Embracing the Bounty: Countering the Curriculum of Deficit

Author

Diana Bishop, Georgia Southern UniversityFollow

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

Committee Member 3 Email

schubert@uic.edu

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