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Mapping the Historical Discourse of a Right-To-Read Claim: A Situational Analysis

Muhammad, Mursalata
http://orcid.org/0009-0001-3432-2089
http://rave.ohiolink.edu/etdc/view?acc_num=antioch1719072370929022

Abstract Details

2024, Ph.D., Antioch University, Leadership and Change.
This dissertation project used an interpretivist qualitative research design to study how the right-to-read claim made by seven teenagers attending Detroit public schools in 2016 reflects, addresses, or describes contemporary discussions about educational access. Using situational analysis (SA) as a theory/method, the entirety of the claim comprises the situation of the social phenomenon being studied, not the people. This research combines critical race theory (CRT) with Bronfenbrenner’s ecological systems and uses situation analysis to map historical discourses to conduct a study that examines the history of a present situation of inquiry as presented by this question: How does the 2016 right-to-read claim made by high school students in Detroit, Michigan reflect, address, or describe contemporary discussions about educational access? The study collected data to allow me to construct a prosopography that articulates an answer to the question that claims access to literacy is a public school policy right. Because situational analysis (SA) is designed to open research data to aspects of a circumstance that may have been overlooked, marginalized, or silenced, I was not certain the research results would answer this exact question. Additionally, critical theory and SA were used to conduct this qualitative research, examining historical data that addresses the right-to-read claim as a Foucaultian programmatic social problem. As such, it seeks to understand the complexities of recurring and historically situated education practices that limit actualizing U.S. education policies that embrace access to basic literacy skills as a human right. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).
Philomena Essed, PhD (Committee Chair)
Harriet Schwartz, PhD (Committee Member)
Shawn Bultsma, PhD (Committee Member)
196 p.
Adult Education; African American Studies; African Americans; African History; African Literature; American History; American Literature; American Studies; Black History; Black Studies; Community College Education; Community Colleges; Continuing Education; Counseling Education; Curricula; Curriculum Development; Early Childhood Education; Education; Education Finance; Education History; Education Philosophy; Education Policy; Educational Evaluation; Educational Leadership; Educational Psychology; Educational Sociology; Educational Theory; Ethnic Studies; Gender; Gender Studies; Gifted Education; Higher Education; Higher Education Administration; Hispanic American Studies; Hispanic Americans; History; Multicultural Education; Philosophy; Political Science; Preschool Education; Public Administration; School Administration; Teacher Education; Teaching
critical theory; critical race theory; critical theory; education; elementary education; education leadership; education policy; educational reform; feminism; Foucault; grounded theory; higher education; Juneteenth; literacy; politics; secondary education; situational analysis; social problems; tertiary education

Recommended Citations

Citations

  • Muhammad, M. (2024). Mapping the Historical Discourse of a Right-To-Read Claim: A Situational Analysis [Doctoral dissertation, Antioch University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1719072370929022

    APA Style (7th edition)

  • Muhammad, Mursalata. Mapping the Historical Discourse of a Right-To-Read Claim: A Situational Analysis. 2024. Antioch University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=antioch1719072370929022.

    MLA Style (8th edition)

  • Muhammad, Mursalata. " Mapping the Historical Discourse of a Right-To-Read Claim: A Situational Analysis." Doctoral dissertation, Antioch University, 2024. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1719072370929022

    Chicago Manual of Style (17th edition)

antioch1719072370929022
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© 2024, all rights reserved.
This open access ETD is published by Antioch University and OhioLINK.