Through the lens of critical theory, the life histories and teaching practices of nine public high school teachers are described. Audiotaped life history interviews and classroom observations were conducted with nine educators representing various content areas in a public high school in the South. Possibilities for transformative teaching, as well as acts of resistance against barriers to teacher effectiveness and student achievement, are explored. The pedagogies of Paulo Freire, Henry Giroux, bell hooks, and Maxine Greene formed the theoretical framework used for identifying traits of transformative teaching. Based on this framework, as well as how their own teaching practices demonstrated the presence or absence of the traits of transformative teaching, the participants were placed on a continuum. The researcher, an administrator in the setting, also shares how the findings impacted her administrative practices.
","abstract_html":"<p>Through the lens of critical theory, the life histories and teaching practices of nine public high school teachers are described. Audiotaped life history interviews and classroom observations were conducted with nine educators representing various content areas in a public high school in the South. Possibilities for transformative teaching, as well as acts of resistance against barriers to teacher effectiveness and student achievement, are explored. The pedagogies of Paulo Freire, Henry Giroux, bell hooks, and Maxine Greene formed the theoretical framework used for identifying traits of transformative teaching. Based on this framework, as well as how their own teaching practices demonstrated the presence or absence of the traits of transformative teaching, the participants were placed on a continuum. The researcher, an administrator in the setting, also shares how the findings impacted her administrative practices.</p>","abstract_has_math":false,"creators":["Shaw Albritton, Vicki L."],"institution":null,"degree_name":"Doctor of Education in Curriculum Studies","degree_level":"Dissertation (restricted to Georgia Southern)","degree_discipline":"Department of Curriculum, Foundations, and Reading","degree_department":null,"school":null,"contributors":["Jane Page","William M. Reynolds","W. Jay Hughes"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2002,"date_issued":"2002-01-01T08:00:00Z","date_published":"2002-01-01T08:00:00Z","updated_at":"2026-07-24T02:28:00Z","subjects":["ETD","Critical theory","High school teachers","Curriculum","Life histories","Transformative teaching","Curriculum and Instruction","Curriculum and Social Inquiry","Educational Assessment, Evaluation, and Research","Educational Methods"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.georgiasouthern.edu/etd_legacy/110","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Jane Page","William M. Reynolds","W. Jay Hughes"]},{"key":"dc:creator","label":"Author","values":["Shaw Albritton, Vicki L."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["1970-01-01T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Department of Curriculum, Foundations, and Reading"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation (restricted to Georgia Southern)"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Curriculum Studies"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ETD","Critical theory","High school teachers","Curriculum","Life histories","Transformative teaching","Curriculum and Instruction","Curriculum and Social Inquiry","Educational Assessment, Evaluation, and Research","Educational Methods"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.georgiasouthern.edu/etd_legacy/110"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Through the lens of critical theory, the life histories and teaching practices of nine public high school teachers are described. Audiotaped life history interviews and classroom observations were conducted with nine educators representing various content areas in a public high school in the South. Possibilities for transformative teaching, as well as acts of resistance against barriers to teacher effectiveness and student achievement, are explored. The pedagogies of Paulo Freire, Henry Giroux, bell hooks, and Maxine Greene formed the theoretical framework used for identifying traits of transformative teaching. Based on this framework, as well as how their own teaching practices demonstrated the presence or absence of the traits of transformative teaching, the participants were placed on a continuum. The researcher, an administrator in the setting, also shares how the findings impacted her administrative practices.
"]},{"key":"dc:title","label":"Title","values":["Curriculum and Resistance: Exploring Possibilities for Transformative Teaching"]}]}],"canonical_facts":{"dc:contributor":["Jane Page","William M. Reynolds","W. Jay Hughes"],"dc:creator":["Shaw Albritton, Vicki L."],"dc:date.available":["1970-01-01T08:00:00Z"],"dc:description.abstract":["Through the lens of critical theory, the life histories and teaching practices of nine public high school teachers are described. Audiotaped life history interviews and classroom observations were conducted with nine educators representing various content areas in a public high school in the South. Possibilities for transformative teaching, as well as acts of resistance against barriers to teacher effectiveness and student achievement, are explored. The pedagogies of Paulo Freire, Henry Giroux, bell hooks, and Maxine Greene formed the theoretical framework used for identifying traits of transformative teaching. Based on this framework, as well as how their own teaching practices demonstrated the presence or absence of the traits of transformative teaching, the participants were placed on a continuum. The researcher, an administrator in the setting, also shares how the findings impacted her administrative practices.
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