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(We)ducation: a narrative and autoethnographic analysis of the teaching and learning process postured as an intimate relationship

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dc.contributor.authorModesti, Sonja, author
dc.contributor.authorJennings, Louise, advisor
dc.contributor.authorAnderson, Karrin, advisor
dc.contributor.authorBurgchardt, Carl, committee member
dc.contributor.authorBanning, Jim, committee member
dc.date.accessioned2007-01-03T08:20:43Z
dc.date.available2007-01-03T08:20:43Z
dc.date.issued2011
dc.description.abstractThis project argues that the roles of teacher and learner are no longer definable by traditional conceptualizations, and instead, the intimacy with which teachers and learners experience these roles is comparable to a deeply meaningful, multi-faceted relationship. Many of the dynamics present in the traditional conceptualization of an intimate relationship are the material and embodied dynamics also experienced by teachers and learners as they engage the educational journey. Therefore, this study seeks to identify learners' and teachers' relationship(s) with education as "intimate." Structured as a series of critical scholarly reflections based on a review of the personal and professional life documents of a learner and teacher who has served as a public educator, college professor, and graduate student, this project is written in the style of autoethnographic, narrative vignettes. The journey as a teacher and learner is chronicled, punctuating and analyzing the similarities between the process of teaching and learning and theoretical features of an intimate relationship. Each vignette recounts a conceptual intersection that is both literally and metaphorically linked to themes located in the discourse of interpersonal relations. Analysis of the vignettes reveals a three-part conclusion about the general, theoretical, and embodied relationship between teaching, learning, and intimacy. Thus, the narrative and the accompanying reflections and analyses raise and (re)frame current theoretical, pedagogical, and philosophical questions about education, pedagogy, individual and cultural/institutional change, and identity.
dc.format.mediumborn digital
dc.format.mediumdoctoral dissertations
dc.identifierModesti_colostate_0053A_10762.pdf
dc.identifierETDF2011400257EDUC
dc.identifier.urihttp://hdl.handle.net/10217/70455
dc.languageEnglish
dc.language.isoeng
dc.publisherColorado State University. Libraries
dc.relation.ispartof2000-2019
dc.rightsCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.
dc.subjectlearning
dc.subjectautoethnography
dc.subjectintimacy
dc.subjectmetaphor
dc.subjectnarrative
dc.subjectteaching
dc.title(We)ducation: a narrative and autoethnographic analysis of the teaching and learning process postured as an intimate relationship
dc.title.alternativeWeducation: a narrative and autoethnographic analysis of the teaching and learning process postured as an intimate relationship
dc.typeText
dcterms.rights.dplaThis Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
thesis.degree.disciplineEducation
thesis.degree.grantorColorado State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy (Ph.D.)

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