자료유형  

 학위논문

Control Number  

0016933294

International Standard Book Number  

9798379702458

Dewey Decimal Classification Number  

384

Main Entry-Personal Name  

Jensen, Kelly.

Publication, Distribution, etc. (Imprint  

[S.l.] : The University of Wisconsin - Madison., 2023

Publication, Distribution, etc. (Imprint  

Ann Arbor : ProQuest Dissertations & Theses, 2023

Physical Description  

1 online resource(168 p.)

General Note  

Source: Dissertations Abstracts International, Volume: 84-12, Section: A.

General Note  

Advisor: Asen, Robert.

Dissertation Note  

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2023.

Restrictions on Access Note  

This item must not be sold to any third party vendors.

Summary, Etc.  

요약This dissertation critically examines how socioeconomically advantaged, white progressive parents talk about what schools they choose for their children in ways that maintain, challenge, and disrupt inequity and white supremacy within the K12 education system. I ask: how do white, socioeconomically advantaged, politically progressive parents construct their white racial identity in relation to power, privilege, and racial difference through their K12 school choice discourse? I demonstrate how parents constructed their white racial identities in a range of ways that reflect varying stages of critical awareness of their privileged positionality. I account for this variation through considering how parents differently emphasized the competing values of community and the individual in their school choice discourse. Despite exhibiting significant differences in their varied stages of critical awareness, I argue progressive white parents must contend with the dynamics of the inescapability of the tension between reconciling their broader concerns for their communities with their narrow focus on securing individual advantages. Engaging qualitative field methods, I conducted interviews and focus groups with forty-three white, politically progressive, socioeconomically advantaged parents of K12 school-aged children living in the Madison, WI area. Each dissertation chapter engages with these transcripts to pursue separate but related questions focused on four key concepts: choice, ideology, identity, and difference. This project intersects critical whiteness studies with the rhetoric of education policy to contribute to rhetorical scholarship that deepens our understanding of the tensions of white political progressives through attending to their privileged position in relation to systems of inequity in the K12 education system. 

Subject Added Entry-Topical Term  

Communication.

Subject Added Entry-Topical Term  

Education.

Subject Added Entry-Topical Term  

Sociology.

Index Term-Uncontrolled  

Critical whiteness studies

Index Term-Uncontrolled  

K12 education system

Index Term-Uncontrolled  

Political progressives

Index Term-Uncontrolled  

Rhetoric

Index Term-Uncontrolled  

School choice

Index Term-Uncontrolled  

White parents

Added Entry-Corporate Name  

The University of Wisconsin - Madison Communication Arts

Host Item Entry  

Dissertations Abstracts International. 84-12A.

Host Item Entry  

Dissertation Abstract International

Electronic Location and Access  

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Control Number  

joongbu:642310