ETDs

This collection includes most of the ASU Theses and Dissertations from 2011 to present. ASU Theses and Dissertations are available in downloadable PDF format; however, a small percentage of items are under embargo. Information about the dissertations/theses includes degree information, committee members, an abstract, supporting data or media.

In addition to the electronic theses found in the ASU Digital Repository, ASU Theses and Dissertations can be found in the ASU Library Catalog.

Dissertations and Theses granted by Arizona State University are archived and made available through a joint effort of the ASU Graduate College and the ASU Libraries. For more information or questions about this collection contact or visit the Digital Repository ETD Library Guide or contact the ASU Graduate College at gradformat@asu.edu.

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Modes of Misbehavior Pedagogy and Affect in the 19th-Century

Description
This dissertation historicizes the contemporary notions of student misbehavior through a critical study of 19th-century teacher manuals. Instead of reading the texts of the manuals as a window into the experiences of the past, I consider the manuals as discursive operations that enacted practices and ideals. In drawing upon historiographical…

This dissertation historicizes the contemporary notions of student misbehavior through a critical study of 19th-century teacher manuals. Instead of reading the texts of the manuals as a window into the experiences of the past, I consider the manuals as discursive operations that enacted practices and ideals. In drawing upon historiographical and analytical methods inspired by Michel Foucault and Sara Ahmed, I explore how the intersection of student misbehavior with teacher pedagogy and disciplinary procedures enact “modes of subjection” (Foucault, 1995) and “affective orientations” (Ahmed, 2006) in the modernization of teacher pedagogy and schooling. I argue that the archive of manuals demonstrates the entanglement of student subjectivity and affect with modernizing regimes of governmentality and the marketplace. I equally argue that the modes of student misbehavior present in the archive provide avenues and strategies for thinking outside contemporary developmental and clinical framing of misbehavior. It is in rethinking misbehavior outside of contemporary frameworks that this dissertation provides an opportunity to reconsider how the boundaries of schooling and school participation might radically open up toward more diversity, inclusivity, and equity.
ContributorsWells, Timothy (Author) / Koro, Mirka (Thesis advisor) / Carlson, David L. (Committee member) / Kim, Jeong-Hee (Committee member) / Sandlin, Jennifer (Committee member) / Arizona State University (Publisher)
Created2020