{"id":{"repo_id":"arizona-thes","oai_identifier":"oai:repository.arizona.edu:10150/677571"},"canonical_url":"https://search.dev.ndltd.org/etd/arizona-thes/oai:repository.arizona.edu:10150/677571","repository":{"repo_id":"arizona-thes","name":"University of Arizona","base_url":"https://repository.arizona.edu/oai/request"},"display":{"title":"The Personal Is Pedagogical: A Critical Teacher Educator’s Self-Reflexive Dialogue on Adultism","abstract":"Adultism, or the belief that youth are inferior to adults, remains an understudied topic. In the field of teacher education, a field that can benefit from such exploration, this is especially true. Considering its limited research scope, particularly at the personal level, it is worth examining how a teacher educator becomes critically aware of adultism. This six-month autoethnographic study does just that. By collecting data from artifacts, auto-interviews, and systematic self-observation, this study seeks to answer the following question: How am I developing a critical consciousness about adultism as a teacher educator? My findings reveal that there are enabling factors, which I refer to as the three E’s–education, epiphanies, and experiences–that allow this process to occur. Concomitantly, there are constraining factors, or three C’s–constructs, contexts, and curricula–that challenge this process. To illustrate how I am becoming critically aware of adultism, I composed a self-reflexive dialogue. The purpose of my study is twofold. First, it serves as a model for teacher educators’ (un)learning processes. Second, it informs critical teacher education on how to prepare anti-adultist PK-12 teachers.","abstract_html":"Adultism, or the belief that youth are inferior to adults, remains an understudied topic. In the field of teacher education, a field that can benefit from such exploration, this is especially true. Considering its limited research scope, particularly at the personal level, it is worth examining how a teacher educator becomes critically aware of adultism. This six-month autoethnographic study does just that. By collecting data from artifacts, auto-interviews, and systematic self-observation, this study seeks to answer the following question: How am I developing a critical consciousness about adultism as a teacher educator? My findings reveal that there are enabling factors, which I refer to as the three E’s–education, epiphanies, and experiences–that allow this process to occur. Concomitantly, there are constraining factors, or three C’s–constructs, contexts, and curricula–that challenge this process. To illustrate how I am becoming critically aware of adultism, I composed a self-reflexive dialogue. The purpose of my study is twofold. First, it serves as a model for teacher educators’ (un)learning processes. Second, it informs critical teacher education on how to prepare anti-adultist PK-12 teachers.","abstract_has_math":false,"creators":["Sanchez, Ashley Rebecca"],"institution":"The University of Arizona.","degree_name":"Ed.D.","degree_level":"doctoral","degree_discipline":"Graduate College","degree_department":null,"school":null,"contributors":[],"advisors":["Dominguez, Ashley"],"committee_chairs":[],"committee_members":["Bertrand, Melanie","Demps, Dawn"],"year":2025,"date_issued":"2025","date_published":"2025","updated_at":"2026-07-24T00:55:35Z","subjects":[],"languages":["en"],"rights":["Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction, presentation (such as public display or performance) of protected items is prohibited except with permission of the author."],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10150/677571","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Dominguez, Ashley"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Bertrand, Melanie","Demps, Dawn"]},{"key":"dc:creator","label":"Author","values":["Sanchez, Ashley Rebecca"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2025-06-01T01:25:37Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2025-06-01T01:25:37Z"]},{"key":"dc:date.issued","label":"Date","values":["2025"]},{"key":"dc:publisher","label":"Institution","values":["The University of Arizona."]},{"key":"dc:type","label":"Dc Type","values":["text","Electronic Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Graduate College","Educational Leadership & Policy"]},{"key":"thesis:degree_level","label":"Degree Level","values":["doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Arizona"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction, presentation (such as public display or performance) of protected items is prohibited except with permission of the author."]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10150/677571"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Adultism, or the belief that youth are inferior to adults, remains an understudied topic. In the field of teacher education, a field that can benefit from such exploration, this is especially true. Considering its limited research scope, particularly at the personal level, it is worth examining how a teacher educator becomes critically aware of adultism. This six-month autoethnographic study does just that. By collecting data from artifacts, auto-interviews, and systematic self-observation, this study seeks to answer the following question: How am I developing a critical consciousness about adultism as a teacher educator? My findings reveal that there are enabling factors, which I refer to as the three E’s–education, epiphanies, and experiences–that allow this process to occur. Concomitantly, there are constraining factors, or three C’s–constructs, contexts, and curricula–that challenge this process. To illustrate how I am becoming critically aware of adultism, I composed a self-reflexive dialogue. The purpose of my study is twofold. First, it serves as a model for teacher educators’ (un)learning processes. Second, it informs critical teacher education on how to prepare anti-adultist PK-12 teachers."]},{"key":"dc:title","label":"Title","values":["The Personal Is Pedagogical: A Critical Teacher Educator’s Self-Reflexive Dialogue on Adultism"]}]}],"canonical_facts":{"dc:contributor.advisor":["Dominguez, Ashley"],"dc:contributor.committeemember":["Bertrand, Melanie","Demps, Dawn"],"dc:creator":["Sanchez, Ashley Rebecca"],"dc:date.accessioned":["2025-06-01T01:25:37Z"],"dc:date.available":["2025-06-01T01:25:37Z"],"dc:date.issued":["2025"],"dc:description.abstract":["Adultism, or the belief that youth are inferior to adults, remains an understudied topic. In the field of teacher education, a field that can benefit from such exploration, this is especially true. Considering its limited research scope, particularly at the personal level, it is worth examining how a teacher educator becomes critically aware of adultism. This six-month autoethnographic study does just that. By collecting data from artifacts, auto-interviews, and systematic self-observation, this study seeks to answer the following question: How am I developing a critical consciousness about adultism as a teacher educator? My findings reveal that there are enabling factors, which I refer to as the three E’s–education, epiphanies, and experiences–that allow this process to occur. Concomitantly, there are constraining factors, or three C’s–constructs, contexts, and curricula–that challenge this process. To illustrate how I am becoming critically aware of adultism, I composed a self-reflexive dialogue. The purpose of my study is twofold. First, it serves as a model for teacher educators’ (un)learning processes. Second, it informs critical teacher education on how to prepare anti-adultist PK-12 teachers."],"dc:identifier.uri":["http://hdl.handle.net/10150/677571"],"dc:language.iso":["en"],"dc:publisher":["The University of Arizona."],"dc:rights":["Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction, presentation (such as public display or performance) of protected items is prohibited except with permission of the author."],"dc:rights.uri":["http://rightsstatements.org/vocab/InC/1.0/"],"dc:title":["The Personal Is Pedagogical: A Critical Teacher Educator’s Self-Reflexive Dialogue on Adultism"],"dc:type":["text","Electronic Dissertation"],"thesis:degree_discipline":["Graduate College","Educational Leadership & Policy"],"thesis:degree_level":["doctoral"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["University of Arizona"]},"updated_at":"2026-07-24T00:55:35Z"}