Term of Award
Spring 2018
Degree Name
Doctor of Education in Curriculum Studies (Ed.D.)
Document Type and Release Option
Dissertation (open access)
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 License.
Department
Department of Curriculum, Foundations, and Reading
Committee Chair
Sabrina Ross
Committee Member 1
Ming Fang He
Committee Member 2
John Weaver
Committee Member 3
William Schubert
Abstract
Embracing the Bounty: Countering the Curriculum of Deficit (2018) addresses the restrictive nature of neoliberalism and offers alternative perspectives and possibilities for change by countering the curriculum of deficit now prevalent in the United States – a curriculum reflective of neoliberalism’s invasion of public schools and the rationality that reduces students, teachers, and schools to statistics emphasizing economic value above all else. In this dissertation, the impact of neoliberalism on public schools and its destructive effects are discussed as are alternative philosophical frameworks. Through a series of essays, I explore how a curriculum of deficit infiltrated American public schools and demonstrate the ways in which rhizomatic theory and its inherent openness to diversity and creativity provide connections to the works of curriculum scholars and provide a foundation from which a curriculum of possibilities, rather than deficit, can be constructed.
INDEX WORDS: Curriculum, Deficit Model, Standardization, Commodification, Neoliberalism, Creativity, Interdisciplinary, Deleuze and Guattari, Rhizomatic Theory, Diversity, Resistance, Greene, Eisner, Fromm
Recommended Citation
Bishop, D. (2018). Embracing the Bounty: Countering the Curriculum of Deficit (Doctoral dissertation). Georgia Southern University. Statesboro, Georgia.
Research Data and Supplementary Material
No
Included in
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Social and Philosophical Foundations of Education Commons
