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Producing a sovereign self: Portfoli...

Carlson, David Lee.

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Producing a sovereign self: Portfolios and the "ownership" of scholastic bodies (Kentucky).

Record Type:	Electronic resources : Monograph/item
Title/Author:	Producing a sovereign self: Portfolios and the "ownership" of scholastic bodies (Kentucky)./
Author:	Carlson, David Lee.
Description:	540 p.
Notes:	Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1610.
Contained By:	Dissertation Abstracts International66-05A.
Subject:	Education, Curriculum and Instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3175669
ISBN:	0542146096

Producing a sovereign self: Portfolios and the "ownership" of scholastic bodies (Kentucky).
Carlson, David Lee.

Producing a sovereign self: Portfolios and the "ownership" of scholastic bodies (Kentucky). - 540 p.

Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1610.

Thesis (Ed.D.)--Columbia University Teachers College, 2005.

This genealogical study focuses on the twelfth-grade writing portfolio in Kentucky as a place to interrogate the taken-for-granted practices of assessing the writing of secondary English students. Instead of focusing on whether portfolios "work", this study places writing and assessing practices within a historical trajectory. Using various discursive formations, such as legal, pedagogical, and administrative, this study compares current discursive formations of grading and assessing student writing to the discursive formations of the 1890s, such as military, psychological, pedagogical and administrative ones. Contrary to common held views about the influences of colleges and university on secondary English curriculum, this study demonstrates how various "subjugated knowledges" appeared during this time period around student writing. Furthermore, this study assembles methodological points from Foucault's lectures and interviews to build a genealogical method, and examines how certain scholars in education in the United States have used Foucault genealogical analytic. This study demonstrates that portfolio technology doesn't necessarily emancipate or liberate the student, but opens up the scholastic body for a greater intensity and plurality of power/knowledge.

ISBN: 0542146096Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Producing a sovereign self: Portfolios and the "ownership" of scholastic bodies (Kentucky).
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100 1 $a Carlson, David Lee. $3 1906095
245 1 0 $a Producing a sovereign self: Portfolios and the "ownership" of scholastic bodies (Kentucky).
300 $a 540 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1610.
500 $a Sponsor: James Albright.
502 $a Thesis (Ed.D.)--Columbia University Teachers College, 2005.
520 $a This genealogical study focuses on the twelfth-grade writing portfolio in Kentucky as a place to interrogate the taken-for-granted practices of assessing the writing of secondary English students. Instead of focusing on whether portfolios "work", this study places writing and assessing practices within a historical trajectory. Using various discursive formations, such as legal, pedagogical, and administrative, this study compares current discursive formations of grading and assessing student writing to the discursive formations of the 1890s, such as military, psychological, pedagogical and administrative ones. Contrary to common held views about the influences of colleges and university on secondary English curriculum, this study demonstrates how various "subjugated knowledges" appeared during this time period around student writing. Furthermore, this study assembles methodological points from Foucault's lectures and interviews to build a genealogical method, and examines how certain scholars in education in the United States have used Foucault genealogical analytic. This study demonstrates that portfolio technology doesn't necessarily emancipate or liberate the student, but opens up the scholastic body for a greater intensity and plurality of power/knowledge.
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