Term of Award
Spring 2004
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
John Weaver
Committee Member 1
William M. Reynolds
Committee Member 2
Marla Morris
Committee Member 3
Charles J. Hardy
Abstract
This theoretical inquiry is based upon an archaeological and genealogical deconstruction of the character, utility and state of being of the modern university in the United States. In introducing Dysacademia as an apt metaphor for today's dysfunctional academy, the current discursive analysis describes the various affects and effects that neoliberalism, performativity, discipline, and control have had upon the inorganic institutions of higher learning, and upon its primary subject concerns, the organic constituents known as the professoriate and the student body. As a follow up to this Ivory Tower deconstruction, a reconstructive enunciation is shaped using a conglomeration of postmodern, open systems,chaos, and poststructural theories to highlight the recursive potential that philosophy, cultural studies, and popular culture contain for opening undetermined and turbulent spaces that hold the promise and potential to expand the University's undertakings regarding learning, culture, social engagement, critical epistemology, and authentic and reflexive ontology.
Recommended Citation
Geisler, Paul René, "Dysacademia in the Ivory Towers: Performativity, Discipline, Control & Chaotically Moving Towards the Shadows of the 3Rd Educational Spaces" (2004). Electronic Theses and Dissertations. 580.
https://digitalcommons.georgiasouthern.edu/etd/580
Research Data and Supplementary Material
No
