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<p>Peter Berger's commitment to religious values is remarkable if you consider that he is also committed to the "impossible struggle" for "valuefree research concerning mankind's ultimate values." Against "heartless observers" or technocrats, Berger argues (using sociology of knowledge,) that it is impossible to divorce oneself from the Lebenswelt, the world of values. Against ideologues on the other hand, he contends that one"s engagement to personal values need not prevent one from attempting to understand the world objectively. Against technocrats and ideologues Berger holds out an approach to religion which calls for the practice of "dual-citizenship." This approach enables one to be academically credible and responsive to the political, religious and scientific concerns of our epoch.</p> <p>My thesis centers on Berger's dual-citizenship approach to religion. Guided by the task of determining whether Berger's dual-citizenship constitutes an ''impossible struggle" or a workable model for the study of religion, the first part is devoted to explaining what dual-citizenship entails. The second part tests the coherence of Berger's approach. Rather than proposing a new method for the study of religion, my thesis has the more modest aim of unpacking and testing an already established approach in the field, namaly that of Peter Berger. </p> / Thesis / Doctor of Philosophy (PhD)

Digitization has fundamentally changed businesses, segments of society, and individuals’ life. There are two changing perspectives in the history of digital transformation. One is the expanding boundary of digitization, from a transformation within organizations, through innovations in interactions among businesses and customers, to societal changes at large. The other is the shifting focus of digitization, from digitizing production and delivery of goods and services, to digitizing all aspects of everyday life. However, extant research in digitization has not paid much attention to its impacts beyond the organizational boundary and the business relationships, and often adopted a technology-deterministic view of digitization. In this dissertation, I propose the notion, “digital citizenship”, to reexamine the nature and impact of digitization from a human-centric perspective and embed digitization in a broader social context. To elaborate on the notion of digital citizenship, I study the informative, automate, and transformative roles of digitization, and why and how various types of digitization enhance overall welfare for all parties of digital citizens. These three studies, presented as separate essays herein, i) evaluate the effectiveness of Intelligent Transportation Systems adopted by local governments transforming urban traffic management, ii) explore enhancing drivers’ traffic safety effort due to the deterrent potential of automated surveillance technology on the road, and iii) examine the mechanisms of information provision on customers decision making on churn and the implications for firms on the challenge of digital channel attribution. In regard to each, I discuss the relevant theory, the methodology, data sources, results, and implications. I conclude by highlighting the contributions of my work, and possible avenues for future research. / Business Administration/Management Information Systems

No / Disabled activists and feminist thinkers both lay claim to ownership of `care'. To the disabled people's movement, care is a necessity on the road to equal rights and citizenship. To women, care relationships are premised in capitalist economic and family relationships and can be both oppressive, and, conversely, sources of personal identity claims. The two perspectives are different, and conflict. Oppositional claims are sited in practical resource giving decisions, and state resources have implications for the individuals concerned. Resource relationships between the state and individuals affect both practical help given and the location of the resourced group to the wider society. I argue that these claims are fundamentally oppositional and result in oppression. The relationship, when mediated by provision of care, inevitably becomes disempowering. Care provision is a function of a welfare state, and care policy will effectively empower one or other group. This oppressive dyad can be altered by fundamental re-assessment of disabled theorization and feminist action, carried through into state provision and reflecting feminist perspectives of ethical care.

The goal of this study was to determine what factors influence teachers in their use of discussion in the social studies classroom. I interviewed two middle school teachers and made classroom observations over a three month period. These teachers believed discussion was an important process for students to gain critical thinking and citizenship skills. These teachers believed they were conducting discussions but in fact were often conducting what Nystrand et al. (2003) termed recitation, in which students respond to questions and the teacher validates the response. The disconnect between belief and practice may be the result of a combination factors, including a lack of teacher facilitation skills, the timing of the research, and the tensions caused by the state curriculum standards. / Ph. D.

