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Troubling "Family": How Primary Grad...

Shema, Amy.

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Troubling "Family": How Primary Grade Teachers Conceptualize and Negotiate Normative Construction of Family in Elementary Education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Troubling "Family": How Primary Grade Teachers Conceptualize and Negotiate Normative Construction of Family in Elementary Education./
作者:	Shema, Amy.
面頁冊數:	313 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
Contained By:	Dissertation Abstracts International76-09A(E).
標題:	Curriculum development. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3703283
ISBN:	9781321750225

Troubling "Family": How Primary Grade Teachers Conceptualize and Negotiate Normative Construction of Family in Elementary Education.
Shema, Amy.

Troubling "Family": How Primary Grade Teachers Conceptualize and Negotiate Normative Construction of Family in Elementary Education. - 313 p.

Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.

Thesis (Ph.D.)--University of Rochester, 2015.

This item must not be sold to any third party vendors.

The purpose of this qualitative study was to investigate the way elementary school teachers (kindergarten through second grade), in a school that actively fosters family involvement, include queerly-mixed families within their educational practices. The research drew on sociocultural-historical theory and queer theory to gain insights about how teachers came to understand the concept of family and the role that concept played in their teaching. Data collection included a series of semi-structured interviews, focus group interviews, and artifact review. Data analysis and interpretive procedures followed a narrative approach aimed at understanding how participants negotiate hegemonic discourses of schools related to the concept of family. Findings yielded information on the ways teachers reify heteronormativity through a series of strategies organized into three themes: succumbing to regulatory gaze, using normative discourses, and enacting heterosexual presumptions. Implications of the research inform professional development for inservice and preservice teachers on ways to include queerly-mixed families in the curriculum.

ISBN: 9781321750225Subjects--Topical Terms:

684418
Curriculum development.

Troubling "Family": How Primary Grade Teachers Conceptualize and Negotiate Normative Construction of Family in Elementary Education.
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520 $a The purpose of this qualitative study was to investigate the way elementary school teachers (kindergarten through second grade), in a school that actively fosters family involvement, include queerly-mixed families within their educational practices. The research drew on sociocultural-historical theory and queer theory to gain insights about how teachers came to understand the concept of family and the role that concept played in their teaching. Data collection included a series of semi-structured interviews, focus group interviews, and artifact review. Data analysis and interpretive procedures followed a narrative approach aimed at understanding how participants negotiate hegemonic discourses of schools related to the concept of family. Findings yielded information on the ways teachers reify heteronormativity through a series of strategies organized into three themes: succumbing to regulatory gaze, using normative discourses, and enacting heterosexual presumptions. Implications of the research inform professional development for inservice and preservice teachers on ways to include queerly-mixed families in the curriculum.
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