Persistent Link:
http://hdl.handle.net/10150/204270
Title:
Teachers, Talk, and the Institute for Transformative Education
Author:
Coggin, Lara dos Passos
Issue Date:
2011
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.
Embargo:
Embargo: Release after 4/28/2012
Abstract:
Few studies have examined educators' understandings of racial politics in schools and the larger social world through a social interactionist lens (Mead, 1934). Scholars such as Milner (2006) and Sleeter (2008) focus on improving multicultural teacher education. While understandable, this focus prevents scholars from forming a deeper, multi-dimensional picture of teacher learning, racial ideas (synthetic, conscious) and ideologies (derivative, un-examined), and social interaction. This year-long study of 15 participants in the 2009-10 Institutes for Transformative Education asks how educator discourse about the Institute contributes to this picture.Teacher life narratives have been linked to conceptions of race, class, and culture effectively (Johnson, 2002), and constructivist reflection in teacher education (Loughran, 2002) continues to command attention in current work on teacher learning. Yet the context of spoken discourse is often absent from the analysis in these studies, making it difficult to understand how contextual framing in conversation reflects and affects teachers' social mediation of racial politics in their daily practice and their civic lives. This study focuses on talk between the researcher and 15 educators, connecting the local frames of participants' stories of race in schools with state, national, and theoretical discourses.Understandings of critical multicultural education build on interactions between critical multicultural scholars including Grande (2004), hooks (1994, 2006), and Spivak (1988). Analysis of individual educator discourse can only be effective with the aid of previous work on teachers and race (Pollock, 2004, 2008), socially situated learning (Cole, et al., 1978; Guitart, 2008), racetalk in conversation (Bonilla-Silva, 2006; Anderson, 2008), conversation in social interaction (Goffman, 1959; Wooffitt, 2005), institutional theory (DiMaggio & Powell, 1983; Foucault, 1972), and educational philosophy (Freire, 1984, 1988).
Type:
text; Electronic Dissertation
Keywords:
critical; discourse; multicultural; teachers; theory; transformative
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Language, Reading & Culture
Degree Grantor:
University of Arizona
Advisor:
Gonzalez, Norma

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleTeachers, Talk, and the Institute for Transformative Educationen_US
dc.creatorCoggin, Lara dos Passosen_US
dc.contributor.authorCoggin, Lara dos Passosen_US
dc.date.issued2011-
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.releaseEmbargo: Release after 4/28/2012en_US
dc.description.abstractFew studies have examined educators' understandings of racial politics in schools and the larger social world through a social interactionist lens (Mead, 1934). Scholars such as Milner (2006) and Sleeter (2008) focus on improving multicultural teacher education. While understandable, this focus prevents scholars from forming a deeper, multi-dimensional picture of teacher learning, racial ideas (synthetic, conscious) and ideologies (derivative, un-examined), and social interaction. This year-long study of 15 participants in the 2009-10 Institutes for Transformative Education asks how educator discourse about the Institute contributes to this picture.Teacher life narratives have been linked to conceptions of race, class, and culture effectively (Johnson, 2002), and constructivist reflection in teacher education (Loughran, 2002) continues to command attention in current work on teacher learning. Yet the context of spoken discourse is often absent from the analysis in these studies, making it difficult to understand how contextual framing in conversation reflects and affects teachers' social mediation of racial politics in their daily practice and their civic lives. This study focuses on talk between the researcher and 15 educators, connecting the local frames of participants' stories of race in schools with state, national, and theoretical discourses.Understandings of critical multicultural education build on interactions between critical multicultural scholars including Grande (2004), hooks (1994, 2006), and Spivak (1988). Analysis of individual educator discourse can only be effective with the aid of previous work on teachers and race (Pollock, 2004, 2008), socially situated learning (Cole, et al., 1978; Guitart, 2008), racetalk in conversation (Bonilla-Silva, 2006; Anderson, 2008), conversation in social interaction (Goffman, 1959; Wooffitt, 2005), institutional theory (DiMaggio & Powell, 1983; Foucault, 1972), and educational philosophy (Freire, 1984, 1988).en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectcriticalen_US
dc.subjectdiscourseen_US
dc.subjectmulticulturalen_US
dc.subjectteachersen_US
dc.subjecttheoryen_US
dc.subjecttransformativeen_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineLanguage, Reading & Cultureen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorGonzalez, Normaen_US
dc.contributor.committeememberMendoza-Denton, Normaen_US
dc.contributor.committeememberCammarota, Julioen_US
dc.contributor.committeememberGilmore, Perryen_US
dc.identifier.proquest11500-
dc.identifier.oclc752261366-
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