Term of Award
Fall 2015
Degree Name
Doctor of Education in Curriculum Studies (Ed.D.)
Document Type and Release Option
Dissertation (restricted to Georgia Southern)
Copyright Statement / License for Reuse
Digital Commons@Georgia Southern License
Department
Department of Curriculum, Foundations, and Reading
Committee Chair
Julie Maudlin
Committee Member 1
Amelia Davis
Committee Member 2
Robert Lake
Committee Member 3
Laura Rychly
Committee Member 3 Email
lrychly@gru.edu
Abstract
In this dissertation, I use the metaphor of curriculum as a traumatized body to understand how education has been traumatized by forced mandates and to imagine possibilities for rehabilitation. While this metaphor emerges initially from psychoanalytic perspectives on curriculum, I take up multiple theoretical approaches to engage in bricolage research as an “eclectic and political approach to inquiry” (Rogers, 2012, p. 2). I ask, how have the structures of schooling been scarred by neoliberal educational reforms? How has curriculum been traumatized by art deprivation and disembodied practice? How can the resulting curriculum be understood as a traumatized body, and how can such an understanding inform possibilities for rehabilitation? Ultimately, the purpose of this dissertation is to advance what is perhaps a startlingly simple proposal; a plea for the reconsideration of the place of artistic expression within the curriculum, and an urgent call for the rehabilitative outlets of creativity in schools.
Recommended Citation
Morales, L. N. (2015). Curriculum as a traumatized body: Rehabilitating schooling through the arts. (Doctoral Dissertation).
Research Data and Supplementary Material
No
