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    The Racial Significance of Pennsylvania's K-12 Public Education Funding Scheme: An Afrocentric Analysis

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    Genre
    Thesis/Dissertation
    Date
    2015
    Author
    Harrison, Valerie Irene
    Advisor
    Asante, Molefi Kete, 1942-
    Committee member
    Mazama, Ama, 1961-
    Davis, James Earl, 1960-
    Poe, Zizwe
    Department
    African American Studies
    Subject
    African American Studies
    Education, Finance
    Afrocentric
    Financing
    Pennsylvania
    Public Education
    Race
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/2978
    
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    DOI
    http://dx.doi.org/10.34944/dspace/2960
    Abstract
    The issue of public education has long been studied and continues to stymie communities as they diligently attempt to create effective educational opportunities. This Afrocentric study aims to help students, parents, educators, advocates, legislators and everyone concerned about the future of public education to think differently about how it is funded. This work essentially is an Afrocentric legal analysis of the law that governs the funding of K-12 public education in Pennsylvania. Employing an Afrocentric methodology, this study examines the racial significance of Pennsylvania's K-12 public education funding scheme. Specifically, it examines the extent to which, although race neutral on its face, the funding scheme employs other proxies for racism that reduce African agency and perpetuate the oppression of African Americans. Because Philadelphia is the state's largest predominantly African-American school district, it is a useful case study for examining the racial significance of the funding scheme.
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