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Black power, education, and youth politics in Detroit, 1966-1973

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TitleInfo
Title
Black power, education, and youth politics in Detroit, 1966-1973
Name (type = personal)
NamePart (type = family)
Walker
NamePart (type = given)
Dara
NamePart (type = date)
1987-
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Dara Walker
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author
Name (type = personal)
NamePart (type = family)
Gray White
NamePart (type = given)
Deborah
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Deborah Gray White
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Advisory Committee
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chair
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NamePart (type = family)
Murch
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Donna
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Donna Murch
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Advisory Committee
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co-chair
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NamePart (type = family)
Devlin
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Rachel
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Rachel Devlin
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Advisory Committee
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internal member
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Thompson
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Heather Ann
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Heather Ann Thompson
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Advisory Committee
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outside member
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Rutgers University
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degree grantor
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School of Graduate Studies
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school
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Text
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theses
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2018
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2018-05
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2018
Place
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xx
Language
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eng
Abstract (type = abstract)
This dissertation investigates the role of black high school youth in the development of the Black Power movement in Detroit. Specifically, it examines their efforts to institutionalize their vision of education as a means to achieving liberation. As white flight took shape in Detroit during the postwar period, the Detroit Public Schools’ majority black student population encountered a majority white teaching force that resisted their very presence. Through walkouts, building takeovers, and the development of student organizations, black high school youth demanded Black Studies and political education seminars to carve out physical and intellectual space in the Detroit school system. And yet, historians know very little about these youths and their contributions to the long history of African American educational movements from slavery to freedom. This dissertation shows that in the courses they demanded, in the freedom and liberation schools they developed, and in their evaluation of the reformed curriculum, these young activists were architects of the Black Power movement’s educational politics, which emphasized community control of schools. Using archival research and oral interviews, this dissertation places Black Power studies in conversation with the History of Black Education to make two important arguments about the role of high school youth in social justice movements. First, it argues that black high school youth marshalled their experiences with racial segregation in the North and their engagement with the black radical intellectual tradition to produce the intellectual labor that made possible the institutionalization of culturally relevant and political education. Second, it shows that the pedagogical approaches of movement organizations contributed to young people’s view of education as instrumental to multiple sites of struggle, including local movements around labor, welfare, and policing.
Subject (authority = RUETD)
Topic
History
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Title
Rutgers University Electronic Theses and Dissertations
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ETD_8835
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electronic resource
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application/pdf
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text/xml
Extent
1 online resource (x, 323 p. : ill.)
Note (type = degree)
Ph.D.
Note (type = bibliography)
Includes bibliographical references
Subject (authority = ETD-LCSH)
Topic
Detroit (Mich.)--Race relations
Subject (authority = ETD-LCSH)
Topic
Detroit (Mich.)--Politics and government--20th century
Note (type = statement of responsibility)
by Dara Walker
RelatedItem (type = host)
TitleInfo
Title
School of Graduate Studies Electronic Theses and Dissertations
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rucore10001600001
Location
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NjNbRU
Identifier (type = doi)
doi:10.7282/T3DR2ZZ9
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Rights

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The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Walker
GivenName
Dara
Role
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RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2018-04-11 12:52:40
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Name
Dara Walker
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Affiliation
Rutgers University. School of Graduate Studies
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Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
RightsEvent
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2018-05-31
DateTime (encoding = w3cdtf); (qualifier = exact); (point = end)
2020-05-30
Type
Embargo
Detail
Access to this PDF has been restricted at the author's request. It will be publicly available after May 30th, 2020.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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2018-04-11T16:51:39
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2018-04-11T16:51:39
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