The focus of this autoethnographic dissertation is the exploration of habitus and how it consciously and unconsciously influences our perceptions, emotions, values, and actions. I describe this dissertation as an autoethnography to highlight my subjective approach to research and to dispel any claims of objectivity. Through my experiences as a daughter, mother, administrator, and teacher-educator, I explore three internal conflicts, highlighted by intense emotional reactions, and deconstruct how my past and present contexts inform my values, beliefs, and actions. In each chapter, I describe several events that led to a greater understanding of my emotional responses and how I adapted my practices to better support my family, students, and staff. This work is informed by a bricolage of theoretical frameworks that help structure and illuminate the experiences discussed in each chapter. I include methods and methodologies that support my interpretation and reinterpretation of past and present experiences and utilize event-oriented inquiry to analyze specific moments by answering the following questions: What happened? Why did it happen? and, What more is there? Authentic Inquiry is presented as an overarching framework and guides the emergent and contingent nature of this work.
","abstract_html":"<p>The focus of this autoethnographic dissertation is the exploration of habitus and how it consciously and unconsciously influences our perceptions, emotions, values, and actions. I describe this dissertation as an autoethnography to highlight my subjective approach to research and to dispel any claims of objectivity. Through my experiences as a daughter, mother, administrator, and teacher-educator, I explore three internal conflicts, highlighted by intense emotional reactions, and deconstruct how my past and present contexts inform my values, beliefs, and actions. In each chapter, I describe several events that led to a greater understanding of my emotional responses and how I adapted my practices to better support my family, students, and staff. This work is informed by a bricolage of theoretical frameworks that help structure and illuminate the experiences discussed in each chapter. I include methods and methodologies that support my interpretation and reinterpretation of past and present experiences and utilize event-oriented inquiry to analyze specific moments by answering the following questions: <em>What happened? Why did it happen?</em> and, <em>What more is there?</em> Authentic Inquiry is presented as an overarching framework and guides the emergent and contingent nature of this work.</p>","abstract_has_math":false,"creators":["Abreu, JoAnn Rintel"],"institution":"The Graduate School and University Center of The City University of New York","degree_name":"Doctor of Philosophy","degree_level":"Doctoral","degree_discipline":"Urban Education","degree_department":null,"school":null,"contributors":[],"advisors":["Konstantinos Alexakos"],"committee_chairs":[],"committee_members":["David Bloomfield","Deborah Shanley"],"year":2021,"date_issued":"2021-02-01T08:00:00Z","date_published":"2021-02-01T08:00:00Z","updated_at":"2026-07-24T02:00:13Z","subjects":["Educational Sociology","Humane Education","Authentic Inquiry","Autoethnography","habitus","field","reflexivity","Event-Oriented Inquiry"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://academicworks.cuny.edu/gc_etds/4139","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Konstantinos Alexakos"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["David Bloomfield","Deborah Shanley"]},{"key":"dc:creator","label":"Author","values":["Abreu, JoAnn Rintel"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2023-02-01T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Urban Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["The Graduate School and University Center of The City University of New York"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Educational Sociology","Humane Education","Authentic Inquiry","Autoethnography","habitus","field","reflexivity","Event-Oriented Inquiry"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://academicworks.cuny.edu/gc_etds/4139"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The focus of this autoethnographic dissertation is the exploration of habitus and how it consciously and unconsciously influences our perceptions, emotions, values, and actions. I describe this dissertation as an autoethnography to highlight my subjective approach to research and to dispel any claims of objectivity. Through my experiences as a daughter, mother, administrator, and teacher-educator, I explore three internal conflicts, highlighted by intense emotional reactions, and deconstruct how my past and present contexts inform my values, beliefs, and actions. In each chapter, I describe several events that led to a greater understanding of my emotional responses and how I adapted my practices to better support my family, students, and staff. This work is informed by a bricolage of theoretical frameworks that help structure and illuminate the experiences discussed in each chapter. I include methods and methodologies that support my interpretation and reinterpretation of past and present experiences and utilize event-oriented inquiry to analyze specific moments by answering the following questions: What happened? Why did it happen? and, What more is there? Authentic Inquiry is presented as an overarching framework and guides the emergent and contingent nature of this work.
"]},{"key":"dc:title","label":"Title","values":["Embracing Conflict and Contradiction as a Path to Awareness"]}]}],"canonical_facts":{"dc:contributor.advisor":["Konstantinos Alexakos"],"dc:contributor.committeemember":["David Bloomfield","Deborah Shanley"],"dc:creator":["Abreu, JoAnn Rintel"],"dc:date.available":["2023-02-01T08:00:00Z"],"dc:description.abstract":["The focus of this autoethnographic dissertation is the exploration of habitus and how it consciously and unconsciously influences our perceptions, emotions, values, and actions. I describe this dissertation as an autoethnography to highlight my subjective approach to research and to dispel any claims of objectivity. Through my experiences as a daughter, mother, administrator, and teacher-educator, I explore three internal conflicts, highlighted by intense emotional reactions, and deconstruct how my past and present contexts inform my values, beliefs, and actions. In each chapter, I describe several events that led to a greater understanding of my emotional responses and how I adapted my practices to better support my family, students, and staff. This work is informed by a bricolage of theoretical frameworks that help structure and illuminate the experiences discussed in each chapter. I include methods and methodologies that support my interpretation and reinterpretation of past and present experiences and utilize event-oriented inquiry to analyze specific moments by answering the following questions: What happened? Why did it happen? and, What more is there? Authentic Inquiry is presented as an overarching framework and guides the emergent and contingent nature of this work.
"],"dc:identifier":["https://academicworks.cuny.edu/gc_etds/4139"],"dc:subject":["Educational Sociology","Humane Education","Authentic Inquiry","Autoethnography","habitus","field","reflexivity","Event-Oriented Inquiry"],"dc:title":["Embracing Conflict and Contradiction as a Path to Awareness"],"thesis:degree_discipline":["Urban Education"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Doctor of Philosophy"],"thesis:institution_name":["The Graduate School and University Center of The City University of New York"]},"updated_at":"2026-07-24T02:00:13Z"}