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Description
Given the profound influence that schools have on students’ genders and the existing scholarly research in the field of education studies which draws clear implications between practices of schooling and sanctioning and promoting particular gender subjectivities, often in alignment with traditional norms, I conduct a critical ethnography to examine the practices of gender in one eighth grade English language arts (ELA) classroom at an arts-missioned charter school. I do this to explore how ELA instruction at an arts charter school may provide opportunities for students to do gender differently. To guide this dissertation theoretically, I rely on the process philosophy of Erin Manning (2016, 2013, 2007) to examine the processual interactions among of student movement, choreography, materiality, research-creation, language, and art. Thus, methods for this study include field notes, student assignments, interviews and focus groups, student created art, maps, and architectural plans. In the analysis, I attempt to allow the data to live on their own, and I hope to give them voice to speak to the reader in a way that they spoke to me. Some of them speak through ethnodrama; some of them speak through autoethnography, visual art and cartography, and yet others through various transcriptions. Through these modes of analysis, I am thinking-doing-writing. The analysis also includes my thinking with fields – the fields of gender studies, qualitative inquiry, educational research, English education, and critical theory. In an attempt to take to the fields, I weave all of these through each other, through Manning and other theorists and through my ongoing perceptions of event-happenings and what it means to do qualitative research in education. Accordingly, this dissertation engages with the various fields to reconsider how school practices might conceive the ways in which they produce gender, and how students perceive gender within the school space. In this way, the dissertation provides ways of thinking that may unearth what was previously cast aside or uncover possibilities for what was previously unthought.
ContributorsSweet, Joseph David (Author) / Carlson, David Lee (Thesis advisor) / Blasingame, James (Committee member) / Durand, E. Sybil (Committee member) / Koro-Ljungberg, Mirka (Committee member) / Arizona State University (Publisher)
Created2019
Description
Inclusive education has been impeded by deficit-oriented policies and practices that promote standardization and lead to student segregation by ability/disability labels. Deficit perspectives are maintained across separate programs (i.e., general, special, gifted) through distinct sets of practices and extend into higher education and academia. In response to this issue, this dissertation used strengths-based strategies for collaboratively rethinking and reimagining educational practices, perspectives, and interactions towards inclusivity. The purpose of this research was to study unexpected moments in learning events (i.e., micromoments), explore educators’ responses to these events, and develop strategies for inclusive education professional learning (PL). Diverse educators and neurodivergent adults responded to task invitations based on the research questions: How might micromoments move in/with/through emergent learning events? And, how might attunement to micromoment assemblages be developed? Additional questions explored how conceptualizations of micromoment movement and attunement might transform inclusive education PL and qualitative inquiry.
The neurodiversity paradigm, activist philosophy, post-oppositional transformation theory, and creative learning concepts supported an embodied, multiple, emergent, and inter-relational study of the micromoment. Methodological-poly-experiments formulated as invitations to tasks were used as initial enabling constraints for this research-creation. Documentation from several small Zoom group meetings was used in data-weaving, which included collective speculative fabulations (i.e., storying), post-qualitative cartography in the forms of fiber art sculpture mappings, and a moving content analysis.
The neurodiversity-inspired educational perspective developed in this study supported a PL shift away from student labels toward the study and design of learning events. Attunement to micromoment movement in learning events was practiced by following micromoment dimensions, elements, and flows. This led to the development of a framework for the study of micromoments for educator PL.
This study merged creativity studies, disability studies in education, and educational research. Furthermore, this project extended post-qualitative and research-creation methodologies, offered suggestions for redefining various methodological concepts and neurotypical expectations, and introduced several new concepts for qualitative inquiry.
In conclusion, creative professional learning/unlearning strategies, including reflection on underlying educational perspectives and learning event interactions, were part of a meaningful process in cultivating inclusive education for neurodiverse teachers, students, and research participants.
ContributorsVasquez, Anani Maria (Author) / Koro, Mirka (Thesis advisor) / Beghetto, Ronald (Thesis advisor) / Carlson, David L. (Committee member) / Mathur, Sarup (Committee member) / McAvoy, Mary (Committee member) / Arizona State University (Publisher)
Created2023
Description
This dissertation charts another path for Media Arts and Sciences (MAS) by generating institutional and creative research practices working against logics of integration and extraction. Drawing on activist, psychoanalyst, and philosopherFélix Guattari, I use institutional analysis to model how MAS came to inherit legacies of 1970s cyberlibertarianism and digital utopianism, which disavow politics in favor of technocratic interventions. I also identify the homogenizing and reactionary political and disciplinary consequences of MAS’s embrace of integrative modes of interdisciplinarity. Responding to integrative and technocratic MAS, I argue for reconsideration of politics in MAS through an approach to research, creation, and practice informed by Guattari’s concept of diagrammatics. Diagrammatics emphasizes the centrality of subjectivity in crises of mental, social, and environmental ecology. Through creative practice with computational media, art and technology, and social design, I work towards a practice-driven notion of diagrammatic media. I outline media diagrammatics as an intertwining of extensive engineering of concrete machines (artmaking, systems building, bookmaking, event making) and a speculative engineering of abstract machines (dreaming, conceptualizing, modeling, critiquing, analyzing, actualizing, virtualizing). In this sense, diagrammatics mediates mental and social individuations between a preindividual and an individuation. Diagrammatic media objects (e.g., a radiophonic aberrance in the electromagnetic field, a book, an autumn leaf) are lures for thinking-feeling embedded into a diagram. Diagrammatic media proposes we stop thinking in terms of computational media systems altogether and begin thinking about diagrammatic assemblages of concrete and abstract machines. A prototype of a tangible media-rich operating system called diagrammatic elucidates the complexities of the relationship between lateral thinking, moving, and feeling in learning and writing. I outline ways the prototype could be brought into a slow network that speculates on new modes of collaborative writing. Portacular Resonances, a radiophonic media installation, drives a Sci-Phi endeavor orbiting contemporary anxiety differently: as a clue for cosmic becoming spiraling out of the reactive affect of alienations and emotional capitalistic exploitation and into a potential collectivizing force. Finally, through the Guattarian concept of the machine, I ask how potential becomings are embedded through gathering events such as SloMoCo, a slow conference for artist researchers.
ContributorsJohnson, Garrett Laroy (Author) / Sha, Xin Wei (Thesis advisor) / Nocek, Adam J (Committee member) / Hayes, Lauren S (Committee member) / Arizona State University (Publisher)
Created2022