Degree

Doctor of Education (EdD)

Department

Educational Leadership

Document Type

Dissertation

Abstract

This oral history study examines how high school academic experiences in New Orleans public and charter schools have shaped graduates’ preparedness for adulthood, active citizenship, and participation as productive members of society. This study explores the relationship between curriculum, particularly scripted curriculum, and the development of social and cultural capital. The research critiques neoliberal education reforms that prioritize accountability, standardization, and market-based outcomes over relational and community-centered learning. Using oral history methodology and the currere method, semi-structured interviews were conducted with twelve New Orleans high school alumni who graduated both before and after Hurricane Katrina from public, charter, and parochial schools. Participants’ lived experiences, reflections, and perceptions of schooling were analyzed and developed data. Findings reveal that alumni overwhelmingly attribute their personal growth, civic engagement, professional readiness, and identity development to relationships, school culture, discussion, service, and exposure rather than to formal curriculum or school type. While academic preparation and college readiness were prioritized across schools, preparation for civic life, cultural identity development, and real-world skills were inconsistent and primarily through informal and relational mechanisms. The study concludes that educational reforms in New Orleans have reshaped governance structures without fully addressing the holistic purposes of education. Implications for practice, policy, and future research suggest the need for curricular and pedagogical approaches grounded in cultural responsiveness, experiential learning, and community engagement to more intentionally prepare students for productive citizenship and sustainable community well-being.

Date

2-6-2026

DOI

https://proquest.com/docview/3347850141

First Committee Chair

Amanda Mayeaux

Second Committee Chair

Heather Stone

First Committee Member

Toby Daspit

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