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De-/Re-Constructing the Ideological Terrain of Social Justice in Education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	De-/Re-Constructing the Ideological Terrain of Social Justice in Education./
作者:	Howe, Emily.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	208 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-11, Section: A.
Contained By:	Dissertations Abstracts International83-11A.
標題:	Enrollments. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29057016
ISBN:	9798426862746

De-/Re-Constructing the Ideological Terrain of Social Justice in Education.
Howe, Emily.

De-/Re-Constructing the Ideological Terrain of Social Justice in Education. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 208 p.

Source: Dissertations Abstracts International, Volume: 83-11, Section: A.

Thesis (Ph.D.)--University of Pittsburgh, 2021.

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

The need to redress antiblackness, colonialism, heteropatriarchy, and other intersecting, systemic oppressions in education, US society, and globally remains urgent and dire. Yet, the extent to which these oppressions are recognized and how they are conceptualized in educational spaces greatly varies. My dissertation analyzes how ideology and epistemology inform different understandings and engagements with social justice and equity in educational contexts and what the practical implications of these differences are.The first two papers present case studies of two ongoing debates in educational policy. In the New York City public schools (NYC DOE), the debate centers around the historically contentious issue of admission screens and whether they promote segregation or educational opportunity. The second case focuses on the Pittsburgh Public Schools (PPS) and the current debate over a proposal to remove all school police officers from the district. In both studies, I use historical analysis and critical discourse analysis to highlight ideological contestations that exist between the different stakeholder groups, particularly around shared language. In the NYC DOE, the groups had different assumptions about meritocracy, opportunity, and equity which corresponded with different policies, social theories, and visions for the future. In PPS, stakeholders engaged in divergent ideas of safety and discipline. In both cases, different understandings and engagements with systemic oppression are key to stakeholders' divergent ideological meanings.To better understand the connections between individual sensemaking and systems of power that undergird ideology, the third theoretical paper outlines philosopher Kristie Dotson's (2014) account of epistemic oppression. I argue that epistemic oppression and its related concepts can help teachers and teacher educators understand how dominant ways of knowing (i.e., epistemologies) and their constructions of reality often normalize oppression. I also discuss practices of epistemic resistance (Medina, 2012) and epistemic reflexivity (Dotson, 2011), which provide a means to learn new epistemologies and resist epistemic oppression both inside and outside of the classroom. I emphasize that resisting and dismantling the dominant epistemologies (and ideologies) is not only difficult cognitive work, but deeply relational work that requires change through ongoing solidarity and collective action.

ISBN: 9798426862746Subjects--Topical Terms:

3562827
Enrollments.

De-/Re-Constructing the Ideological Terrain of Social Justice in Education.
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