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Disrupting Authority : = The Phenomenality of Antioppressive Education in the Arts.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Disrupting Authority :/
Reminder of title:	The Phenomenality of Antioppressive Education in the Arts.
Author:	Babulski, Timothy David.
Description:	1 online resource (257 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.
Contained By:	Dissertation Abstracts International79-02A(E).
Subject:	Art education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355318944

Disrupting Authority : = The Phenomenality of Antioppressive Education in the Arts.
Babulski, Timothy David.

Disrupting Authority :The Phenomenality of Antioppressive Education in the Arts. - 1 online resource (257 pages)

Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

The effort to engage in critical pedagogy is often stymied by several factors: institutional or systemic authority acting in opposition to anti-oppressive teaching, a lack of opportunities for students to develop and use personal agency, and the structures within disciplinary discourses and curricula that limit the possibility of social change.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355318944Subjects--Topical Terms:

1179362
Art education.
Index Terms--Genre/Form:

554714
Electronic books.

Disrupting Authority : = The Phenomenality of Antioppressive Education in the Arts.
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100 1 $a Babulski, Timothy David. $3 1179991
245 1 0 $a Disrupting Authority : $b The Phenomenality of Antioppressive Education in the Arts.
264 0 $c 2017
300 $a 1 online resource (257 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.
500 $a Adviser: James Bequette.
502 $a Thesis (Ph.D.) $c University of Minnesota $d 2017.
504 $a Includes bibliographical references
520 $a The effort to engage in critical pedagogy is often stymied by several factors: institutional or systemic authority acting in opposition to anti-oppressive teaching, a lack of opportunities for students to develop and use personal agency, and the structures within disciplinary discourses and curricula that limit the possibility of social change.
520 $a Drawing from post-intentional phenomenology (Vagle, 2014) and narrative inquiry (Clandinin & Connelly, 2000), this study attempts to reconcile structural and agentic approaches. By placing the poststructural philosophy of Deleuze & Guattari (1987) in dialog with critical (Freire, 1970/2000; Kumashiro, 2015) and post-critical pedagogies (Lather, 1995), I have been able to explore my lived-experience of authority as that which defers or denies student authorship. I have further explored a Deweyan approach to expression as I endeavored to live out the promise of using disruptiveness as a pedagogical tool for instigating student authorship. The resultant text is an assemblage that explores the complex, partial, shifting, multiple, tentative, and sometimes contradictory manifestations of authority and authorship. Through the selective use of voice, typeface, color, and illustration, this layered multivocality creates a palimpsest (Dillon, 2007) that progressively narrows, not to certainty, but to the present moment.
520 $a Results of this study do not support causality or claim to raise test scores and close achievement gaps. Instead, this work underscores the importance of teachers' critical reflections on their practice and the long-term benefits for students and society that such reflexivity allows. Teachers and teacher candidates who are able to examine their own education and to understand the relationship between student authorship and the manner in which authority is taken up will be primed to create pedagogical spaces in which students are not merely the recipients of knowledge but the authors of their own phenomenality. In this way, teachers who allow their authority to be disruptive and disrupted acknowledge students as the complex fully-realized beings they are and erase the false distinction between being-schooled and being-in-the-world.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Art education. $3 1179362
650 4 $a Pedagogy. $3 1148703
650 4 $a Education. $3 555912
655 7 $a Electronic books. $2 local $3 554714
690 $a 0273
690 $a 0456
690 $a 0515
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Minnesota. $b Education, Curriculum and Instruction. $3 1179992
773 0 $t Dissertation Abstracts International $g 79-02A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10286503 $z click for full text (PQDT)