Term of Award
Doctor of Education in Curriculum Studies (Ed.D.)
Document Type and Release Option
Dissertation (open access)
Department of Curriculum, Foundations, and Reading
Committee Member 1
Ming Fang He
Committee Member 2
Committee Member 3
Committee Member 3 Email
The journey leading to today has been long and arduous. The irony of the situation is the manner in which I was void of any knowledge that the journey existed. Complacency, intimidation and service to the other are descriptors of my previous life. Determination, freedom, excitement and pride are characterizations of my current being. Realizing there is a problem is the first step towards making a change. I was brought to the realization that I had been deskilled when I began my studies as a doctoral student. What seemingly should have been a gift, was a curse. Professors encouraged me to think for myself, develop my interests and my voice. I struggled in silence instead of embracing the freedom. Through much agony and soul searching I came to the realization that my inability to think for myself was a topic worth study. If it happened to me, it has happened to others and the cycle must stop. Engaging in self-reflection, I discovered that I had participated in the deskilling process on three levels: as a learner, a classroom teacher and as a college professor. My transformation experience is presented throughout the pages that follow. Particular emphasis is placed on the effect of deskilling specifically related to reading instruction. Deskilling in the classroom is examined from the point of view of students, classroom teachers and college professors. It is my hope that all readers of my words will find hope in a shared experience and gain a will to begin their own personal line of flight towards freedom.
Mashburn, Leslie Bailey, "Learning through Living: Freedom, Fear and Reading in the Classroom" (2007). Electronic Theses and Dissertations. 454.