Matching Items (4)
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- Genre: Doctoral Dissertation
- Creators: Bebout, Lee
- All Subjects: literacy
- All Subjects: literature
Description
Jason Bryant Queering Home: Domestic Space and Sexuality in Postmodern American Fiction This dissertation explores narratives of homosexuals and trans men and women occupying domestic spaces, discerning the ways that “home” shapes understandings about sexuality and examining the ways that understandings of sexuality shape how domestic spaces are occupied. Queer artists and intellectuals have deconstructed the legacy of normativity that clings to the metaphor of the domestic realm. Queering Home argues that writers have used the discursive concept of home to cultivate sociopolitical communities (Audre Lorde, Zami) while also insisting upon material spaces of shelter and comfort for individuals queered by gender performance, sexual orientation, and resultant adverse economic conditions (Feinberg, Stone Butch Blues). Two novels, Dorothy Allison's Bastard Out of Carolina and Mike Albo's Hornito, challenge the coming-of-age tradition of narrating childhood/adolescence through the redeeming prism of the confident, queer adult; in particular, these novels trouble the problematic notion of domesticated maturation as a heteronormative condition that continues to cling to much contemporary American lesbian, gay, bisexual, and transgender (LGBT) politics. The third chapter examines Marilyn Hacker's sonnet collection, Love, Death, and the Changing of the Seasons in correspondence with Carl Phillips's collection, Cortège, as they queer the concept of domestic bliss, the goal toward which romantic partners are “supposed” to be committed. Hacker and Phillips revise the same-sex couple as a processing of gay ways of life, which resists positing normative, married futures for lesbians and homosexuals. Finally, the study investigates Terrence McNally's play, Lips Together, Teeth Apart and a series of still life paintings by Joey Terrill for their depiction of narratives of domestic spaces (pools, open-concept design, medicine cabinets), which condition the subjectification and desubjectification of gay male sexuality and domesticity in the era of HIV/AIDS. Throughout, this dissertation draws energy by challenging the “given” and “inevitable” heteronorms that condition domesticity, sexuality, and space, demonstrating how late twentieth century writers and artists have queered the home.
ContributorsBryant, Jason (Author) / Clarke, Deborah (Thesis advisor) / Sturges, Robert (Committee member) / Bebout, Lee (Committee member) / Arizona State University (Publisher)
Created2013
Description
In this article-style dissertation, I explore how students used digital technologies, specifically three social media platforms, as multimodal writing platforms while creating a digital portfolio in a senior English class. These platforms are 1) Weebly pages: a website building platform, 2) Weebly Blogs: a feature of Weebly, and 3) Instagram: a photo/video sharing application. Under a multiliteracies lens, I examine the changing nature of literacies and the educational practices surrounding learning literacies when mediated through social media.
First, I conducted an analysis of how the students in this class designed their portfolios. This is done through an examination of each students’ Weebly homepage as well as an in-depth analysis two focal students across each of the social media platforms as illustrative cases. Findings show the students designed complex multimodal compositions that would have otherwise not been possible with the more formal, rigid forms of writing typical to this classroom. Implications for this study include embracing alternative authoring paths in classrooms beyond traditional forms of text-based writing to allow for students’ interests to be included through their designs.
I also examined how students used each of the platforms and the pedagogical implications for those uses. I found that students used Instagram to write multimodally, which allowed them to express ideas in non-traditional ways that are often not present in classrooms. Students used Weebly pages to publically showcase their writing, which afforded them an opportunity to extend their writing to a larger audience. Students used Weebly Blogs to communicate informally, which allowed them to reflect on connections to the text. I offer implications for how teachers can use social media in the classroom.
Finally, I outline how Ms. Lee and her students oriented to the value of writing in this unit. Findings indicate that Ms. Lee, like many others, privileged print-based forms of writing, even in a more expansive project like the portfolio unit. The students oriented to this value by predominantly making meaning through textual modes throughout their portfolios. Implications extend to teachers expanding their classroom practices beyond the traditional forms of literacy for which they are trained.
First, I conducted an analysis of how the students in this class designed their portfolios. This is done through an examination of each students’ Weebly homepage as well as an in-depth analysis two focal students across each of the social media platforms as illustrative cases. Findings show the students designed complex multimodal compositions that would have otherwise not been possible with the more formal, rigid forms of writing typical to this classroom. Implications for this study include embracing alternative authoring paths in classrooms beyond traditional forms of text-based writing to allow for students’ interests to be included through their designs.
