My dissertation is an autobiographical narrative about my journey through a non-pedagogical and oppressive school system, to an oppressive marriage, and back to a graduate program that, in my opinion, epitomizes the essence of pedagogy. I explain how fantasy theory has situated itself in my life as a metacognitive tool in order to save my conscious reality as it guided me towards transcendence. I address my introduction to fantasy as a child inside of the classroom. I talk about mis-educative experiences inside of the classroom and provide examples of those experiences. I discuss microaggression and how it was played out during my earlier educational years as well as describe my experience with internal-microaggression during my master's program. I explain how fantasy returned to my life during my marriage and divorce. I also discuss my relationship with the Black church utilizing soul therapy. I talk about my African American contemporary Christian romance novels and how writing them allowed me to be reflective on my past relationships so I could still have faith and hope of love in my future. I conclude my dissertation by providing examples of my teaching pedagogy and my inspirations for those reading my dissertation. In essence this dissertation is a qualitative culmination of past recollections, current reflections, and future endeavors as I continue to learn and transcend through my lifelong journey with education.
|Advisor:||Casey, Kathleen, Shapiro, H Svi|
|Commitee:||Cooper, Jewell, Poulos, Christopher|
|School:||The University of North Carolina at Greensboro|
|Department:||School of Education: Educational Leadership and Cultural Foundations|
|School Location:||United States -- North Carolina|
|Source:||DAI-A 74/05(E), Dissertation Abstracts International|
|Subjects:||African American Studies, Educational leadership, Education philosophy|
|Keywords:||African-American women, Autoethnography, Fantasy theory, Microaggression, Soul therapy|
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