Closing the Classroom Door: Denying the Political, Embracing the Moral

Persistent Link:
http://hdl.handle.net/10150/194360
Title:
Closing the Classroom Door: Denying the Political, Embracing the Moral
Author:
Porter, Jenise
Issue Date:
2010
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This dissertation examines the ways in which elementary school teachers view their job as political. I asked teachers to reflect on how they construct their identity, inside and outside the classroom; their relationship with the community, inside and outside the educational institution; and what behavior they consider political.Teachers' identity is constructed through personal ideology and through societal influences such as historical context and popular culture. Radical pedagogy and feminist theory are the ideological lenses by which I measured the attitudes of teachers.Using grounded theory I found that elementary school teachers characterize their actions as moral rather than political, what they called "doing the right thing." This research is important for looking at ways that political involvement on the part of teachers can be reframed as moral behavior. It includes implications for the relationship of elementary school teachers' pedagogy and a democratic society.
Type:
text; Electronic Dissertation
Keywords:
elementary school teachers; ethics; morality; politics
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Language, Reading & Culture; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Ruiz, Richard
Committee Chair:
Ruiz, Richard

Full metadata record

DC FieldValue Language
dc.language.isoENen_US
dc.titleClosing the Classroom Door: Denying the Political, Embracing the Moralen_US
dc.creatorPorter, Jeniseen_US
dc.contributor.authorPorter, Jeniseen_US
dc.date.issued2010en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis dissertation examines the ways in which elementary school teachers view their job as political. I asked teachers to reflect on how they construct their identity, inside and outside the classroom; their relationship with the community, inside and outside the educational institution; and what behavior they consider political.Teachers' identity is constructed through personal ideology and through societal influences such as historical context and popular culture. Radical pedagogy and feminist theory are the ideological lenses by which I measured the attitudes of teachers.Using grounded theory I found that elementary school teachers characterize their actions as moral rather than political, what they called "doing the right thing." This research is important for looking at ways that political involvement on the part of teachers can be reframed as moral behavior. It includes implications for the relationship of elementary school teachers' pedagogy and a democratic society.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectelementary school teachersen_US
dc.subjectethicsen_US
dc.subjectmoralityen_US
dc.subjectpoliticsen_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineLanguage, Reading & Cultureen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorRuiz, Richarden_US
dc.contributor.chairRuiz, Richarden_US
dc.contributor.committeememberMaldonado-Maldonado, Almaen_US
dc.contributor.committeememberWaugh, Linda R.en_US
dc.identifier.proquest10941en_US
dc.identifier.oclc659754844en_US
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