; Levinas, 1969). The phenomenological research activities designed by van Manen (1990) provide the methodological framework for entering the study. By calling upon the philosophical traditions and methodological guidelines of hermeneutic phenomenology, the research begins to name what it means to teach and be for social justice in higher education. This study involves conversations and classroom observations with five faculty members representing three colleges and universities. Among the participants are three women and two men; three faculty with tenure, two without; two people of color; Jewish, Christian, seekers, and unnamed; one person who self-identifies as gay; and, ages mid-30s to early 60s. They are grounded in more than five different disciplines, and teach in at least seven departments, at three types of institutions. Through this hermeneutic phenomenological exploration, the lived experience of teaching for social justice in the context of higher education shows itself in two main themes. The first theme reveals elements of articulating social justice through speaking-teaching-being. Within this theme, sub-themes are present, such as troubling language, currency and curriculum, and reading the world-word. The second theme refers to a sense of wide-awakeness in the pursuit of social justice and its teaching. Sub-themes here include the notion of taking attendance and being attentive, linking seeing with doing, and serving and sustaining a vision. The first set of pedagogical implications of this study focus on the influence of culture, the notions of liberal and conservative ideas, speaking truth to power, and crafting a language of longing to teach for social justice. A second set of pedagogical implications emerge from the proposed idea of a currere communis for social justice. The research suggests the development of communities that support transformative learning for faculty and other educators in higher education. The currere communis for social justice also extends to suggest implications for the teaching of students and the teaching of the general public, as well as directions for future research.