{"id":{"repo_id":"siu-theses","oai_identifier":"oai:opensiuc.lib.siu.edu:dissertations-1872"},"canonical_url":"https://search.dev.ndltd.org/etd/siu-theses/oai:opensiuc.lib.siu.edu:dissertations-1872","repository":{"repo_id":"siu-theses","name":"Southern Illinois University","base_url":"https://opensiuc.lib.siu.edu/do/oai/"},"display":{"title":"(RE)CLAIMING THE INTELLIGENT HEART: A CRITICAL PEDAGOGUE'S JOURNEY TOWARD CONNECTED SCHOOLING","abstract":"As a committed social justice educator, I share in this dissertation a theoretically informed instructional autoethnography of my time teaching and researching as a Language Arts and Speech teacher across two different public high schools and two different school years. My story of learning to embody the values and practices of progressive teaching arises from the central research questions: \"How can I, a self-identified progressive Language Arts educator committed to social justice, learn to implement critical, democratic, responsive, and holistic pedagogy as a public high school teacher in this particular region at this time in U.S. public education? And, within these particular schooling cultures, what aspects of these schooling environments support or inhibit my ability to perform as a progressive educator?\" Responding to critiques of public schooling policy and practices, my work is grounded in theoretical commitments of progressive education articulated by the critical pedagogy of Paulo Freire and those North American educators who have brought his libratory praxis forward into what I call connected, social justice pedagogy.","abstract_html":"As a committed social justice educator, I share in this dissertation a theoretically informed instructional autoethnography of my time teaching and researching as a Language Arts and Speech teacher across two different public high schools and two different school years. My story of learning to embody the values and practices of progressive teaching arises from the central research questions: "How can I, a self-identified progressive Language Arts educator committed to social justice, learn to implement critical, democratic, responsive, and holistic pedagogy as a public high school teacher in this particular region at this time in U.S. public education? And, within these particular schooling cultures, what aspects of these schooling environments support or inhibit my ability to perform as a progressive educator?" Responding to critiques of public schooling policy and practices, my work is grounded in theoretical commitments of progressive education articulated by the critical pedagogy of Paulo Freire and those North American educators who have brought his libratory praxis forward into what I call connected, social justice pedagogy.","abstract_has_math":false,"creators":["Yeomans, Melinda L."],"institution":null,"degree_name":"Doctor of Philosophy","degree_level":"Campus Only Dissertation","degree_discipline":"Speech Communication","degree_department":null,"school":null,"contributors":["Pineau, Elyse"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-05-01T07:00:00Z","date_published":"2014-05-01T07:00:00Z","updated_at":"2026-07-24T04:34:20Z","subjects":["Autoethnography","Critical Communication Pedagogy","Critical Pedagogy","Instructional Autoethnography","Language Arts","Schooling as Performance"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://opensiuc.lib.siu.edu/dissertations/869","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Pineau, Elyse"]},{"key":"dc:creator","label":"Author","values":["Yeomans, Melinda L."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-08-13T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Speech Communication"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Campus Only Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Autoethnography","Critical Communication Pedagogy","Critical Pedagogy","Instructional Autoethnography","Language Arts","Schooling as Performance"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://opensiuc.lib.siu.edu/dissertations/869"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["As a committed social justice educator, I share in this dissertation a theoretically informed instructional autoethnography of my time teaching and researching as a Language Arts and Speech teacher across two different public high schools and two different school years. My story of learning to embody the values and practices of progressive teaching arises from the central research questions: \"How can I, a self-identified progressive Language Arts educator committed to social justice, learn to implement critical, democratic, responsive, and holistic pedagogy as a public high school teacher in this particular region at this time in U.S. public education? And, within these particular schooling cultures, what aspects of these schooling environments support or inhibit my ability to perform as a progressive educator?\" Responding to critiques of public schooling policy and practices, my work is grounded in theoretical commitments of progressive education articulated by the critical pedagogy of Paulo Freire and those North American educators who have brought his libratory praxis forward into what I call connected, social justice pedagogy."]},{"key":"dc:title","label":"Title","values":["(RE)CLAIMING THE INTELLIGENT HEART: A CRITICAL PEDAGOGUE'S JOURNEY TOWARD CONNECTED SCHOOLING"]}]}],"canonical_facts":{"dc:contributor":["Pineau, Elyse"],"dc:creator":["Yeomans, Melinda L."],"dc:date.available":["2016-08-13T07:00:00Z"],"dc:description.abstract":["As a committed social justice educator, I share in this dissertation a theoretically informed instructional autoethnography of my time teaching and researching as a Language Arts and Speech teacher across two different public high schools and two different school years. My story of learning to embody the values and practices of progressive teaching arises from the central research questions: \"How can I, a self-identified progressive Language Arts educator committed to social justice, learn to implement critical, democratic, responsive, and holistic pedagogy as a public high school teacher in this particular region at this time in U.S. public education? And, within these particular schooling cultures, what aspects of these schooling environments support or inhibit my ability to perform as a progressive educator?\" Responding to critiques of public schooling policy and practices, my work is grounded in theoretical commitments of progressive education articulated by the critical pedagogy of Paulo Freire and those North American educators who have brought his libratory praxis forward into what I call connected, social justice pedagogy."],"dc:identifier":["https://opensiuc.lib.siu.edu/dissertations/869"],"dc:subject":["Autoethnography","Critical Communication Pedagogy","Critical Pedagogy","Instructional Autoethnography","Language Arts","Schooling as Performance"],"dc:title":["(RE)CLAIMING THE INTELLIGENT HEART: A CRITICAL PEDAGOGUE'S JOURNEY TOWARD CONNECTED SCHOOLING"],"thesis:degree_discipline":["Speech Communication"],"thesis:degree_level":["Campus Only Dissertation"],"thesis:degree_name":["Doctor of Philosophy"]},"updated_at":"2026-07-24T04:34:20Z"}