In my critical discourse analysis of The Intown Academy's (TIA) various documents and media—including the school's charter petition, charter, Parent-Student Handbook, and website—I articulate the school's subjectifying narratives and analyze how these narratives function to (re)produce particular subjects according to tropes of threat/crisis, opportunity, corporate/non-profit benevolence, and personal responsibility. Identifying these subjects, I analyze how they are effected/affected by the practice of education at TIA. To this end, I examine the various practices of school discipline codified in the Parent and Student Contracts in TIA's 2012-2013 Parent Student Handbook, including mandates for the wearing of school uniforms, volunteer labor, and reorientations of the family and the private space of the home. I conclude that TIA discursively produces indebted subjects whose educational and economic survival depends on the reorientation of their lives in service to the school.
| Identifer | oai:union.ndltd.org:GEORGIA/oai:scholarworks.gsu.edu:wsi_theses-1045 |
| Date | 12 August 2014 |
| Creators | Nesbit, Scott |
| Publisher | ScholarWorks @ Georgia State University |
| Source Sets | Georgia State University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Women's Studies Theses |
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