This dissertation is comprised of three manuscripts that coalesce around the topics of Dewey, Disability, and Democratic Education. Each manuscript is formatted for publication and the dissertation itself is prefaced by information that explains my background and how it connects to my current research. As such, the work contained in this dissertation is a product of my experiences as a social studies teacher, special educator, and administrator. Henceforth, my work focuses on Dewey, Disability, and Democratic Education. My research interests culminate in a three-article dissertation. The first paper is entitled, "Using Dewey to Problematize the Notion of Disability in Public Education." A version of this paper is currently under review for publication. In this paper I situate Dewey's theoretical underpinnings in the conversation around special education. Previous scholars of Dewey and disability have examined the ways in which his work speaks to educational growth and educational opportunity; my work adds to this body of research. However, my work is unique in that not only do I discuss pluralistic, communicative, participatory democracy as it pertains to students with disabilities, I also examine how Deweyan democracy can take shape, specifically within the context of an Individualized Education Plan (IEP) meeting. I conclude by arguing that Deweyan democracy is not only ideal, but realistic, attainable, and necessary, especially in the lives of students with disabilities. In my second paper, I use the Schools and Staffing Survey (SASS) dataset in a paper entitled, "Can We Meet Our Mission? Examining the Professional Development of Social Studies Teachers to Support Students with Disabilities and Emergent Bilingual Learners." A version of this paper has been accepted for publication in The Journal of Social Studies Research. In this work, I first examine the social studies scholarship looking at students with disabilities and emergent bilingual learners, as well as research about the nature of professional development within the social studies. I then analyze the number of students with disabilities and emergent bilingual learners that we support in the social studies to provide a portrait of the field. Next, I examine the extent to which social studies teachers receive professional development to support those student groups, as well as the extent to which the social studies teachers found the professional development to be useful. My findings indicate that social studies teachers do not receive substantial professional development to support the learning of all students, as evidenced by the limited amount of professional development received focusing on students with disabilities and emergent bilingual learners. In my third paper, I build on previous research examining the possibilities and benefits of participating in informal learning spaces such as Twitter in a paper entitled, "'So I Feel Like We Were Theoretical, Whereas They Actually Do It': Navigating Twitter Chats For Teacher Education." A version of this paper is also under review for publication. In this paper, specifically, I examine the experiences and perceptions of pre-service social studies teachers who particip¬¬¬¬ated in a discipline specific Twitter chat known as #sschat. My findings indicate that pre-service teachers found value in the chat when they were able to share resources with practicing teachers and build professional learning networks. However, there were instances when the pre-service teachers felt like they contributed little because they did not have direct experience with teaching. Additionally, the pre-service teachers expressed dissatisfaction with using Twitter as a platform for professional chats. However, I still contend and conclude that the utility of such chats outweighs the negatives. Therefore, this study sheds light on the potentiality and necessity of utilizing Twitter chats as a space to provide ongoing and systematic support to pre-service teachers to help not only them, but the field of social studies education move forward. These papers when considered together form a foundation of scholarship and further inquiry focused on Dewey, Disability, and Democratic Education, on which I plan to build in the years to come. / Doctor of Philosophy / When I completed my undergraduate social studies teaching program, the job market appeared bleak in the coalfields of southwest Virginia. Coal, no longer king, had driven the economy for years. With its decline, my community barely managed to survive. My advisor at the time, honest and plain-spoken, told me that unless I obtained a license in special education, I would most likely not obtain a teaching job. Unlike many other areas of the country, in my hometown unless you could do other things like coach or drive a bus, a license to teach social studies was of little value. There was not much money and a new hire had to be willing to do many different jobs to prove his or her worth. Luckily, I had gotten my Commercial Driver License (CDLs) through a training program offered by the county school board, and I was consequently able to obtain a position, although not as a social studies teacher. I started my career in education as a special educator and substitute school bus driver. In this position I worked in an alternative education setting and taught vocational skills to secondary students with significant disabilities (in the institutional meaning of the word). From the start of my career, I aspired to become an administrator, so I enrolled in and completed a degree in Administration and Supervision. As I was working on that degree, I moved to the general education high school level, where I held a position teaching social studies and special education in an inclusive setting. Shortly thereafter, I obtained a job as an assistant principal. The part I enjoyed most about this position was working with and thinking about how to help teachers become better at their craft. At this point is when I decided to pursue a PhD in social studies education, so I could develop my interest into a body of research and eventually a career. Two years into my PhD program I was still grappling with who I was as a scholar. As I familiarized myself with social studies scholarship, I discovered that in my first position as an alternative education special educator, I was essentially preparing my students for the responsibilities of citizenship, which is the mission of the field of social studies (NCSS, 2013). Nevertheless, it was not until I started reading the work of John Dewey that I truly realized the complexity of what I experienced when I taught in the alternative education setting. That position allowed me to examine an element that I otherwise, would not have had the privilege to see; the complexity and intellect required for physical labor (Rose, 2004) and the inter-workings of true, vibrant, Deweyan democracy. Dewey’s work sparked a new interest in me and I started developing a deep-seated curiosity about how his theoretical underpinnings related to disability and democratic education. My interest in disability then caused me to ask other questions about social studies in relation to special education, which made me reflect on my prior experiences as a social studies educator. Although I had a license in special education, there were many instances in which I felt unprepared and unsupported in addressing the needs of all students in my classes which included general education students, students with disabilities (SWDs), and emergent bilingual learners (EBLs). I began to wonder if my feelings of unpreparedness and lack of support were in isolation. As I parsed the literature, I found that there was not a significant amount of research focused specifically on the extent to which social studies teachers felt they were prepared and supported to address the needs of all learners in their classroom. Additionally, my experience in both public education and teacher education gave me insight to realize that school systems do not have funding to provide specialized professional development and similarly, teacher education is under financial constraints as well. Therefore, I began examining what informal spaces such as Twitter offer educators in terms of professional support and development. My interests and curiosity fueled my scholarly work and eventually culminated into three distinct, but interconnected manuscripts. The three manuscripts that follow coalesce around my interests in Dewey, Disability, and Democratic Education.

