東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Life histories of white male teacher...

Jupp, James Cropsey.

Linked to FindBook

Google Book

Amazon

博客來

Life histories of white male teachers of diverse students: Intersections with whiteness, masculinity, and difference.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Life histories of white male teachers of diverse students: Intersections with whiteness, masculinity, and difference./
Author:	Jupp, James Cropsey.
Description:	241 p.
Notes:	Adviser: Lisa J. Cary.
Contained By:	Dissertation Abstracts International67-07A.
Subject:	Education, Curriculum and Instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3226977
ISBN:	9780542785092

Life histories of white male teachers of diverse students: Intersections with whiteness, masculinity, and difference.
Jupp, James Cropsey.

Life histories of white male teachers of diverse students: Intersections with whiteness, masculinity, and difference. - 241 p.

Adviser: Lisa J. Cary.

Thesis (Ph.D.)--The University of Texas at Austin, 2006.

This critical inquiry begins with the researcher's lived experiences as white male teacher of diverse students as motive and ethics. As researcher and fifteen-year educator of diverse students, the researcher takes on the role of researcher-participant along with five other white male teachers in the inquiry. The researcher poses the question: What are the life histories of white male teachers of diverse students, and how do intersections with whiteness, masculinity, and difference emerge in the stories? In answering this question, this critical inquiry receives impulse from Mill's (2000 [1959]) understanding of the sociological imagination that seeks to articulate lived experiences within historical and social structures.

ISBN: 9780542785092Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Life histories of white male teachers of diverse students: Intersections with whiteness, masculinity, and difference.
LDR:03560nam 2200301 a 45 001 970999
005 20110921
008 110921s2006 eng d
020 $a 9780542785092
035 $a (UMI)AAI3226977
035 $a AAI3226977
040 $a UMI $c UMI
100 1 $a Jupp, James Cropsey. $3 1295035
245 1 0 $a Life histories of white male teachers of diverse students: Intersections with whiteness, masculinity, and difference.
300 $a 241 p.
500 $a Adviser: Lisa J. Cary.
500 $a Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2447.
502 $a Thesis (Ph.D.)--The University of Texas at Austin, 2006.
520 $a This critical inquiry begins with the researcher's lived experiences as white male teacher of diverse students as motive and ethics. As researcher and fifteen-year educator of diverse students, the researcher takes on the role of researcher-participant along with five other white male teachers in the inquiry. The researcher poses the question: What are the life histories of white male teachers of diverse students, and how do intersections with whiteness, masculinity, and difference emerge in the stories? In answering this question, this critical inquiry receives impulse from Mill's (2000 [1959]) understanding of the sociological imagination that seeks to articulate lived experiences within historical and social structures.
520 $a Using life history methodology designed to reveal lived experiences as they intersect with historical and social structures (Goodson, 1992a; Goodson, 1992b; Goodson, 1995; Middleton, 1992), this inquiry analyzes patterns and subpatterns in participants' life histories as they intersect with historical and social structures of whiteness, masculinity, and difference. Emerging from the data, the researcher uncovers sub patterns that articulate a pattern of participants' counter or alternative lifestyles (Willis, 1993 [1995]; Willis, 1977; Hebdige, 1979). The above patterns regarding alternative lifestyles, continually contextualized and analyzed as "lived intersections" with historical and social structures, articulate participants' complex negotiations in, resistances to, and complicities with whiteness, masculinity, and difference. Lived intersections with whiteness articulate lived whitenesses, white visibility, and participants' re-shaping but not denying white identities. Lived intersections with masculinity articulate a rejection of instrumental hegemonic masculinity (Connell, 1987; Connell, 1995) for an experiential masculinity. Lived intersections with difference articulate a contradictory deficit thinking (Valencia & Solorzano, 1997; Valenzuela, 1999) and structural understandings of difference along with a practical (Schwab, 1978a, Schwab, 1983; Reid, 1984) difference pedagogy that resembles Cummins's (1986) work with minority students.
520 $a As an act of sociological imagination, this critical inquiry articulates an unspoken and problematic "rejection" of participants' privileges that, over the course of a lifetime, appears as practical difference pedagogy as part of the story. As this inquiry represents, very personally, the researcher's lived experience he reveals, contradictorily, a sense of hope and impotency before the findings.
590 $a School code: 0227.
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Sociology of. $3 626654
690 $a 0340
690 $a 0727
710 2 0 $a The University of Texas at Austin. $3 718984
773 0 $t Dissertation Abstracts International $g 67-07A.
790 $a 0227
790 1 0 $a Cary, Lisa J., $e advisor
791 $a Ph.D.
792 $a 2006
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3226977