Curriculum and Resistance: Exploring Possibilities for Transformative Teaching

<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>

Name thesis:degree_name

Doctor of Education in Curriculum Studies

Level thesis:degree_level

Dissertation (restricted to Georgia Southern)

Discipline thesis:degree_discipline

Department of Curriculum, Foundations, and Reading

Year dc:date.available

2002

Author dc:creator

• Shaw Albritton, Vicki L.

Contributors dc:contributor

• Jane Page
• William M. Reynolds
• W. Jay Hughes

• 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

Repository record dc:identifier

https://digitalcommons.georgiasouthern.edu/etd_legacy/110

OAI identifier oai:identifier

oai:digitalcommons.georgiasouthern.edu:etd_legacy-1182