Power of Equality Myths: A Transdisciplinary Study Examining the Influence of Equality Policy on Teaching and Learning

<p>There has been steady interest in the ideology of equity in schooling practices reflected in the written artifacts of the United States, especially in the last thirty years. However, equality-laden language is often used without definition or critical examination. The assumed meaning of equality terminology is problematic--especially for classroom teachers who are directly held accountable for the practice of equality policy. This inquiry critically evaluates the multiple implications of this common-sense usage of language related to issues of equality, equity, sameness, and even democracy. Using the combined methodologies of educational criticism, critical discourse analysis, and self-ethnography, this transdisciplinary investigation describes, interprets, and evaluates the way staff members in a Head Start/early childhood education organization conceive of, and act upon, conceptualizations of equality policy. A close examination of these conceptualizations can serve to assist educational researchers, policymakers, and practitioners in evaluating the implications equality policies have on the teaching practice as a whole, and by extension, the specific learning lives of students.</p>

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Year dc:date.available

2014

Author dc:creator

• Gutiérrez, Jennifer

Contributors dc:contributor

• P. Bruce Uhrmacher, Ph.D.
• Paul Michalec
• Bin Ramke
• Nicholas Cutforth

• Critical discourse analysis
• Educational criticism
• Head Start
• Self-ethnography
• Early Childhood Education
• Education
• Education Policy

Statement dc:rights

• <p>Copyright is held by the author. User is responsible for all copyright compliance.</p>

Language dc:language

en

Repository record dc:identifier

https://digitalcommons.du.edu/etd/256

OAI identifier oai:identifier

oai:digitalcommons.du.edu:etd-1255