This project offers a counter narrative to some accepted theories regarding graduate learning practices. By using Scholarly Personal Narrative to present my classroom experience I consider how knowledge is produced in higher education. I suggest that the use of feminist theory, postmodernism, and disability studies combined with other higher education theories may expand the limits of current graduate education. This project suggests that my story is useful to the field of higher education and graduate studies, and that by making intentional connections between higher education and feminist theory as well disability studies, new perspectives can emerge about how higher education practices regarding instruction, administration, and policy can be created.
|School:||University of Missouri - Columbia|
|School Location:||United States -- Missouri|
|Source:||DAI-A 78/11(E), Dissertation Abstracts International|
|Subjects:||Epistemology, Higher Education Administration, Womens studies, Education philosophy|
|Keywords:||Disability studies, Feminist theory, Motherhood studies, Postmodern education|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be