No Excuses or No Equity?: Narrative and Counternarrative Themes within Educational Discourse in New Orleans

Kee, Jessica Baker

doi:10.1080/10999949.2015.1127110

Cited by 2 publications

(1 citation statement)

References 8 publications

(9 reference statements)

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“…Hurricane Katrina created an environment for the erosion of Black rights, because the storm forever changed the people, the educational system, and the city of New Orleans (Buras, 2015;Dixson et al, 2015;Kee, 2015;Sanders, 2015). Additionally, Hurricane Katrina altered every facet of New Orleans, and the city shifted to rebuild itself under a cloak of neoliberalism, that is, free-market capitalism and deregulation (Cook & Dixson, 2013;Dixson, 2011;Henry & Dixson, 2016;Sondel et al, 2019).…”

Section: The New Orleans Charter School Experimentsmentioning

confidence: 99%

“The Kids in Prison Program”: A Critical Race Personal Counternarrative of a Former Black Charter School Teacher

James-Gallaway

2022

Teachers College Record: The Voice of Scholarship in Education

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Background/Context: In New Orleans, Louisiana, in the years following Hurricane Katrina, predominantly white education reformers have used entrepreneurial support to dismantle the predominantly Black city’s public education system. Using racial domination without community approval, these education reformers have educationally disenfranchised the Black community by implementing No Excuses (NE) Charter School Management Organizations (CMO). The rise in these organizations has also led to the mass firing of the city’s majority Black educator base and the hiring of majority white educators. Scholarship on NE CMOs notes their use of dehumanizing behavioral practices meant to control their student populations. Accounts, however, are limited from those who have witnessed, experienced, or resisted these dehumanizing behavioral practices. Purpose/Objective/Focus of Study: Through the critical race theory (CRT) lens of racial realism, this paper provides a critical race personal counternarrative (CRPCN) that characterizes the racist and racialized disciplinary and surveillance practices used to control Black students’ bodies. It examines my experiences as a teacher within an NE CMO, the Knowledge Is Power Program (KIPP) school in New Orleans. Furthermore, this paper underscores my own Black fugitive pedagogic acts alongside my Black students, acts that allowed us to create fleeting moments of freedom inside and outside our classroom. Research Design: I relied on critical race methodology to construct a CRPCN against KIPP, which prides itself on positive behavior practices and social justice. The evidence I drew on included free-written notes, conversations with former students and teachers, media (e.g., photos and videos), and scholarly literature. To analyze data, I drew on CRT concepts of racial realism and the permanence of racism in U.S. society to underscore Black fugitivity, anti-Black surveillance, and discipline. Conclusion/Recommendations: Racial realism provides a lens for identifying the evolution of racialized surveillance technologies on Black bodies within the United States. Although critics characterize racial realism as overly pessimistic, this paper notes one way that scholars, educators, students, and parents can draw on this tool of racial resistance to accept the current racial reality, uncover racially oppressive schooling practices, and highlight strategies of survival through fugitive acts.

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Section: The New Orleans Charter School Experimentsmentioning

confidence: 99%

“The Kids in Prison Program”: A Critical Race Personal Counternarrative of a Former Black Charter School Teacher

James-Gallaway

2022

Teachers College Record: The Voice of Scholarship in Education

View full text Add to dashboard Cite

show abstract

“Artists, We Need You”: Artist Identity, Creative Agency, and the Urgency of Action

Travis

2021

Studies in Art Education

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No Excuses or No Equity?: Narrative and Counternarrative Themes within Educational Discourse in New Orleans

Cited by 2 publications

References 8 publications

“The Kids in Prison Program”: A Critical Race Personal Counternarrative of a Former Black Charter School Teacher

“The Kids in Prison Program”: A Critical Race Personal Counternarrative of a Former Black Charter School Teacher

“Artists, We Need You”: Artist Identity, Creative Agency, and the Urgency of Action

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