{"id":{"repo_id":"ohiolink","oai_identifier":"oai:etd.ohiolink.edu:osu1364902647"},"canonical_url":"https://search.dev.ndltd.org/etd/ohiolink/oai:etd.ohiolink.edu:osu1364902647","repository":{"repo_id":"ohiolink","name":"OhioLINK","base_url":"https://etd.ohiolink.edu/acprod/odb_etd/ws/oai/oai"},"display":{"title":"It’s All Connected: How Teachers and Students Co-Construct Spaces and Figured Worlds through Literacy and Language Events and Practices","abstract":"This dissertation uses discourse analysis and ethnographically informed qualitative research methods in order to answer these research questions: What happens when teachers and students from different neighborhoods and communities in Central County participate in literacy and language events and practices in an alternative humanities class? When, where and under what conditions do spaces/places become engaging and/or community generative learning environments? The study examines a half-day humanities program for high school juniors and seniors, which is known as Connect. Applying trialectical spatial theories (Lefebvre, 1974/1992) and Holland et al’s (1998) theory of figured worlds, the researcher analyzed classroom data in the form of field notes of classroom observations, audio and/or video recordings of classroom observations, classroom artifacts, Facebook postings to the Connect group page, and interviews with both teachers and 5 focal students. Findings include greater understanding into the ways that teachers’ and/or students’ conceptions and perceptions interact with one another across spaces in ways that co-construct not only classroom spaces but also the collective figured world of Connect, the ways that fields of privilege, such as those involving race, class, gender, sexuality, religion, and/or schooling, interact in classroom spaces, and the ways in which Connect spaces were (or not) community generative and/or engaging.","abstract_html":"This dissertation uses discourse analysis and ethnographically informed qualitative research methods in order to answer these research questions: What happens when teachers and students from different neighborhoods and communities in Central County participate in literacy and language events and practices in an alternative humanities class? When, where and under what conditions do spaces/places become engaging and/or community generative learning environments? The study examines a half-day humanities program for high school juniors and seniors, which is known as Connect. Applying trialectical spatial theories (Lefebvre, 1974/1992) and Holland et al’s (1998) theory of figured worlds, the researcher analyzed classroom data in the form of field notes of classroom observations, audio and/or video recordings of classroom observations, classroom artifacts, Facebook postings to the Connect group page, and interviews with both teachers and 5 focal students. Findings include greater understanding into the ways that teachers’ and/or students’ conceptions and perceptions interact with one another across spaces in ways that co-construct not only classroom spaces but also the collective figured world of Connect, the ways that fields of privilege, such as those involving race, class, gender, sexuality, religion, and/or schooling, interact in classroom spaces, and the ways in which Connect spaces were (or not) community generative and/or engaging.","abstract_has_math":false,"creators":["Bragg, Christina Dawn"],"institution":"The Ohio State University","degree_name":"Doctor of Philosophy","degree_level":"doctoral","degree_discipline":"EDU Teaching and Learning","degree_department":null,"school":null,"contributors":["Clark, Caroline"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-07-05","date_published":"2013-07-05","updated_at":"2026-07-24T03:37:16Z","subjects":["Secondary Education","Literacy","adolescent literacy","humanities classroom","community","engagement","space"],"languages":["English"],"rights":["unrestricted","This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://rave.ohiolink.edu/etdc/view?acc_num=osu1364902647","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Clark, Caroline"]},{"key":"dc:creator","label":"Author","values":["Bragg, Christina Dawn"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2013-07-05"]},{"key":"dc:publisher","label":"Institution","values":["The Ohio State University / OhioLINK"]},{"key":"dc:type","label":"Dc Type","values":["Electronic Thesis or Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["EDU Teaching and Learning"]},{"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 Ohio State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Secondary Education","Literacy","adolescent literacy","humanities classroom","community","engagement","space"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:rights","label":"Dc Rights","values":["unrestricted","This thesis or dissertation is protected by copyright: all rights reserved. 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Applying trialectical spatial theories (Lefebvre, 1974/1992) and Holland et al’s (1998) theory of figured worlds, the researcher analyzed classroom data in the form of field notes of classroom observations, audio and/or video recordings of classroom observations, classroom artifacts, Facebook postings to the Connect group page, and interviews with both teachers and 5 focal students. Findings include greater understanding into the ways that teachers’ and/or students’ conceptions and perceptions interact with one another across spaces in ways that co-construct not only classroom spaces but also the collective figured world of Connect, the ways that fields of privilege, such as those involving race, class, gender, sexuality, religion, and/or schooling, interact in classroom spaces, and the ways in which Connect spaces were (or not) community generative and/or engaging."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf","p.325","1.37 MB"]},{"key":"dc:title","label":"Title","values":["It’s All Connected: How Teachers and Students Co-Construct Spaces and Figured Worlds through Literacy and Language Events and Practices"]}]}],"canonical_facts":{"dc:contributor":["Clark, Caroline"],"dc:creator":["Bragg, Christina Dawn"],"dc:date":["2013-07-05"],"dc:description":["This dissertation uses discourse analysis and ethnographically informed qualitative research methods in order to answer these research questions: What happens when teachers and students from different neighborhoods and communities in Central County participate in literacy and language events and practices in an alternative humanities class? When, where and under what conditions do spaces/places become engaging and/or community generative learning environments? The study examines a half-day humanities program for high school juniors and seniors, which is known as Connect. Applying trialectical spatial theories (Lefebvre, 1974/1992) and Holland et al’s (1998) theory of figured worlds, the researcher analyzed classroom data in the form of field notes of classroom observations, audio and/or video recordings of classroom observations, classroom artifacts, Facebook postings to the Connect group page, and interviews with both teachers and 5 focal students. Findings include greater understanding into the ways that teachers’ and/or students’ conceptions and perceptions interact with one another across spaces in ways that co-construct not only classroom spaces but also the collective figured world of Connect, the ways that fields of privilege, such as those involving race, class, gender, sexuality, religion, and/or schooling, interact in classroom spaces, and the ways in which Connect spaces were (or not) community generative and/or engaging."],"dc:format":["application/pdf","p.325","1.37 MB"],"dc:identifier":["http://rave.ohiolink.edu/etdc/view?acc_num=osu1364902647"],"dc:language":["English"],"dc:publisher":["The Ohio State University / OhioLINK"],"dc:rights":["unrestricted","This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws."],"dc:subject":["Secondary Education","Literacy","adolescent literacy","humanities classroom","community","engagement","space"],"dc:title":["It’s All Connected: How Teachers and Students Co-Construct Spaces and Figured Worlds through Literacy and Language Events and Practices"],"dc:type":["Electronic Thesis or Dissertation"],"thesis:degree_discipline":["EDU Teaching and Learning"],"thesis:degree_level":["doctoral"],"thesis:degree_name":["Doctor of Philosophy"],"thesis:institution_name":["The Ohio State University"]},"updated_at":"2026-07-24T03:37:16Z"}