Term of Award

Fall 2022

Degree Name

Doctor of Education in Curriculum Studies (Ed.D.)

Document Type and Release Option

Dissertation (open access)

Copyright Statement / License for Reuse

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.

Department

College of Education

Committee Chair

John Weaver

Committee Member 1

Ming Fang He

Committee Member 2

Delores Liston

Committee Member 3

Wayne Au

Non-Voting Committee Member

Julie Gorlewski

Abstract

The way in which teachers are educated has wide reaching impacts on the ways students in their classrooms are educated. When test scores are regarded as the sole marker of a good teacher, then critical pedagogies and theories are left out of teacher education spaces. This dissertation aims to discuss a multitude of issues, both structural and day-to-day, that plague both education as a whole and teacher education specifically. Additionally, this dissertation aims to show ways in which communities, teacher educators, students, and schools are acting in resistance to the forms of control seen in education. This dissertation will use speculative essays and speculative fiction as a way to explore many structures of power and control that impact schools, teachers, and teacher education. These essays demonstrate the compounding control that teachers and their students experience daily in schools and society as a whole. They also inform the reader of a variety of critical pedagogies that can be implemented as forms of resistance to various structures of control such as neoliberalism, racism, sexism, classism, ableism, and heteronormativity. This dissertation indicates a need for a reconceptualization of both teacher education specifically and education in general as a way for these spaces to become more socially just in the future. This dissertation and its findings should inspire further acts of resistance in the future and current teachers who read it.

Research Data and Supplementary Material

No

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