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It reads literary depictions of historical and ahistorical domination alongside theoretical constructs of post+colonial, charting colonial-metropole-nation relations and the ways colonizers construct the postcolonial subject as dispossessed, murderable, and still haunting.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-postcolonial-ghetto-seeing-her-shape-and-his-hand-journal-article/594743/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-postcolonial-ghetto-seeing-her-shape-and-his-hand-journal-article/594743.png","ImageObject",300,407,{"name":92,"@type":93},"Ben ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What main topic does the article examine?","Question",{"text":112,"@type":113},"It examines how urban postcolonial subjectivities are shaped through ghetto space, colonial domination, and the closure of an innovative community high school.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What role does the closure of EOC play in the article?",{"text":117,"@type":113},"The closure functions as a central event, showing how community loss, state representation, and collective action expose ghettoed realities and their cultural/political consequences.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the article describe youth movement and visibility?",{"text":121,"@type":113},"It portrays youth as hypervisible yet invisible in “public” spaces and moral geographies, emphasizing disappearance-presence through travel across fractured spaces.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594743,1792377245,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478951081,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","UC Berkeley  \nBerkeley Review of Education  \nTitle  \nThe Postcolonial Ghetto: Seeing Her Shape and His Hand  \nPermalink  \n[https://escholarship.org/uc/item/3q91f9gv](https://escholarship.org/uc/item/3q91f9gv)  \nJournal  \nBerkeley Review of Education, 1(1)  \nISSN  \n1947-5578  \nAuthor  \nPaperson, La  \nPublication Date  \n2010-02-01  \nPeer reviewed  \n[eScholarship.org](eScholarship.org) Powered by the California Digital Library  \nUniversity of California  \nAvailable online at [http://escholarship.org/uc/ucbgse_bre](http://escholarship.org/uc/ucbgse_bre)  \n[The Postcolonial Ghetto:](The Postcolonial Ghetto:)[ ](The Postcolonial Ghetto:)Seeing Her Shape and His Hand 1  \nLa Paperson*  \nAbstract  \nThis article maps the ghostly outlines of urban postcolonial subjectivities by hinging together several moving parts/frontiers: connotations of postcolonial; applications and implications of ghettoed places and lives; a telling of the closure of a vibrant, innovative urban community highschool; and literary depictions of the subtleties and macro-aggressions of historical andahistorical domination. Theoretical contributions include the construct of post+colonial; elaborations on the space and place of the ghetto; a mapping of colonial-metropole-nation relations and provisions for a cartographic discourse of urban postcolonial subjectivites; and a discussion of the colonizer’s constructions of the postcolonial subject as dispossessed, murderable, and still haunting.  \nKeywords: Ghetto, Postcolonial Studies, Urban Education, Colonialism, Imperialism  \nWhen the state decided to close East Oakland Community High School (EOC) in 2007, nearly the entire student body, along with their families, teachers, and supporters, marched 8 miles through sporadic rain to the school district offices. Their journey transgressed lines of representation drawn by a state administration that had depicted the youth as disorderly, anti-school savages. It also transgressed colorlines and hood-lines, very real social divides that structured ghetto space. On Macarthur Boulevard and 63rd Avenue, a group of Dirty Mackin Boyz (DMBs) locked arms to block the march as it crossed through their turf. The vice principal ran up to one young man, a former student. She said urgently,“They’re closing EOC. We’re marching for the school.” The youth motioned, his set dropped their arms, and the marchers passed. State turf also had its gang. Police were hired in extra numbers to protect the administration from the community. But sometime near midnight, the cops joined hands with the youth to pray and weep in the hallways of the central office after the decision to close the school was finalized. Outside, a caravan of cars pulled up to drive marchers home. Waiting alongside them was Lola, the jeepneyed-out “Mexican Bus” of glittering lights, multicolored paint, figurines, and flowers. Named after the daughter of a member of the Chicano teatro group Culture Clash, Lola regularly carried heavily intoxicated cosmopolitans to their urban playgrounds in San Francisco’s nightlife. That night she ferried marchers for free, a postmodern magic bus ride from state turf to barrio homes.  \nThe Black Star Line (see Figure 1), an independent, black-owned van service would later transport many of these same youth—also for free—in the daily ghostlife of East Oakland Community High School. After school closure, a group of students set up their  \n1 Special thanks to Ree for her perspective and invaluable advice, without which this paper would never have been completed; to Gus D'Angelo for his research and artwork; to David Stovall and Nicole Hidalgo for their photography; and to EOC, what it do? Finally, thank you to the editors, reviewers, and supporters with the audacity to found this journal—it is an honor to be part of your endeavor.  \nBerkeley Review of Education Vol. 1 No. 1, pp. 5-34  \n6 Paperson  \n‘school’ in a West Oakland Victorian building, rent-free, courtesy of Marcus Garvey’s organization, t","cbCaiuGMf8S3LsIQ","https://ap.wps.com/l/cbCaiuGMf8S3LsIQ","pdf",1220496,31,"English","# Abstract\n# Keywords\n# East Oakland Community High School closure and community march\n## State turf, policing, and religious mourning\n## Transit networks as postmodern “magic bus” and Black Star Line\n## Ghostlife, disappearance-presence, and colonial space-travel\n## Decolonial imaginaries and practices of freedom","[{\"question\":\"What main topic does the article examine?\",\"answer\":\"It examines how urban postcolonial subjectivities are shaped through ghetto space, colonial domination, and the closure of an innovative community high school.\"},{\"question\":\"What role does the closure of EOC play in the article?\",\"answer\":\"The closure functions as a central event, showing how community loss, state representation, and collective action expose ghettoed realities and their cultural/political consequences.\"},{\"question\":\"How does the article describe youth movement and visibility?\",\"answer\":\"It portrays youth as hypervisible yet invisible in “public” spaces and moral geographies, emphasizing disappearance-presence through travel across fractured spaces.\"}]","The Postcolonial Ghetto - Seeing Her Shape and His Hand - journal article | PDF",1792079761,78]