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    Examining Teaching Activities in War-affected Schools: Advancing Transformative Praxis

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    Issue Date
    2018-08-31
    Author
    Handy, Grace Tamara
    Publisher
    University of Kansas
    Format
    351 pages
    Type
    Dissertation
    Degree Level
    Ed.D.
    Discipline
    Special Education
    Rights
    Copyright held by the author.
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    Abstract
    This dissertation study aimed to understand factors that mediated teacher activities in war-affected school settings. Specifically, this study focused on examining ways in which inequitable, exclusionary processes were perpetuated, maintained, and legitimized in a war-affected school situated in the Northern part of Sri Lanka. This study was conceptualized using multiple critical theories that elucidated the ways in which inequities and exclusions worked in complex activity systems. This participatory design-based research study engaged teachers and students in critical reflection activities. This study found the ways in which disposability and disjunctures shaped teachers and students participation in school. In addition, this study illuminated the ways in which subjectivities were co-constructed in unequal fields of power. This study also mapped learning processes that took place in relation to critical reflections and explained the ways in which these emergent knowledges signaled transformative praxis. The implications of this study asserted the necessity of politicizing ability and engaging in justice-oriented praxis.
    URI
    http://hdl.handle.net/1808/28018
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    • Dissertations [4050]

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    Contact KU ScholarWorks
    785-864-8983
    KU Libraries
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    785-864-8983

    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
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    Contact KU ScholarWorks
    785-864-8983
    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    785-864-8983

    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    Image Credits
     

     

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