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ETD Abstract Container

Abstract Header

Story as an Organizing and Inquiry Tool for Educational Partnerships Committed to Social Justice, School, and Community Change

Kohan, Mark, Ph.D.
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1384334539

Abstract Details

2013, PhD, University of Cincinnati, Education, Criminal Justice, and Human Services: Educational Studies.
This dissertation is an arts-based action inquiry into a grassroots educational partnership for social justice in an era of high-stakes standardized testing and teaching. Drawing on educational research in the public interest and multicultural theory (Ladson-Billings & Tate, 2006; Banks, 2006), I examine how students, teachers and educators who participate in an educational partnership organized by story describe and address the challenges, barriers and constraints they face in public schooling. It unites the work of a variety of social justice workers in education by organizing through stories and other arts-based inquiry activities (Cochran-Smith & Lytle, 2009; Gruwell & Freedom Writers, 2007; Sunstein & Chiseri-Strater, 2002) to create a dystopian novel about the current and future issues facing public education. Using arts-based qualitative research guides (Barone, 2006; Maxwell, 1996; Vickers, 2010; Winter, 1991) and action research principles (Brydon-Miller, 2007; Cammarota & Fine, 2008; Freire, 1970; Anderson, Herr, & Nihlen, 2007), I inquire into current and past educational practices, policy, and partnerships and theorize future ones based on the expressed experiences of students, teachers, and teacher educators, as well as through dominant paradigms for schooling and teaching. In a brave new world of public education seeing the erosion of state funding and increased dependence on foundation grants and private entities, partnerships guided by social justice stories of students, teachers, and other educators, offer an important way to communicate across organizations and contexts more effectively, enable a shared culture of empowerment, share costs and resources, and develop social innovations in schools that are community-based and globally aware.
Miriam Raider-Roth, Ed.D. (Committee Chair)
Mary Brydon-Miller, Ph.D. (Committee Member)
Holly Johnson, Ph.D. (Committee Member)
Chester Laine, Ph.D. (Committee Member)
Education
educational partnerships; social justice; YPAR; arts-based; inquiry; story

Recommended Citations

Citations

  • Kohan, M. (2013). Story as an Organizing and Inquiry Tool for Educational Partnerships Committed to Social Justice, School, and Community Change [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1384334539

    APA Style (7th edition)

  • Kohan, Mark. Story as an Organizing and Inquiry Tool for Educational Partnerships Committed to Social Justice, School, and Community Change. 2013. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1384334539.

    MLA Style (8th edition)

  • Kohan, Mark. "Story as an Organizing and Inquiry Tool for Educational Partnerships Committed to Social Justice, School, and Community Change." Doctoral dissertation, University of Cincinnati, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1384334539

    Chicago Manual of Style (17th edition)

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© 2013, all rights reserved.
This open access ETD is published by University of Cincinnati and OhioLINK.