In asking about the experiences of professors embodying and enacting tools of critical pedagogy, this thesis seeks to explore strategies of resistance to the hegemony of neoliberalism in the Academy. This research focuses on the Canadian university as characterized by neoliberal logic and the hierarchical practices of capitalism, patriarchy, and colonialism. By exploring the themes of neoliberalism, violence, tension, critical pedagogy, and anti-oppression, that are in turn rooted in personal testimony and lived experience of educators, this study seeks to challenge normative systems of knowledge production to expand and explore subjugated knowledges. What is at stake is developing strategies that may be cultivated and documented as critical pedagogical tools that work toward collective imaginings of resistance.

Thesis (M.S.)--Naval Postgraduate School, 2006. / "December 2006." Includes abstract. Author was part of NPS's company officers program and was stationed at the Naval Academy while doing the research for this thesis Includes bibliographical references (p. 47-49). Full text available online from DTIC and USNA LEAD theses database.

Thesis (Ph. D.)--University of Washington, 2008. / Vita. Includes bibliographical references (leaves 132-137).

Thesis (M.S. in Leadership and Human Resource Development)--Naval Postgraduate School, Sept. 2004. / Thesis Advisor(s): Stephen L. Mehay, William R. Bowman. Includes bibliographical references (p. 81-83). Also available online.

Thesis (M.S.)--Naval Postgraduate School, 2005. / Title from title screen (viewed 07/15/2005). "June 2005." Includes bibliographical references (p. 97-100).

Thesis (M.S. in Leadership and Human Resource Development)--Naval Postgraduate School, June 2005. / Thesis Advisor(s): Stephen L. Mehay, Armando X. Estrada. Includes bibliographical references (p.77-81). Also available online.

Thesis (M.S.)--Naval Postgraduate School, 2005. / "June 2005." Title from title screen (viewed 05/10/2006). Includes bibliographical references.

In asking about the experiences of professors embodying and enacting tools of critical pedagogy, this thesis seeks to explore strategies of resistance to the hegemony of neoliberalism in the Academy. This research focuses on the Canadian university as characterized by neoliberal logic and the hierarchical practices of capitalism, patriarchy, and colonialism. By exploring the themes of neoliberalism, violence, tension, critical pedagogy, and anti-oppression, that are in turn rooted in personal testimony and lived experience of educators, this study seeks to challenge normative systems of knowledge production to expand and explore subjugated knowledges. What is at stake is developing strategies that may be cultivated and documented as critical pedagogical tools that work toward collective imaginings of resistance.

Thesis (M.S. in Leadership and Human Resource Development)--Naval Postgraduate School, March 2004. / Thesis advisor(s): Linda D. Mallery, Stephen L. Mehay. Includes bibliographical references (p. 101-106). Also available online.

Thesis (M.S.)--Naval Postgraduate School, 2001. / "December, 2001." Includes abstract. DTIC report no.: ADA401714. Author was part of NPS's company officers program and was stationed at the Naval Academy while doing the research for this thesis. Includes bibliographical references (leaves 95-98). Full text available online from DTIC.