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
Committee Member 1
Committee Member 2
Committee Member 3
In this project, I argue that works of the grotesque, and most particularly those that fit into the Horror genre (which includes film, written works, radio plays, music, and more) are rich with content for curriculum exploration and theorization. I take a bricolage approach to understanding constructed monstrosity in cultural phenomena and utilizing that understanding as groundwork for autobiographical and cultural research. The bricolage method allows me to play the role of a theoretical Victor Frankenstein, constructing new life by borrowing choice elements from a variety of theoretical bodies and stitching them together, as well as exploring the gaps between them. Through this bricolage, I explore and problematize the primacy of human access in much of modern education, questioning the efficacy of viewing students, teachers, and schools as data factories that can be objectively known. I also explore multiplicity and the third spaces that the monstrous inhabit, as well as what this habitation reveals. Although I will be incorporating a variety of theoretical frameworks, such as postmodernism and speculative realism, this work is predominantly a consideration of curriculum as aesthetic text.
Grant, James V., "The Curriculum of Horror: Or, the Pedagogies of Monsters, Madmen, and the Misanthropic" (2018). Electronic Theses and Dissertations. 1797.
Research Data and Supplementary Material