Term of Award
Doctor of Education in Curriculum Studies
Document Type and Release Option
Dissertation (restricted to Georgia Southern)
Department of Curriculum, Foundations, and Reading
Delores D. Liston
Committee Member 1
Committee Member 2
William M. Reynolds
Committee Member 3
W. Jay Hughes
Through the lens of critical theory, the life histories and teaching practices of nine public high school teachers are described. Audiotaped life history interviews and classroom observations were conducted with nine educators representing various content areas in a public high school in the South. Possibilities for transformative teaching, as well as acts of resistance against barriers to teacher effectiveness and student achievement, are explored. The pedagogies of Paulo Freire, Henry Giroux, bell hooks, and Maxine Greene formed the theoretical framework used for identifying traits of transformative teaching. Based on this framework, as well as how their own teaching practices demonstrated the presence or absence of the traits of transformative teaching, the participants were placed on a continuum. The researcher, an administrator in the setting, also shares how the findings impacted her administrative practices.
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Shaw Albritton, Vicki L., "Curriculum and Resistance: Exploring Possibilities for Transformative Teaching" (2002). Legacy ETDs. 110.