Type of Document Dissertation Author Jenkins, Rodrick Lerone Author's Email Address email@example.com URN etd-01252012-153306 Title Inside the Seed of School Accountability: An African-Centered Analysis Degree Doctor of Philosophy (Ph.D.) Department Educational Theory, Policy, & Practice Advisory Committee
Advisor Name Title Mitchell, Roland Committee Chair Delpit, Lisa Committee Member Freeman, Craid Committee Member Hendry, Petra Committee Member Jackson, Joyce Committee Member Brody, Jill Dean's Representative Keywords
- Social Studies
- African History
- School Accountability
Date of Defense 2011-08-26 Availability unrestricted AbstractI use Marimba Ani’s Asili concept as defined in Yurugu to examine the school accountability model. By school accountability model, I mean the school model that consists of privately managed “public schools” regulated by state testing programs. I argue that school accountability is essentially oppressive and its success depends on the falsification of African and African American history. Ani explains that Asili is a Kiswalhili term meaning “beginning,” “origin,” “source,” “nature (in the sense of the ‘nature’ of a person or thing),” “essence,” or “fundamental principle.” Furthermore, Ani writes that seed is an “ubiquitous African analogical symbol in African philosophical and cosmological explanations” and that a culture’s asili reveals its nature during times of ambivalence and conflict.
I focus on Louisiana’s 1954 school laws and resolutions passed in reaction to the U.S. Supreme Court’s 1954 Brown decision and the White Citizen’s council’s 1950s Social Studies reform movement. I demonstrate that this is the time when we witness the major elements of the present accountability model suddenly unfold. For instance, Louisiana’s state testing program (for students and teachers), standardized social studies curriculum guides and tests, charter schools, and vouchers can all be traced to the resolutions passed during the weeks following the Brown decision. I examine the thoughts and activities of those who engineered the school accountability seed and thereby reveal its power seeking essence. Too, I trace the seed’s unfolding into a plant and its development to the present time, and I demonstrate its instinctual hostility toward African schools, African educators, African students, and liberating African thought. To the best of my knowledge this is the first major study that examines school accountability from an Afrocentric perspective.
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