Dissertation/Thesis Abstract

Facilitating difficult knowledge in the classroom: Intimate transgressive pedagogy from a psychoanalytic and poststructural feminist framework
by Crowell, Mary L., Ph.D., Washington State University, 2015, 205; 3715181
Abstract (Summary)

This dissertation seeks to address the facilitation of difficult knowledges in the classroom. I employ constructs of poststructural feminism to critique rationalist-only frameworks that limit the forms of knowledge that "count" in the construction of knowledge. In response to these critiques, this dissertation constructs an alternative pedagogical framework from a psychoanalytic and poststructural feminist lens that emphasizes the bordered landscapes of the un/conscious. This approach is named Intimate Transgressive Pedagogy (ITP). Additionally, this dissertation introduces an empirical study that explored one semester of classroom teaching using Intimate Transgressive Pedagogy. Student and teacher experiences are analyzed through the theoretical concepts of ITP with a further discussion of the implications of the pedagogical concepts and empirical findings for multicultural teacher education.

Indexing (document details)
Advisor: Bettis, Pamela J.
Commitee: Groves-Price, Paula, Hayes, Michael T.
School: Washington State University
Department: Cultural Studies and Social Thought in Education
School Location: United States -- Washington
Source: DAI-A 76/12(E), Dissertation Abstracts International
Subjects: Pedagogy, Teacher education, Curriculum development
Keywords: Critical ontology, Intimate, Transgressive pedagogy
Publication Number: 3715181
ISBN: 978-1-321-93241-6
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