In this work, I explore the many ways in which public school educators interpret their charge to prepare future citizens. My purpose is to acknowledge and name a potent form of resistance to the requirements and limitations of state accountability policies. At the same time, I am constructing a theoretical frame that makes use of these discourses in a way that includes self constitution as an enactment of civic pedagogy, where pedagogy represents philosophies of education and teacher identities more than curricular content and instructional methods.
To accomplish these tasks I make use of a series of models of resistance to name and discus various subject positions (self-constitutions) that operate as forms of resistance. This includes Michael Foucault's work which articulates the effects of power in education: knowledge/power and surveillance, along with Foucauldian scholarship relevant to education. Primarily, I make use of Foucauldian self-constitution, or creating and presenting a self that is different from, if not in direct opposition to, the normalized version of the self, created by dominant political discourses.
This study utilizes an open-ended interview protocol to engage with a purposeful sample of teacher-participants in South Western Pennsylvania. I portray a major portion of my analysis and discussion as a culling of themes, concepts or composites written as speculative essays. On one level, this study is about twelve local educators' thoughts on education for U.S. citizenship (civic pedagogies), their individualized notions of citizenship and their own self-constitutions as citizens. Then again, the study is about the way that these specific educators constitute themselves and about how these self-constitutions are a form of resistance to normalized notions of teaching and education. Still, the study is about my own journey of ad hoc theorizing toward a critical social theory of citizenship education. I have come to understand that it is not that educators cannot or do not offer resistance in this era of intensified educational accountability but that, for the most part, educational researcher and teacher educators do a poor job of recognizing and naming their resistance.
| Identifer | oai:union.ndltd.org:PITT/oai:PITTETD:etd-04192007-152839 |
| Date | 27 June 2007 |
| Creators | Hyde, Andrea Marie |
| Contributors | Dr. John P. Myers, Dr. Michael G. Gunzenhauser, Dr. Noreen Garman, Dr. Jo Victoria Goodman |
| Publisher | University of Pittsburgh |
| Source Sets | University of Pittsburgh |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.library.pitt.edu/ETD/available/etd-04192007-152839/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to University of Pittsburgh or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
Page generated in 0.0019 seconds