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Full-Text Articles in Education
Viewpoints: Liberatory Ensemble And Character, Christopher Layton Clark
Viewpoints: Liberatory Ensemble And Character, Christopher Layton Clark
Theses and Dissertations
This dissertation, submitted in article format, explores how the physical movement theories of Anne Bogart's Viewpoints may lead to a liberatory setting, one which echoes the theories of Paolo Freire, for college theatre students. It examines whether Viewpoints is effective in creating a studio classroom culture and whether the Viewpoints exercises can lead to a heightened clarity in individual performance, with a much more satisfying and involved learning experience for students of the theatrical arts. In addition, this dissertation applies the theory of Mead's symbolic interactionism to the discoveries that students make while using Viewpoints exercises. Research methods include autoethnography, …
Navigating The World Of Academia As A Mother And Contingent Faculty Member: A Narrative Inquiry, Kathryn Ledford
Navigating The World Of Academia As A Mother And Contingent Faculty Member: A Narrative Inquiry, Kathryn Ledford
All Dissertations
Although women hold many professional positions, they are still held accountable to present gendered customs like parenting children. Additionally, women who work in higher education are surrounded by masculine norms. For academic women who are also mothers like the author, many obstacles confront their management of the interlocking spheres of home, work and self. An examination of these women's narratives will illuminate how women navigate the world of academia, while maintaining our roles as mothers and individual identities.
For women who are mothers of children under six years old, and who are also contingent faculty members at four-year institutions, both …
Becoming: One Teacher’S Journey Into Social Justice Education, Elizabeth C. Fyffe
Becoming: One Teacher’S Journey Into Social Justice Education, Elizabeth C. Fyffe
College of Education Theses and Dissertations
This autoethnographic study examines how a first year teacher, self-identifying as a social justice educator, comes to understand the lived experience of becoming a professional. The purpose of the study was to explore the unique challenges, perspectives, and philosophical contradictions that present themselves in the daily life of a social justice educator in a public elementary school setting. Through self-reflective journaling five becomings were revealed to be intertwined in the process of developing as a social justice educator: becoming a classroom manager, becoming a content specialist, becoming an implementation virtuoso, becoming an assessment architect, and becoming a balanced educator. It …