Doctor of Education
Leadership & Policy Studies
Dropping out of school is often viewed as a self-sabotaging event at any age or grade level. From afar, dropping out of school looks as if the decision was impulsive and unintentional. However, for students, the action of dropping out is not a casual decision. This study examines how power and discourse affect the schooling experience of Black students. Using Foucauldian Discourse Analysis this study seeks to highlight how students reclaim their agency by leaning on the historical knowledge of the Black community and its rich moments of resistance. These experiences are evaluated using the Critical Incidents Technique (CIT) as its protocols encapsulate the watershed moments of students’ decision to remove themselves from school. Given that current literature is marred by its own theoretical and conceptual limitations, this study relies heavily on Marronage in Education to provide a framework that fused the historical connection of slave resistance to oppressive chattel slavery and Black students’ resistance to oppressive school systems. This study seeks to resurrect a tradition of resistance by defining the milestones of their journey. The hope is that understanding students’ resistance will lead to acceptance and support of alternative education methods.
Dissertation or thesis originally submitted to ProQuest
Embargoed until 10/11/2023
Heggs, D'Andrea Ashley, "Resurgence of Maroons: A Foucauldian Discourse Analysis on Black Students Who Remove Themselves From School" (2023). Electronic Theses and Dissertations. 3099.