Teaching for Social Justice: Palpating the Tensions between a Royal and Minor Science

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dc.contributor.advisorHusman, Jenefer
dc.contributor.authorGraham, Matthew
dc.date.accessioned2019-09-18T19:22:58Z
dc.date.available2019-09-18T19:22:58Z
dc.date.issued2019-09-18
dc.description.abstractIn this study, I develop a formative assessment designed to provide feedback on the use of research supported and locally valued social justice teaching practices. This assessment can provide teacher educators a tool for providing feedback to in-service and pre-service educators to support their motivation for engaging in social justice teaching practices. However, calcifying social justice as a set of discrete practices comes at the expense of other possibilities and, ultimately, at the expense of realizing educations true liberatory potential. In order to attend to these philosophical limitations, I simultaneously map the assessment development project onto the argumentation Deleuze and Guattari use to address the metaphysical presuppositions that differentiate a royal and minor science. I argue that it is only by attending to both these royal and minor tendencies inherent to the development of the Teaching for Social Justice Formative Assessment that we are able to move away from systemic inequities and realize educations’ liberatory potential.en_US
dc.identifier.urihttps://hdl.handle.net/1794/24887
dc.language.isoen_US
dc.publisherUniversity of Oregon
dc.rightsAll Rights Reserved.
dc.subjectDeleuze & Guattarien_US
dc.subjectMinor Inquiryen_US
dc.subjectSocial Justiceen_US
dc.subjectTeacher Educationen_US
dc.titleTeaching for Social Justice: Palpating the Tensions between a Royal and Minor Science
dc.typeElectronic Thesis or Dissertation
thesis.degree.disciplineDepartment of Education Studies
thesis.degree.grantorUniversity of Oregon
thesis.degree.leveldoctoral
thesis.degree.namePh.D.

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