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作者 Smith, Heidi Elizabeth
書名 Locating resistance(s) in borderland classrooms: An auto/ethnography
國際標準書號 0496076833
book jacket
說明 218 p
附註 Source: Dissertation Abstracts International, Volume: 65-09, Section: A, page: 3314
Sponsor: Gregory Hamilton
Thesis (Ed.D.)--Columbia University Teachers College, 2004
This dissertation is an auto/ethnography about how my own subject positions as English teacher-adult educator, teacher-researcher, and student-scholar shift and collide as my initial guiding research question, "What happens when women reenter college after being away from an academic institution for ten or more years?" evolves over the course of the study. Throughout the dissertation, I employ some of post-structuralism's conceptual lenses to locate and address a variety of emergent resistances in "borderland" classrooms: in the hyphen between "teacher" and "researcher"; in the tensions created by open admissions policies between "access" and "standards"; in the decisions surrounding how I choose to represent my participants; in the ways theorists and classroom practitioners negotiate how to "best teach" basic writing students; and in interview conversations where my three participants "talk back" to adult education scholarship, demanding to be visible in a discourse that already congratulates itself on espousing "liberatory" and "empowering" pedagogical practices. The most serious implications for this study lie both in the myriad ways post-structuralist lenses "unveil" or "make visible" contradictions and in the questions these resistances provoke about some of the possibilities higher education's "progressive" agendas avail the students and teachers who inhabit borderland classrooms
School code: 0055
Host Item Dissertation Abstracts International 65-09A
主題 Education, Language and Literature
Education, Adult and Continuing
Alt Author Columbia University Teachers College
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