Power and Reason: The Construction of a Mathematics Teacher's Pedagogical Discourse and Practice

The findings of the study can contribute to a better understanding of how a teacher's construction of his pedagogical conceptions and practice is influenced by the social context embedded within a particular network of power relations. His resistance also suggests strategies that the current power relations might be challenged. Lastly, the use of Foucault's theorization of power, knowledge, and subjectivity can help us explore the dialectic between the lifeworld of the individual and the social structure in which he or she is situated.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Chen, Rong-Ji

Contributors dc:contributor

• Ferneding, Karen A.

• Education, Teacher Training

Language dc:language

eng

Identifier

(MiAaPQ)AAI3223560

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/79897