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A dissonant dance of identity and cu...

White, Shannon N.

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A dissonant dance of identity and curriculum: The autoethnographic melody of a neoliberal score.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A dissonant dance of identity and curriculum: The autoethnographic melody of a neoliberal score./
Author:	White, Shannon N.
Description:	93 p.
Notes:	Source: Masters Abstracts International, Volume: 53-05.
Contained By:	Masters Abstracts International53-05(E).
Subject:	Teacher education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1528242
ISBN:	9781321200522

A dissonant dance of identity and curriculum: The autoethnographic melody of a neoliberal score.
White, Shannon N.

A dissonant dance of identity and curriculum: The autoethnographic melody of a neoliberal score. - 93 p.

Source: Masters Abstracts International, Volume: 53-05.

Thesis (M.S.)--Indiana University, 2014.

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

This autoethnographic study problematizes a fourth-year teacher's experiences at an alternative high school as she navigates a conflicting personal and professional identity. It seeks to trouble notions of curriculum, the teacher's role in developing and shaping that curriculum, and the relationship between the two. Using the author's experiences in the classroom, she troubles her sense of her own teacher identity within a conflicting frame of what it means to be a teacher under the current auspices of neoliberal reform and uses that narrative to answer the question: In what ways does the interplay between teacher identity and curriculum design and leadership conflict with neoliberal education reform? This study bridges Reconceptualist curriculum theorizing within a framework of Pinar's currere embedded within an autoethnographic research method. Implications of this study include reframing the relationship between teacher identity and curriculum, challenging contemporary consequences of neoliberal education reform, evaluating contradictions in expectations of teachers that lead to conflicting personal and professional identities, and calling attention to the absence of the human in contemporary education reform.

ISBN: 9781321200522Subjects--Topical Terms:

3172312
Teacher education.

A dissonant dance of identity and curriculum: The autoethnographic melody of a neoliberal score.
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245 1 2 $a A dissonant dance of identity and curriculum: The autoethnographic melody of a neoliberal score.
300 $a 93 p.
500 $a Source: Masters Abstracts International, Volume: 53-05.
500 $a Adviser: Robert J. Helfenbein.
502 $a Thesis (M.S.)--Indiana University, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a This autoethnographic study problematizes a fourth-year teacher's experiences at an alternative high school as she navigates a conflicting personal and professional identity. It seeks to trouble notions of curriculum, the teacher's role in developing and shaping that curriculum, and the relationship between the two. Using the author's experiences in the classroom, she troubles her sense of her own teacher identity within a conflicting frame of what it means to be a teacher under the current auspices of neoliberal reform and uses that narrative to answer the question: In what ways does the interplay between teacher identity and curriculum design and leadership conflict with neoliberal education reform? This study bridges Reconceptualist curriculum theorizing within a framework of Pinar's currere embedded within an autoethnographic research method. Implications of this study include reframing the relationship between teacher identity and curriculum, challenging contemporary consequences of neoliberal education reform, evaluating contradictions in expectations of teachers that lead to conflicting personal and professional identities, and calling attention to the absence of the human in contemporary education reform.
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