Breaking the Silence: The Process of Becoming Black in Schooling Through the Narratives of Expelled Black Males

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dc.contributor.advisorNorquay, Naomi
dc.contributor.authorSandhu, Shameen
dc.date.accessioned2024-11-07T11:08:33Z
dc.date.available2024-11-07T11:08:33Z
dc.date.copyright2024-07-16
dc.date.issued2024-11-07
dc.date.updated2024-11-07T11:08:32Z
dc.degree.disciplineEducation
dc.degree.levelDoctoral
dc.degree.namePhD - Doctor of Philosophy
dc.description.abstractThis study examined the nuanced process of becoming Black through the narratives of fifteen adult Black males, aged 23-29, who experienced expulsions from the Toronto District School Board (TDSB). Employing Critical Race Theory (CRT) and the concepts of whiteness as property, the study revealed how schooling perpetuates anti-Blackness, leading to systemic barriers and exclusions akin to prison-like environments. School expulsions echo themes of limited agency, voice, and segregation. Reviewing TDSB expulsion policies and participant narratives revealed pervasive anti-Blackness and systemic barriers aggravating school exclusions. Classroom exclusions often began early, with data showing how ongoing disengagement and segregation led to absolute exclusion from schooling, with impacts resonating into adulthood. Affirmations of Blackness often occurred only post-schooling for the participants. Despite adversity of having experienced an expulsion, the participants' narratives also revealed moments of vibrancy and positive interactions, highlighting the richness of their lives beyond expulsion. Their stories compel education to intentionally address how staff actions and implementation of exclusion policy and procedures support the continual processes of anti-Blackness strengthening systemic anti-Black racism. This study calls to establish approaches that dismantle the privilege of whiteness in staff exclusionary actions towards Black students. Focusing on an anti-Black racism approach and Black Gaze approach in educational discourse, that includes staff learnings from Black student and parent voices, is immediately needed when reviewing, writing, and putting expulsion policies and procedures into action. Fostering collaborations with Black communities, and enhancing support services for expelled Black, particularly male, students is urgent. Refocusing narratives to celebrate Black brilliance that transcend anti-Black biases and stereotypes would result in more inclusive environments where all iterations of Blackness are embraced. Transformative shifts in educational practices are necessary to counter whiteness, eliminate systemic anti-Black biases, dismantle white hegemony, and amplify the voices of Black students. This ensures that all Black students, particularly Black males, can affirm their Blackness in school, rather than staff practices perpetuating processes of continually becoming Black through the lens of anti-Blackness.
dc.identifier.urihttps://hdl.handle.net/10315/42447
dc.languageen
dc.rightsAuthor owns copyright, except where explicitly noted. Please contact the author directly with licensing requests.
dc.subjectEducation
dc.subject.keywordsAnti-Blackness
dc.subject.keywordsBlackness
dc.subject.keywordsBlack male narratives
dc.subject.keywordsCritical race theory
dc.subject.keywordsWhiteness as property
dc.subject.keywordsSchool exclusions
dc.subject.keywordsAnti-Black racism
dc.subject.keywordsSchool expulsions
dc.subject.keywordsExpulsion policies and procedures
dc.subject.keywordsBlack Gaze approach
dc.subject.keywordsPositionality
dc.subject.keywordsSystemic racism
dc.subject.keywordsCommunity collaborations
dc.subject.keywordsTransformative education
dc.titleBreaking the Silence: The Process of Becoming Black in Schooling Through the Narratives of Expelled Black Males
dc.typeElectronic Thesis or Dissertation

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