Creating a Pedagogy of the Full Self: Being and Inviting Full Selves Into Academia

Being and inviting full selves into academia is about marginalized and minoritized academics, teachers, and students investing in marginalized academics, teachers, and students. This autoethnographic and qualitative interview-based research starts to re-/co-author a new kind of academia; an academia based on care and consent which uplifts instead of tears down, and which centers crip, feminist, and queer justice.

Name thesis:degree_name

Doctor of Philosophy

Level thesis:degree_level

doctoral

Discipline thesis:degree_discipline

Social, Political, Ethical, and Cultural Thought

Department dc:contributor.department

Alliance for Social, Political, Ethical, and Cultural Thought

Grantor dc:publisher

Virginia Tech

Year dc:date.issued

2024

Author dc:creator

• Brimmer, Casey Anne

Chair dc:contributor.committeechair

• Queen, Khadijah

Committee members dc:contributor.committeemember

• Shew, Ashley
• Shivers, Carolyn
• Caraccioli, Mauro J.
• Itchuaqiyaq, Cana Uluak

• pedagogy
• chronodivergence
• queer pedagogy
• crip pedagogy
• Black feminist pedagogy
• critical pedagogy
• chrononormative
• Pedagogy of the Full Self

Statement dc:rights

• In Copyright

Licence dc:rights.uri

• http://rightsstatements.org/vocab/InC/1.0/

Language dc:language.iso

en

Dc Identifier Other

vt_gsexam:40516

OAI identifier oai:identifier

oai:vtechworks.lib.vt.edu:10919/119220