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Full-Text Articles in Education
(Un)Writing The Academic Other : Theorizing The "At Risk" Body, Jessica Lynn Exkano
(Un)Writing The Academic Other : Theorizing The "At Risk" Body, Jessica Lynn Exkano
LSU Doctoral Dissertations
A dominant Western historical reproductive narrative has constructed our knowledge of the “at risk” student body. Sustained through a metaphor of family, historical representations construct at risk as a matter of familial inheritance, through genetics, culture, or socioeconomic status. While at risk labels have changed over time, historical memory of at risk remains centered on a deficit-view of the family, while absolving social responsibility. This linear conception of “at risk” discourse disallows an interrogation of other systemic factors that can challenge or sustain the historical construction of the “at risk” body. This dissertation draws upon poststructural, narrative, and curriculum theories …
A Delicate Dance: Autoethnography, Curriculum, And The Semblance Of Intimacy, Laura Marshall Jewett
A Delicate Dance: Autoethnography, Curriculum, And The Semblance Of Intimacy, Laura Marshall Jewett
LSU Doctoral Dissertations
Have you ever had a dream that you shared an intimate moment—grew close—with someone who in your waking life you barely knew; or that you knew a language that outside of your dream you did not understand? Or if you are a teacher, have you ever dreamt that you connected with a student—actually taught them something? If upon waking you have felt the residual yet potent ephemeral as-ifness of such closeness, you have experienced what is the focus of this study: the semblance of intimacy. This dissertation, via autoethnography, couples experiences teaching multicultural education and learning to zydeco dance in …
Reflections On Teaching A Mathematics Education Course, Sarah Elizabeth Smitherman
Reflections On Teaching A Mathematics Education Course, Sarah Elizabeth Smitherman
LSU Doctoral Dissertations
Teaching and learning involve reflexive actions and should be chosen thoughtfully and deliberately, not because someone has decided “what works.” In this study, I examine how complex conversations might offer pedagogical and theoretical (re)considerations in a teacher education course on mathematics. The term “math methods” is a doubly weighted phrase, for both mathematics and methods connote particular ideologies prevalent in current educational rhetoric. In order to unpack the impact of these words, I engage in research based on inquiry, historical analysis, and personal reflections, all of which I use in an eclectic, thoughtful, and explorative manner. The two main research …
This Corner Of Canaan: Curriculum Studies Of Place And The Reconstruction Of The South, Reta Ugena Whitlock
This Corner Of Canaan: Curriculum Studies Of Place And The Reconstruction Of The South, Reta Ugena Whitlock
LSU Doctoral Dissertations
If place is crucial to understanding the self and society, then it is central to curriculum studies that relate the individual and the social. This theoretical autobiographical research seeks to encourage progressive conversation and social political movement in the South by attending to the anomalous forms of Southernness that emerge in the interrogation of feeling Southern. Toward that end, in this dissertation I explore and foreground a marginalized Southern curriculum of nostalgia, homeplace, grace, and queerness. I investigate aspects of Southern place and feeling Southern that are submerged in conventional white patriarchal notions of Southern identity. My narrative allows some …
The Language And Politics Of Place: Autobiographical Curriculum In The American South, Michael Brian Casemore
The Language And Politics Of Place: Autobiographical Curriculum In The American South, Michael Brian Casemore
LSU Doctoral Dissertations
Place is central to the study of the American South. The question of the meaning and power of place underpinned the earliest efforts to define and understand the region, and place remains a crucial concept in an ongoing process of regional identification and inquiry. This study explores southern place autobiographically, historically, and theoretically in order to illuminate the subjective and social dimensions of place and to promote progressive conversation in the region. My inquiry is interdisciplinary. It draws on psychoanalysis, Southern studies, and the philosophy of place-as well as on theories of curriculum, literature, and art. If places can inspire …
Schoolin' Women: Hip Hop Pedagogies Of Black Women Rappers, Nichole Ann Guillory
Schoolin' Women: Hip Hop Pedagogies Of Black Women Rappers, Nichole Ann Guillory
LSU Doctoral Dissertations
The curriculum studies field has much to gain from an analysis of black women rappers’ texts. The knowledge black women rappers offer through their songs is worthy of study in schooling spaces and is too valuable for educators to continue to ignore if they want to become better teachers. Through their lyrics, black women rappers situate themselves in a public context and construct texts that represent young black women’s complex identities. Black women rappers create a space in hip hop discourse from which their stories enrich and complicate the public conversation about the representation of black women’s identities. This study …
"I Cried Out And None But Jesus Heard!" Prophetic Pedagogy: The Spirituality And Religious Lives Of Three Nineteenth Century African-American Women, Elecia Brown Lathon
"I Cried Out And None But Jesus Heard!" Prophetic Pedagogy: The Spirituality And Religious Lives Of Three Nineteenth Century African-American Women, Elecia Brown Lathon
LSU Doctoral Dissertations
African American women represent a long line of prophetic women. Women who fought for space in the religious world of the nineteenth century, and who fought to have their voices heard in America. The lives and experiences of such women have been excluded, ignored, and dismissed from academic discourses. This study adds a new dimension (the spirituality of African-American women) to the field of curriculum theory and builds on the scholarship of literary scholars who have and are currently recovering the lost lives of African American women and their spirituality. Therefore, this research examined the spirituality and rhetorical strategies utilized …
Reconceiving Curriculum: An Historical Approach, Stephen Shepard Triche
Reconceiving Curriculum: An Historical Approach, Stephen Shepard Triche
LSU Doctoral Dissertations
This dissertation reconceives curriculum through an historical approach that employs Ludwig Wittgenstein’s later philosophy. Curriculum is more than the knowledge taught in school. Curriculum, as I a theorist conceives it, is concerned with the broader intellectual and ideological ways a society thinks about education. Hence, the current school curriculum’s focus on specific learning outcomes offers a limited view of the knowledge fashioned by a society, thereby offering an intellectual and social history that is highly selective. Wittgenstein’s concept of “language-games” offers curricularists a way to re-include some of these stories. The concept of curriculum emerges at the end of the …