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Hyde, Andrea Marie (2007) SELF-CONSTITUTION AS RESISTANCE TO NORMALIZATION:Educator Agency in the Era of Accountability. Doctoral Dissertation, University of Pittsburgh. (Unpublished)

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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.


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Item Type: University of Pittsburgh ETD
Status: Unpublished
CreatorsEmailPitt UsernameORCID
Hyde, Andrea Marieahyde@pitt.eduAHYDE
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee CoChairGunzenhauser, Michael Gmgunzen@pitt.eduMGUNZEN
Committee CoChairGarman, Noreenngarman@pitt.eduNGARMAN
Committee MemberGoodman, Jo
Committee MemberMyers, John
Date: 27 June 2007
Date Type: Completion
Defense Date: 5 April 2007
Approval Date: 27 June 2007
Submission Date: 19 April 2007
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Institution: University of Pittsburgh
Schools and Programs: School of Education > Administrative and Policy Studies
Degree: PhD - Doctor of Philosophy
Thesis Type: Doctoral Dissertation
Refereed: Yes
Uncontrolled Keywords: philosophy of education; social foundations of education
Other ID:, etd-04192007-152839
Date Deposited: 10 Nov 2011 19:39
Last Modified: 15 Nov 2016 13:41


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