{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/113199"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/113199","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Supporting liberatory literate praxis across disciplines and institutions","abstract":"This dissertation examines what undergraduate students in liberation-focused programs find meaningful to their holistic literate development across two social justice education programs: the University of Colorado Boulder’s INVST Community Leadership Studies Program and the University of Illinois at Urbana Champaign’s Social Justice Educators Paraprofessionals Program. As each of these programs aims to empower students to cocreate a more just world, they are ideal for studying students’ experiences of literate learning that lead not only to their academic advancement, but to their personal development and their growth as social actors – aspects of students’ becoming often missed by education research too narrowly focused on classroom learning. In this ethnographic project, I employ discourse-based interviews with students, teachers, and administrators across these sites. Each case study details the history and aims of one focal program, how those aims are embodied in teachers’ and administrators’ praxis, and how students experience and practice them through their meaningful learning and literate activity. Ultimately my comparative case study approach enables the creation of a working heuristic for designing and sustaining robust liberatory learning environments, one that disavows blanket “best practices” and instead invites educators to match their curricular design and praxis to their own values in situ.","abstract_html":"This dissertation examines what undergraduate students in liberation-focused programs find meaningful to their holistic literate development across two social justice education programs: the University of Colorado Boulder’s INVST Community Leadership Studies Program and the University of Illinois at Urbana Champaign’s Social Justice Educators Paraprofessionals Program. As each of these programs aims to empower students to cocreate a more just world, they are ideal for studying students’ experiences of literate learning that lead not only to their academic advancement, but to their personal development and their growth as social actors – aspects of students’ becoming often missed by education research too narrowly focused on classroom learning. In this ethnographic project, I employ discourse-based interviews with students, teachers, and administrators across these sites. Each case study details the history and aims of one focal program, how those aims are embodied in teachers’ and administrators’ praxis, and how students experience and practice them through their meaningful learning and literate activity. Ultimately my comparative case study approach enables the creation of a working heuristic for designing and sustaining robust liberatory learning environments, one that disavows blanket “best practices” and instead invites educators to match their curricular design and praxis to their own values in situ.","abstract_has_math":false,"creators":["Turnipseed, Nicole Marie"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"English","degree_department":null,"school":null,"contributors":["Prior, Paul","Mortensen, Peter","Haas Dyson, Anne","Winn, Maisha"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-01-12T22:35:16Z","date_published":"2022-01-12T22:35:16Z","updated_at":"2026-07-22T22:24:53Z","subjects":["writing","education","social justice","learning","development","literate practice","praxis","program administration","liberation","becoming"],"languages":["en"],"rights":["Copyright 2021 Nicole Turnipseed"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/113199","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Prior, Paul","Mortensen, Peter","Haas Dyson, Anne","Winn, Maisha"]},{"key":"dc:creator","label":"Author","values":["Turnipseed, Nicole Marie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2022-01-12T22:35:16Z","2024-01-12T22:35:30Z","2021-07-16","2021-08"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["English"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["writing","education","social justice","learning","development","literate practice","praxis","program administration","liberation","becoming"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2021 Nicole Turnipseed"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/113199"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This dissertation examines what undergraduate students in liberation-focused programs find meaningful to their holistic literate development across two social justice education programs: the University of Colorado Boulder’s INVST Community Leadership Studies Program and the University of Illinois at Urbana Champaign’s Social Justice Educators Paraprofessionals Program. As each of these programs aims to empower students to cocreate a more just world, they are ideal for studying students’ experiences of literate learning that lead not only to their academic advancement, but to their personal development and their growth as social actors – aspects of students’ becoming often missed by education research too narrowly focused on classroom learning. In this ethnographic project, I employ discourse-based interviews with students, teachers, and administrators across these sites. Each case study details the history and aims of one focal program, how those aims are embodied in teachers’ and administrators’ praxis, and how students experience and practice them through their meaningful learning and literate activity. 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