ASU Electronic Theses and Dissertations
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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- Creators: Margolis, Eric
Description
In the latter half of the nineteenth century, colleges and universities transformed their thinking of the body as they institutionalized physical education, recreational activities, and especially physical exercise. In this study, I examine the historical discourse on physical exercise and training during this period. I employ the theoretical and methodological practices of Michel Foucault's archeological and genealogical work to write a "history of the present." I challenge the essential narrative of physical fitness on college and university campuses. I also discuss nineteenth century notions of ethics and masculinity as a way of understanding twenty-first century ethics and masculinity. Ultimately, I use the historical discourse to argue that institutionalization of recreation and fitness centers and activities have less to do with health and well-being and more to do with disciplining bodies and controlling individuals.
ContributorsWells, Timothy (Author) / Carlson, David L. (Thesis advisor) / Sandlin, Jennifer (Committee member) / Margolis, Eric (Committee member) / Arizona State University (Publisher)
Created2012
Description
Working with participants in schools for highly gifted students, this study asked adolescents to create a digital story to address the prompt, "How has your life changed since coming to this school?" Participant interviews were conducted in an attempt to determine how gifted students view their educational experiences and how those experiences influence the current development of self-identity. Digital story creation and photo elicitation methods were chosen in an effort to remove researcher bias and allow participant voices to be heard more accurately. Parent and educator interviews were also conducted. Data analysis was completed using narrative construction methods. Findings include several themes among participant self-identity influences including how labels affect participant's view of themselves, perfectionism and competitive drive function in each gifted child, necessity of intellectual challenge, appropriate learning environment helps to create self-confidence and self-identity, and grades are more important than learning for knowledge.
ContributorsHart, Courtney Brook (Author) / Ganesh, Tirupalavanam G. (Thesis advisor) / Margolis, Eric (Thesis advisor) / Sandlin, Jennifer (Committee member) / Arizona State University (Publisher)
Created2014
Description
Michael Apple's scholarship on curriculum, educational ideology, and official knowledge continues to be influential to the study of schooling. Drawing on the sociological insights of Pierre Bourdieu and the cultural studies approaches of Raymond Williams, Apple articulates a theory of schooling that pays particular attention to how official knowledge is incorporated into the processes of schooling, including textbooks. In an effort to contribute to Apple's scholarship on textbooks, this study analyzed high school American history textbooks from the 1960s through the 2000s with specific attention to the urban riots of the late-1960s, sixties counterculture, and the women's movement utilizing Julia Kristeva's psychoanalytic concept of abjection to augment Apple's theory of knowledge incorporation. This combination reveals not only how select knowledge is incorporated as official knowledge, but also how knowledge is treated as abject, as unfit for the curricular body of official knowledge and the selective tradition of American history. To bridge the theoretical frameworks of incorporation and abjection Raymond Williams' theory of structures of feeling and Slavoj iek's theory of ideological quilting are employed to show how feelings and emotional investments maintain ideologies. The theoretical framework developed and the interpretive analyses undertaken demonstrate how textbook depictions of these historical events structure students' present educational experiences with race, class, and gender.
ContributorsKearl, Benjamin (Author) / Margolis, Eric (Thesis advisor) / Blumenfeld-Jones, Donald (Committee member) / Sandlin, Jennifer (Committee member) / Arizona State University (Publisher)
Created2011
Description
ABSTRACT Stress and burnout in the educational field primarily in teaching is not a new phenomenon. A great deal of research and analysis to the contributing factors of causation to teacher burnout has been executed and analyzed. The struggle of the artist/teacher, hybrid professionals that maintain two concurrent roles, offers a perspective to burn out that has gone unnoticed. The conflict of roles for the artist/teacher does not infer that the teacher role is incapable of reconciling with the artist role but because of this unique scenario the stories of art teachers and burnout often go unheard. Today's public educator is contending with established stress factors as well as emerging and evolving stress factors. How does this phenomenon impact the artist/teacher's ability or inability to be creative? What are the implications of burnout and its impact on artist/teachers personal and professional work? This qualitative study was conducted using Narrative/Autoethnograpy, Narrative/Ethnography and A/r/tography. The stories of four artist/teachers provides in-depth accounts of their experiences as teachers and how that profession has affected their art making process and well being.
ContributorsMack, Paul (Author) / Margolis, Eric (Thesis advisor) / Sandlin, Jennifer (Committee member) / Saldana, Johnny (Committee member) / Arizona State University (Publisher)
Created2012
Description
In an attempt to gain a greater understanding of the interpretations and attitudes of higher education faculty in education programs teaching critical pedagogy, social justice, student empowerment and related concepts I conducted interviews with twenty faculty members in education programs in the New York City area. It is a study looking at the philosophies and conceptions of faculty and the relationship between those philosophies and their actions in the classroom. The interviews were transcribed and analyzed for trends and patterns. The nature of the questions focused on various aspects of critical pedagogy and allowed for an easy transition to preliminary categories based on the interview questions. The data was reviewed again for similarities and trends, and then again for comparison between the three identified perspectives: Professionalization Perspective, Democratic Student Development Perspective, and Critical Action Perspective.
ContributorsBoudon, Daniel John (Author) / Margolis, Eric (Thesis advisor) / Romero, Mary (Committee member) / Sandlin, Jennifer (Committee member) / Arizona State University (Publisher)
Created2015
Description
Media is a powerful tool used to reflect and affect change in society. Within this study, a brief historical context is provided of roles African Americans in film were traditionally cast in. By employing Critical Race Theory (CRT), cultural capital, and NewBlackMan frameworks, I analyzed how Black male film directors and producers depicted race, class, gender within the Black film boom of the early 2000s. I examined the depictions of educational outcomes of the characters within films utilized in this study. My results display progress that still needs to be made in breaking down traditional gender roles, how race needed to be more critically examined, and how educational outcomes of the characters were not realistic. I also provide suggestions for conducting media studies through the discipline of education in the future.
ContributorsWilliams, Jernine (Author) / Margolis, Eric (Thesis advisor) / Brayboy, Bryan (Committee member) / Sandlin, Jennifer (Committee member) / Arizona State University (Publisher)
Created2010