2016 Theses Doctoral
Writers, Readers, Learners, and Living Works in Progress: English Teachers' Conceptions of Their Roles in the Classroom
This dissertation explores teacher identities as they emerge, recede and collide with one another in the classrooms of four participating English teachers at the Cooperative School, a pseudonymous, single school site that is home to the researcher as well as to the study participants. Focusing first on how these teachers see themselves and how they articulate their roles, the study then turns to an analysis based on Judith Butler's theories of identity formation. The role of normative power in identity formation is exemplified by what the paper calls "The Regime of Teacher Norms," i.e., Teacher as Expert, Teacher as Guide, Teacher as Professional and Teacher as Boss.
Files
- Fabricant_columbia_0054D_13337.pdf application/pdf 1.34 MB Download File
More About This Work
- Academic Units
- English Education
- Thesis Advisors
- Vinz, Ruth
- Degree
- Ph.D., Columbia University
- Published Here
- May 5, 2016