I also examined how students used each of the platforms and the pedagogical implications for those uses. I found that students used Instagram to write multimodally, which allowed them to express ideas in non-traditional ways that are often not present in classrooms. Students used Weebly pages to publically showcase their writing, which afforded them an opportunity to extend their writing to a larger audience. Students used Weebly Blogs to communicate informally, which allowed them to reflect on connections to the text. I offer implications for how teachers can use social media in the classroom.
Finally, I outline how Ms. Lee and her students oriented to the value of writing in this unit. Findings indicate that Ms. Lee, like many others, privileged print-based forms of writing, even in a more expansive project like the portfolio unit. The students oriented to this value by predominantly making meaning through textual modes throughout their portfolios. Implications extend to teachers expanding their classroom practices beyond the traditional forms of literacy for which they are trained.
ContributorsStewart, Olivia Grace (Author) / Anderson, Kate T. (Thesis advisor) / Serafini, Frank (Committee member) / Gee, Elisabeth (Committee member) / Arizona State University (Publisher)
Created2017
Description
This qualitative classroom-based study investigates the writing practices, choices and reflections of Latinx high school students during an instructional unit on writing testimonio. The study is grounded in a sociocultural theory of writing and draws from LatCrit and Testimonio to understand how writing about self as testimonio shapes the writing practices of ethnically and linguistically diverse student populations, specifically Latinx, urban youth. The study took place in the researcher’s eleventh grade class at an urban charter school in a major urban center in the southwest. Data collection included collection of writing samples, interviews of a subsection of the students within the class, and participant observer memos and field notes. Analysis was conducted through a testimonio and narrative analysis lens and afforded the opportunity for researcher and participant to co-construct the knowledge gained from the data corpus. Findings focus on the ways participants interacted with the unit of study, how participants used navigational capital to navigate the in-between spaces in their lives, including between cultures, school and home, and linguistic situations. Further, these findings reveal the purposes for which participants wrote their testimonios and on the ways the participants found agency as writers, pride in their writing, and ownership of the narratives of their communities.
ContributorsBaldonado-Ruiz, Monica (Author) / Early, Jessica (Thesis advisor) / Saidy, Christina (Committee member) / Bebout, Lee (Committee member) / Durand, Sybil (Committee member) / Arizona State University (Publisher)
Created2021
Description
Nohokáá Dine’é Diyinii’s (Empowered Earth Surface People, Diné People) story begins with the origin of the cosmos as detailed in Diné emergence narratives, and continues in Diné ceremonial songs, film, and poetry. Diné people’s emergence narratives describe how life moved through the four worlds and how Changing Woman brought Diné people into existence. In the present, Diné people often tell stories against violent colonial domination that aims to unsettle the hope and safety that undergirds their life and prosperity. Through their stories, Diné people bring their past and present together to make futures where Diné life can flourish. Each dissertation chapter explores the contours of storytelling as imagination, power, and future-making through selected Diné stories. Chapter 1 draws from the story of Gus Bighorse as set forth in his as-told-to autobiography (1990). The chapter describes how this Diné warrior, who survived the 1860s forced removal of Diné people, spoke from the heart to tell of a future beyond the US Cavalry’s violence. Such future-focused storying illustrates how Diné people apply elements of Sa’ah’ Naghai Bike’ Hózhǫ (SNBH) in the present to encourage the people to live. SNBH is a philosophy, worldview, and organizing principle for the underlying power through and by which Diné people imagine, create, remake, and renew our reality to realize hózhǫ, beauty. Chapter 2 examines the critical discourse within and around the 2014 Navajo election language fluency controversy that led to Christopher L. Clark Deschene’s removal from the general election ballot. Chapter 3 analyzes the hooghan and the Treaty of 1868 to show how construction in the United States always has sustained and marked the permanence of settler colonialism as white colonizers usurped Diné people’s lands and destroyed their homes. Chapter 4 employs the concept of feminist rehearsal to map the production of life and death in the border town of Gallup. This chapter interweaves the author’s family’s border town experience, the Nááhwíiłbįįhí Story, and Sydney Freeland’s feature film Drunktown’s Finest (2014). Chapter 5, an examination of Diné narratives of catastrophe and emergence, establishes a Diné-based approach to the threat of removal that climate change imposes.
ContributorsClark, Jerome (Author) / Horan, Elizabeth (Thesis advisor) / Bebout, Lee (Committee member) / Fonseca-Chávez, Vaness (Committee member) / Yazzie, Melanie K. (Committee member) / Arizona State University (Publisher)
Created2021