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.
|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|
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