[{"key":"dc.contributor.author","value":"Frattura-Kampschroer, Addyson","language":null},{"key":"dc.date.accessioned","value":"2026-04-09T16:44:57Z","language":null},{"key":"dc.date.available","value":"2026-04-09T16:44:58Z","language":null},{"key":"dc.date.issued","value":"2026","language":"en"},{"key":"dc.identifier.uri","value":"http:\/\/hdl.handle.net\/2429\/93956","language":null},{"key":"dc.description.abstract","value":"In this dissertation, I argue that school expulsion, social segregation, and capital punishment are three forms of expulsion that can impact current and future freedoms of the person expelled. The dehumanization and miseducation that can happen through various experiences of expulsion reveal freedom as a problem. I understand freedom as the existential experience of being a person in the world where one navigates between unfreedoms and freedoms within oneself, society, and life. Freedom includes a person\u2019s capacity or power to: 1) decide for oneself and\r\npursue one\u2019s purpose rather than being forced to comply; 2) think and act for oneself in ways that\r\nalign with one\u2019s desires and intentions; and 3) understand the world as it is presented and imagine\r\nhow things could be different. Conversely, expulsions may act against and limit these dimensions\r\nof freedom in that a person is forced to leave a school, a particular part of society, or life itself.\r\nFreedom becomes a significant concern for Black people who are disproportionately expelled\r\nwithin North America and internationally.\r\nThrough the field of philosophy of education, I offer a descriptive analysis to showcase the imagery and evidence for how expulsion also entails an existential component, as it prompts the\r\nissue of freedom to appear more distinct. I then defend a normative philosophical claim which\r\nemerges from my descriptive analysis: If expulsion is also an existential problem, then education\r\nshould take up a responsibility of an abolitionary ethic of love. An abolitionary ethic of love is in\r\nresponse to life-denying punitive models and toward life-affirming education and societies. My\r\nintent here is to show how three example forms of expulsion (from school, society, and life) can\r\ninfringe on and complicate the freedom of the person expelled.","language":"en"},{"key":"dc.language.iso","value":"eng","language":"en"},{"key":"dc.publisher","value":"University of British Columbia","language":"en"},{"key":"dc.rights","value":"Attribution-NonCommercial-NoDerivatives 4.0 International","language":"*"},{"key":"dc.rights.uri","value":"http:\/\/creativecommons.org\/licenses\/by-nc-nd\/4.0\/","language":"*"},{"key":"dc.title","value":"Expulsion and a problem of freedom","language":"en"},{"key":"dc.type","value":"Text","language":"en"},{"key":"dc.degree.name","value":"Doctor of Philosophy - PhD","language":"en"},{"key":"dc.degree.discipline","value":"Educational Studies","language":"en"},{"key":"dc.degree.grantor","value":"University of British Columbia","language":"en"},{"key":"dc.contributor.supervisor","value":"Rocha, Samuel D., 1982-","language":null},{"key":"dc.date.graduation","value":"2026-05","language":"en"},{"key":"dc.type.text","value":"Thesis\/Dissertation","language":"en"},{"key":"dc.description.affiliation","value":"Education, Faculty of","language":"en"},{"key":"dc.description.affiliation","value":"Educational Studies (EDST), Department of","language":"en"},{"key":"dc.degree.campus","value":"UBCV","language":"en"},{"key":"dc.description.scholarlevel","value":"Graduate","language":"en"}]