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Meabon Bartow Diss Final.pdf (2.51 MB)

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Teaching with Social Media: A Multiple Case Foucaudian Discourse Analysis of Participatory and Egalitarian Potential

Meabon Bartow, Susan L
http://rave.ohiolink.edu/etdc/view?acc_num=miami1372339719

Abstract Details

2013, Doctor of Philosophy, Miami University, Educational Leadership.
Recognizing the lack of scholarship regarding the nature of teaching when secondary classroom teachers incorporate social media, this dissertation presents a multiple case study investigating the shifting territories of teaching and the discursive potential of social media in education. Social technologies present compelling and critical educational, ethical, economic, and structural challenges and choices for schools: choices about teaching and learning spaces that are participatory and emancipating as well as those that are highly scrutinized and regulated. Social media directly challenge our prevailing constructions of school, of teachers and students, and of teaching and learning. Teachers experimenting with using social media in their teaching explore new territory and acquire expertise developing hybrid pedagogies. To learn more about evolving models of teaching, this multiple case study uses a post-structural framework and Foucauldian discourse analysis guidelines developed by Willig (2008) to explore the different subject positions produced and being taken up by five teachers when they interact with their students in classrooms combining physical and virtual spaces. Data collected from interviews and observations probe the experiences of teachers incorporating social media in their teaching practices to establish a descriptive analysis of emerging teacher subjectivities. This study inquires whether or not social media pedagogies open discursive possibilities for teachers and students to renegotiate their roles and relationships in more egalitarian, progressive ways. Across five diverse settings, findings elucidate seven teacher subjectivities and the discursive possibilities being produced. Individual teachers’ philosophical orientations shift implementation trajectories. Teachers have increased spaces to manage and means to communicate. The subject positions of instructor and expert diminish as those of guide and facilitator expand. More options for assessment exhibit both progressive and technical opportunities. Relationship options with other teachers, students, and parents expand, becoming more dynamic. Teacher roles as change agents in schools open. Boundaries between teacher and learner positions blur; facilitating border crossings. Presenting a fundamental challenge to current conceptions and practices of school, teacher as learner expands as traditional learning dynamics become hypertextual. Willig, C. (2008). Introducing qualitative research in psychology (2nd ed.). New York, NY: McGraw Hill Open University Press.
Kathleen Knight Abowitz, PhD (Committee Chair)
Dennis Carlson, PhD (Committee Member)
Thomas Poetter, PhD (Committee Member)
Michael Evans, PhD (Committee Member)
271 p.
Education; Educational Leadership; Educational Technology; Teacher Education; Teaching
social media pedagogies; teacher subjectivities; Foucaudian discourse analysis; participatory education; democratic education

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Citations

  • Meabon Bartow, S. L. (2013). Teaching with Social Media: A Multiple Case Foucaudian Discourse Analysis of Participatory and Egalitarian Potential [Doctoral dissertation, Miami University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=miami1372339719

    APA Style (7th edition)

  • Meabon Bartow, Susan. Teaching with Social Media: A Multiple Case Foucaudian Discourse Analysis of Participatory and Egalitarian Potential. 2013. Miami University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=miami1372339719.

    MLA Style (8th edition)

  • Meabon Bartow, Susan. "Teaching with Social Media: A Multiple Case Foucaudian Discourse Analysis of Participatory and Egalitarian Potential." Doctoral dissertation, Miami University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1372339719

    Chicago Manual of Style (17th edition)

miami1372339719
4,017
© 2013, all rights reserved.
This open access ETD is published by Miami University and OhioLINK.