EXPLORING THE ROLE OF SPOKEN WORD AS A TOOL OF RESISTANCE TO BUFFER RACIALIZED EXPERIENCES OF BLACK MALES IN ACADEMIC AND SOCIAL CONTEXTS

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Hollis, T. (2017). EXPLORING THE ROLE OF SPOKEN WORD AS A TOOL OF RESISTANCE TO BUFFER RACIALIZED EXPERIENCES OF BLACK MALES IN ACADEMIC AND SOCIAL CONTEXTS. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

ABSTRACTTIFFANY NICOLE HOLLIS. Exploring the role of spoken word as a tool of resistance to buffer racialized experiences of black males in academic and social contexts. (Under the direction of DR. CHANCE W. LEWIS)My research and scholarship is part of a growing body of work in the fields of critical pedagogy and critical youth studies research that is looking at how Black males make sense of the realities that they encounter daily, in school and in society as a Black male. Using Critical Race Theory, this study looked at how participation in a community-based spoken word poetry program is a coping mechanism for Black males who encounter racialized experiences in school and in society. I worked with seven Black male youth at a local spoken word community-based empowerment center in an urban area in the Southeastern United States. This study explored how Black male youth negotiate and reframe their identities, center their voices, and make sense of their everyday lived experiences, particularly racialized experiences in school and in society through artistic expression, specifically spoken word poetry. The students participated in interviews and wrote poems based on their lived experiences. This study underscores what it means for Black male youth who exist in such institutions; and explains why spoken word culture, for many Black male youth, has in many ways (for better and worse) replaced the pedagogical void left vacant by the traditional culture of urban public schools. The findings showed that spoken word can serve as a buffer and a coping mechanism against microaggressions, discriminatory incidents, and other forms of racism in school and in society. Recommendations for educational stakeholders and for future research are discussed.

Details
Author

Hollis, Tiffany

Title

EXPLORING THE ROLE OF SPOKEN WORD AS A TOOL OF RESISTANCE TO BUFFER RACIALIZED EXPERIENCES OF BLACK MALES IN ACADEMIC AND SOCIAL CONTEXTS

Physical Description

1 online resource (209 pages) : PDF

Date

2017

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

ABSTRACTTIFFANY NICOLE HOLLIS. Exploring the role of spoken word as a tool of resistance to buffer racialized experiences of black males in academic and social contexts. (Under the direction of DR. CHANCE W. LEWIS)My research and scholarship is part of a growing body of work in the fields of critical pedagogy and critical youth studies research that is looking at how Black males make sense of the realities that they encounter daily, in school and in society as a Black male. Using Critical Race Theory, this study looked at how participation in a community-based spoken word poetry program is a coping mechanism for Black males who encounter racialized experiences in school and in society. I worked with seven Black male youth at a local spoken word community-based empowerment center in an urban area in the Southeastern United States. This study explored how Black male youth negotiate and reframe their identities, center their voices, and make sense of their everyday lived experiences, particularly racialized experiences in school and in society through artistic expression, specifically spoken word poetry. The students participated in interviews and wrote poems based on their lived experiences. This study underscores what it means for Black male youth who exist in such institutions; and explains why spoken word culture, for many Black male youth, has in many ways (for better and worse) replaced the pedagogical void left vacant by the traditional culture of urban public schools. The findings showed that spoken word can serve as a buffer and a coping mechanism against microaggressions, discriminatory incidents, and other forms of racism in school and in society. Recommendations for educational stakeholders and for future research are discussed.

Genre

doctoral dissertations

Subjects--Topics

Education

Degree

Ph.D.

Keywords

Black Males
Critical Race Theory
Racialized Experience
Racial Socialization
Resistance
Spoken Word Poetry

Subject Area

Curriculum & Instruction

Advisor(s)

Lewis, Dr. Chance

Committee Members

Wiggan, Dr. Gregory
Lim, Dr. Jae Hoon
Campbell-Whatley, Dr. Gloria

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2017.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Hollis_uncc_0694D_11506

Permalink

http://hdl.handle.net/20.500.13093/etd:819