Term of Award
Doctor of Education in Curriculum Studies (Ed.D.)
Document Type and Release Option
Dissertation (restricted to Georgia Southern)
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 License.
Department of Curriculum, Foundations, and Reading
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Identity might be thought of as a struggle over the representations of power at work in the life of an individual. This document provides an account of the author contesting the power exerted by his religious community and along his educational journey. Specifically, the author traces the movement of self from Evangelical Christianity through specific ideas and events that challenged the ideology he had initially accepted. The autobiographical inquiry conducted herein is a study of the self in proximity to ideas that proved to be catalysts in this movement. Central themes include the history and practice of Evangelicalism, ideology and reading, biblical studies, and deconstruction. A central concern of the text is hegemonic representations of Christian belief in the South, the undermining of social and political progress due to those hegemonic representations, and identifying specific sites of resistance to those beliefs. A unifying theme for this text is the participation of the self in constructing meaning in the context of one’s own life. Conclusions are drawn and have implications for educational researchers, administrators, teachers, students, and parents at the intersection of education and religion.
McClain, Jeremy A., "After Demystification: Evangelical Hegemony and a Hidden Reading Curriculum" (2017). Electronic Theses and Dissertations. 1557.
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