Matching Items (4)
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- All Subjects: Genealogy
- Genre: Academic theses
- Creators: Carlson, David L.
- Creators: Cook, Jeffrey
Description
This study is a philosophical genealogy of the term “student engagement” as it has appeared in composition studies. It attempts to account for the fact that student engagement has become something of a virtue in educational and composition studies, despite the fact that the term is problematic due its lack of definitional clarity and circular understanding of pedagogy (explained in greater detail in chapter two). Inspired by Foucault, this study employs a genealogical analytic to create a counterhistory of student engagement, suggesting that its principles have existed long before educational theorists coined the term, tracing its practices back to the 1940s in composition studies. Far from being the humanistic and student-centered practice that it is commonly viewed as, this study situates student engagement practices as emerging from various discursive and political desires
eeds, especially as a way to ideologically counter the rise of Nazism and fascism in pre-World War 2 Europe; in short, rather than evolving out of best practices in education, the concept of student engagement emerged out of an intersection of educational, psychological, and even medical prescriptions set against a specific political backdrop. This study also examines the ways that power dynamics shift and teacher-/student-subjects occupy new roles as engagement becomes a prominent force on the pedagogical landscape, addressing specifically the ways teachers and their assignments enact a disciplinary and pastoral function, all with the intent of molding students into interested, interesting, and democratic subjects. This study closes by considering some of the implications of this new understanding of engagement, and suggests potential directions for the term as well as abandoning the term altogether.
eeds, especially as a way to ideologically counter the rise of Nazism and fascism in pre-World War 2 Europe; in short, rather than evolving out of best practices in education, the concept of student engagement emerged out of an intersection of educational, psychological, and even medical prescriptions set against a specific political backdrop. This study also examines the ways that power dynamics shift and teacher-/student-subjects occupy new roles as engagement becomes a prominent force on the pedagogical landscape, addressing specifically the ways teachers and their assignments enact a disciplinary and pastoral function, all with the intent of molding students into interested, interesting, and democratic subjects. This study closes by considering some of the implications of this new understanding of engagement, and suggests potential directions for the term as well as abandoning the term altogether.
ContributorsCruz, Joshua Michael (Author) / Carlson, David L. (Thesis advisor) / Graham, Steven (Committee member) / Goggin, Maureen D. (Committee member) / Hanna, Mark (Committee member) / Arizona State University (Publisher)
Created2018
Description
This study addresses the problem of high school graduates with learning disabilities who are unprepared for higher education and the workplace because of limited exposure to career professionals and perceived barriers. The purpose of this study is to examine how a career exploration model, entitled CaMPs (Career Model Professionals) influences students’ career decision-making self-efficacy. CaMPs incorporates exposure to career role models, as well as career research and self-reflection. CaMPs proivides students with learning disabilities first-hand accounts of successful career professionals, to assist them in setting academic and career goals that are aligned to their personal strengths. This mixed methods study develops and evaluates a career based innovation for high school students and reviews the relationship between the innovation and students’ self-efficacy. Students completed a self-efficacy survey (Career Decision Self-Efficacy - Short Form: CDSE) before and after the implementation of the CaMPs program. A t-test comparing pre- and post-survey scores indicated that there was a significant increase in self-efficacy after completion of the program. Qualitative data revealed changes in students’ career interests and new considerations to their career preparation process after participating in the CaMPs innovation. This study will be useful in the development of career programs for high school students, particularly those with learning disabilities, to assist them in choosing and preparing for their future careers.
ContributorsCook, Jeffrey (Author) / Caterino, Linda C (Thesis advisor) / Carlson, David L. (Committee member) / Dawes, Mary E (Committee member) / Arizona State University (Publisher)
Created2017
Description
This study explores the relationships and implications of Foucault's genealogical analytic, his most recently published course, The Punitive Society and its connections to Discipline and Punish through an analysis of productive power, and the potential offerings for educational research. The purpose of this study is to clarify Foucault's genealogical approach in making it more accessible to educational researchers, to investigate the applications and significance of Foucault's most recently available lectures to education, and to analyze Foucault's reimagining of the notion of power as it is developed throughout the lectures and fully realized in Discipline and Punish to better develop an analytic lens from which to interrogate relations of power in pedagogical practices.
ContributorsSusser, Erica (Author) / Carlson, David L. (Thesis advisor) / Anderson, Kate (Committee member) / Koro-Ljungberg, Mirka (Committee member) / Arizona State University (Publisher)
Created2016
Description
This is a genealogical study of the taken-for-granted ‘free’ or ‘self-governed’ play practice at the free schools. The study places play practice within a historical trajectory. The study compares and analyzes the current (1960s to present) discursive formations of play practice as they emerge in various archival texts such as on free schools, and juvenile delinquency and youth crime, to the discursive formations of the 1890s to 1929s as they emerge in various archival texts such as on physical education, public bath, city problems, playground, outdoor recreation legislation, and recreation areas and juvenile delinquency. The study demonstrates how various “subjugated knowledges” appeared during these time periods around play practice. Foucauldian genealogy is crafted for the study through Foucault’s lectures, interviews, essays, and how other scholars wrote about Foucauldian genealogy and conducted genealogical work themselves. The study is to challenge what it seems to be the grand narrative of this play practice in free schools. Instead of being the form of learning that allows students to seek their truest capacity and interest, learning, and eventually growth and happiness, this practice does so at a great cost, and therefore it is a dangerous practice, opens up various power/knowledge such as play is used as a systematic and accurate technology to shape, mold, and organize the schooled children body, a means to interrupt and intervene with the children growth, as the technology of school hygiene, and as a governing tool to help the state, nation, family, and school, produce ‘good’ citizens, who will not commit to idleness, delinquency, gang-spirit, and similar others.
ContributorsAletheiani, Dinny Risri (Author) / Carlson, David L. (Thesis advisor) / Sandlin, Jennifer A. (Committee member) / Schugurensky, Daniel, 1958- (Committee member) / Koro-Ljungberg, Mirka (Committee member) / Arizona State University (Publisher)
Created2017