Education Commons^™

Student Engagement And Action In Classroom And Community: Place-Based Education And Social Action For The High-Achieving Student, Rachel M. Jank

Department of English: Dissertations, Theses, and Student Research

This paper briefly discusses the work done in a college-preparatory, Senior English class to combat the disengagement present in many educational institutions. This disconnect does not allow for learning retention and, therefore, does not allow for students to apply the moment of learning to life outside of the secondary classroom. The work I do is based off of Jessica Singer Early, Bruce Bigelow, Linda Christensen, and many other master teachers who work with the educational designs of Place Consciousness and Social Action within their respective classrooms. The theories of John Dewey and Paulo Freire suggest that a non-traditional style of …

Teaching Self: The Ambiguity Of Lived Experience In Classroom Discourse, Scott V. Gealy

Department of English: Dissertations, Theses, and Student Research

Inspired by Paul Heilker’s notion of the essay as a form of exploration over argument, embodying an anti-scholastic and chrono-logical approach, and Candace Spigelman’s endorsement of experience as evidence in academic discourse, this thesis weaves memoir into more traditional scholarship in an effort to complicate the archetype of the effective teacher. Furthermore, the essay seeks to deconstruct conventional student, teacher, and cultural binaries with the help of the theoretical work of Deborah Britzman, Parker Palmer, Mikhail Bakhtin, Joy Ritchie and David Wilson and others, while using Scott Russell Sanders’ narrative essay “Under the Influence” as a mentor text for …

Living Well: The Value Of Teaching Place, Catherine M. English

Department of English: Dissertations, Theses, and Student Research

This dissertation is a teaching memoir that examines the implementation of a place conscious pedagogy as a means to teach sustainable living practices into a secondary English classroom in a rural Nebraska school. It is framed upon the premise of instilling five senses of place consciousness into students as defined by Haas and Nachtigal (1998) including living well in community or a sense of belonging; living well spiritually or a sense of connection; living well economically or a sense of worth; living well politically or a sense of civic involvement; and living well ecologically or a sense of place. I …

At Risk In The Writing Classroom: Negotiating A Lesbian Teacher Identity, Irene G. Meaker

Department of English: Dissertations, Theses, and Student Research

"Education is a fearful enterprise," says teacher and philosopher, Parker Palmer. Student-centered/ processoriented pedagogy asks teachers to step out from behind the relative safety of the teacher mask and to enter the risky arena of learning. For the writing teacher, a special challenge is to help students negotiate the risks inherent in the act of writing and in sharing writing with the "Other."

To prevent fears from dominating our students, teachers must model risk-taking and risk negotiation. In my own teaching, my fears around students' reactions to learning my sexual identity meant that I more often reinforced fears than dispelled …