Date of Award
Spring 5-2020
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Education
First Advisor
Scot Danforth, Ph.D.
Second Advisor
Lilia D. Monzó, Ph.D.
Third Advisor
Penny S. Bryan, Ph.D.
Abstract
This study examined the experiences of four teachers who participated as mentors in a teacher-designed and -implemented creative community at a middle school in southern California. Using the arts-based research methodologies of poetic inquiry, narrative inquiry, and painting, the researcher explored how teachers experience teaching and learning when they deconstruct structures that perpetuate standardization and choose to approach education as a place of yes, freed from the parameters of mandated curriculum, the idea of education as product, and high- stakes accountability measures. The study revealed that the qualities of the creative community had a humanizing effect on its participants, allowing these teachers to transcend toxic school culture, oppressive educational structures, and ideological and spatial faculty divisions, and allowed the participating teachers to connect with one another on professional and personal levels.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Hind, E. P. (2020). A place of yes? Experiences of educators participating in site-based teacher-led reform [Doctoral dissertation, Chapman University]. Chapman University Digital Commons. https://doi.org/10.36837/chapman.000157
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Art Education Commons, Curriculum and Instruction Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Other Education Commons, Other Teacher Education and Professional Development Commons, Secondary Education Commons, Secondary Education and Teaching Commons