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A Renewed Critical Pedagogy: Rethinking Activism Within Writing Program Administration
A Renewed Critical Pedagogy: Rethinking Activism Within Writing Program Administration
상세정보
- 자료유형
- 학위논문
- Control Number
- 0015492092
- International Standard Book Number
- 9781088304914
- Dewey Decimal Classification Number
- 370
- Main Entry-Personal Name
- Lehn, Jeanette.
- Publication, Distribution, etc. (Imprint
- [Sl] : The Florida State University, 2019
- Publication, Distribution, etc. (Imprint
- Ann Arbor : ProQuest Dissertations & Theses, 2019
- Physical Description
- 196 p
- General Note
- Source: Dissertations Abstracts International, Volume: 81-04, Section: A.
- General Note
- Advisor: Graban, Tarez Samra.
- Dissertation Note
- Thesis (Ph.D.)--The Florida State University, 2019.
- Restrictions on Access Note
- This item must not be sold to any third party vendors.
- Summary, Etc.
- 요약This dissertation is a qualitative study of activism within writing program administration though the lens of the term critical pedagogy. The study responds to calls in the field of rhetoric, composition, and writing studies to address inequalities and to forward social justice ends. This disciplinary desire can be evidenced in chairs' addresses at the flagship conference, The Conference on College Composition and Communication, in institutional mission statements and in the pedagogy of individual instructors. In the past, local efforts to respond to social justice have been classified under the term critical pedagogy. While the term critical pedagogy has fallen out of favor, I argue that the term still holds utility for conceiving of a contemporary response to progressive desires for teaching. The term critical pedagogy, often associated with Paulo Freire, a Chilean activist, is commonly associated with designing classroom practice. The term evolved into more frequent parlance in the 1960s and 1970s as institutional structures changed, and again in the 1990s, as issues of identity and culture were more centrally the focus of composition studies. One conception of critical pedagogy is that individual teachers can create social change through classroom practice. It is difficult to address global or systemic problems solely at the local level, and in reconceiving of critical pedagogy for contemporary exigencies, the need to theorize activism on a systemic level is salient. This dissertation study accounts for that critique of critical pedagogy by theorizing critical pedagogy from institutional and systemic angles utilizing a method called Critical Systems Theory (CST). To theorize critical pedagogy and activism from both individual and institutional angles simultaneously, this dissertation utilizes qualitative methods, chiefly interviews, chosen for their ability to reveal relationships between actors within the educational system. Ten writing program administrators from "research extensive" universities (Carnegie Classification D/RU-E) were interviewed about institutional contexts, activism, critical pedagogy, multiculturalism, and the treatment of race and racism within TA training. The research utilizes an ecological framework and is done for the purpose of institutional critique. Participants were recruited via e-mail and the "snowball" referral method. Interviews were conducted over Skype and transcripts of the interviews were coded for patterns. Interviewees were offered three levels of participation to allow for confidentiality: confidential participant (name and institution withheld)
- Subject Added Entry-Topical Term
- Education
- Added Entry-Corporate Name
- The Florida State University English
- Host Item Entry
- Dissertations Abstracts International. 81-04A.
- Host Item Entry
- Dissertation Abstract International
- Electronic Location and Access
- 로그인을 한후 보실 수 있는 자료입니다.
- Control Number
- joongbu:565615
MARC
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■020 ▼a9781088304914
■035 ▼a(MiAaPQ)AAI13899693
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a370
■1001 ▼aLehn, Jeanette.
■24510▼aA Renewed Critical Pedagogy: Rethinking Activism Within Writing Program Administration
■260 ▼a[Sl]▼bThe Florida State University▼c2019
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2019
■300 ▼a196 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 81-04, Section: A.
■500 ▼aAdvisor: Graban, Tarez Samra.
■5021 ▼aThesis (Ph.D.)--The Florida State University, 2019.
■506 ▼aThis item must not be sold to any third party vendors.
■520 ▼aThis dissertation is a qualitative study of activism within writing program administration though the lens of the term critical pedagogy. The study responds to calls in the field of rhetoric, composition, and writing studies to address inequalities and to forward social justice ends. This disciplinary desire can be evidenced in chairs' addresses at the flagship conference, The Conference on College Composition and Communication, in institutional mission statements and in the pedagogy of individual instructors. In the past, local efforts to respond to social justice have been classified under the term critical pedagogy. While the term critical pedagogy has fallen out of favor, I argue that the term still holds utility for conceiving of a contemporary response to progressive desires for teaching. The term critical pedagogy, often associated with Paulo Freire, a Chilean activist, is commonly associated with designing classroom practice. The term evolved into more frequent parlance in the 1960s and 1970s as institutional structures changed, and again in the 1990s, as issues of identity and culture were more centrally the focus of composition studies. One conception of critical pedagogy is that individual teachers can create social change through classroom practice. It is difficult to address global or systemic problems solely at the local level, and in reconceiving of critical pedagogy for contemporary exigencies, the need to theorize activism on a systemic level is salient. This dissertation study accounts for that critique of critical pedagogy by theorizing critical pedagogy from institutional and systemic angles utilizing a method called Critical Systems Theory (CST). To theorize critical pedagogy and activism from both individual and institutional angles simultaneously, this dissertation utilizes qualitative methods, chiefly interviews, chosen for their ability to reveal relationships between actors within the educational system. Ten writing program administrators from "research extensive" universities (Carnegie Classification D/RU-E) were interviewed about institutional contexts, activism, critical pedagogy, multiculturalism, and the treatment of race and racism within TA training. The research utilizes an ecological framework and is done for the purpose of institutional critique. Participants were recruited via e-mail and the "snowball" referral method. Interviews were conducted over Skype and transcripts of the interviews were coded for patterns. Interviewees were offered three levels of participation to allow for confidentiality: confidential participant (name and institution withheld)
■590 ▼aSchool code: 0071.
■650 4▼aEducation
■690 ▼a0515
■71020▼aThe Florida State University▼bEnglish.
■7730 ▼tDissertations Abstracts International▼g81-04A.
■773 ▼tDissertation Abstract International
■790 ▼a0071
■791 ▼aPh.D.
■792 ▼a2019
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T15492092▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
■980 ▼a202002▼f2020