Theory and Research in Social Education (TRSE) is arguably considered the flagship journal of research in social studies education. TRSE has been published on an uninterrupted basis for more than 40 years, dating back to its first publication in October of 1973. Given the longevity of TRSE and its status within the social studies field, the journal has given considerable attention to the cause of citizenship and citizenship education, a cause the social studies field agreeably prides as its governing rationale and source of academic responsibility. According to its mission statement, TRSE serves to "foster the creation and exchange of ideas and research findings that will expand knowledge and understanding of the purpose, conditions, and effects of schooling and education about society and social relations"(NCSS, 2012, para. 1). As such, this dissertation study examines the creation and exchange of ideas concerning citizenship within TRSE over a 40-year period (1973-2013). Utilizing a multiple methods approach (both content and discourse analysis) this study identifies nine citizenship discourse categories emergent from the TRSE anthology that are situated within four Perspectives (Practical, Critical, Connected, and Technical) that locate each discourse category within a larger contextual frame. Additionally, the discursive formations that ultimately bind each discourse category across time are identified along with intertextual chains, interdiscursive attempts, and fields most commonly visited within each discourse category. This study sheds light on a systemic shift concerning the citizenship discourse within TRSE, one that, over time, is increasingly informed by a critical epistemological assumption or stance with regards to what may be considered the status quo of American political and civic life; the implications of which are discussed further. / Ph. D.

Thesis advisor: Alan Richardson / The Romantic period encompasses a pivotal set of decades for the development of British citizenship, a fact that has been underemphasized due to narrow definitions of what citizenship entails. Within the wide discursive arena of national identity in Romantic fiction, however, specific literary tropes and figures emerge that consolidate and challenge the nascent and evolving concept of the British citizen. The figure of the wanderer or stateless being explores a mode of national belonging that is increasingly untethered to land and nativity; tropes of the virtual and disembodiment become central to articulations of political and bureaucratic citizenship in the American revolutionary context; struggles between dependence and independence in sentimental plots of courtship and marriage narrate the citizenly potential of women in the context of couverture; and portrayals of repatriation and exile illuminate how Britain was coming to terms with its population of color in the early post-abolition era. Taken together, the literary texts under discussion here intervene in the emergence of a ‘Romantic’ citizenship discourse in the English-speaking North Atlantic World. / Thesis (PhD) — Boston College, 2021. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: English.