Browsing by Subject "Foucault"

Now showing 1 - 3 of 3
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    Ego Vox Clamantis in Deserto: the lyricization of human authority in 13th-Century French dits
    (2014-12) Grant, Adam Tyler
    In this work, I consider a theoretical foundation based on the treatment of literary auctores in the 13th-century latinate literary culture as a useful tool in discerning the development of lyrical self-expression in contemporary Old French dits. I first approach the surviving corpus of works attributed to the writer Rutebeuf in order to determine how scribal treatment of this vernacular author interacted with erudite Latinate literary theory. Critically, how did scribes manipulate the space in which Rutebeuf existed as a writer? How are the varied forms of transmission - from large swaths of unified sections to the inclusion of one single dit within a manuscript of a few hundred folia - to be understood within the framework of an active literary culture? I argue that the lively manipulation and appropriation of Rutbeuf's works within various textual and thematic environments attest to a wider discursive reception of the author as a true source of experiential knowledge. Moreover, the self-portrayal that Rutebeuf effected through the construction of his persona is further proof that the vernacular writer himself was a part of this evolving discursive process. In order to justify the claim that this reception was allowed by a wider re-evaluation of the function of vernacular writers, I apply the same approach with a near contemporary of Rutebeuf, Adam de la Halle. As melodic composition and oral performativity risk eroding the existence of the lyrical writer within the work, how did Adam operate within his formative literary sphere as an author? What was the nature of the connection between the writer and his work that communicated ownership over sense and interpretation by the creator of the text? The game of monophony and polyphony in mediating the voices that constitute a work is equally as critical - how did Adam reflect himself from the chansons onto his jeux?
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    “It’s Not My Job to Change Your Mind, It’s My Job to Just Live Authentically”: Factors in the Decision to Be ‘Out’ and Experiences of LGB+ NCAA D-I Assistant Coaches of Women’s Sport
    (2021-08) Glassford, Sophie
    Intercollegiate athletics is well defined in sport scholarship as a realm permeated by homonegativity, heteronormativity, sexism, and racism. While socio-political developments over the last few decades show a cultural progression toward LGBTQIA+ inclusion and acceptance, the evidence of such an evolution in sport is fragmented. Scholars point to increases in visibility, allyship and advocacy organizations, and the implementation of new rules and resolutions evidencing commitment to diversity and inclusion. However, even with these changes, the literature shows that homophobia and heteronormativity, in addition to sexism and racism, are still present in sporting spaces and institutions. This study builds on previous work documenting that university- sanctioned online coaching biographies contribute to the preservation of heteronormativity in intercollegiate coaching (Calhoun et al., 2011; LaVoi & Glassford, 2021). Based on family narratives collected for all paid coaching positions in NCAA D-I women’s sport as part of the annual Women in College Coaching Report CardTM, this study seeks to explore the experiences of LGB+ assistant coaches in NCAA D-I women’s athletics, as well as decision-making structures and outcomes for including or excluding a same-sex partner in one’s online coaching biography. Utilizing a Foucauldian lens and the ecological-intersectional model, this qualitative interview-based study illustrates coaches must navigate dominant heteronormative narratives in intercollegiate coaching, though individual experiences may be largely positive and point to a changing landscape. Implications of the study and recommendations for future research are offered.
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    Teach the kids to code switch... which is a very easy thing to say: Heterosystemic pedagogies for racial justice within a field of (im)possibilities
    (2018-12) Puechner, Shannon
    This study employs ethnographic field methods to investigate the ways Eric, a ninth-grade English language arts teacher committed to racial justice, enacted literacy education in his classroom. With a background in critical literacy, I entered the field with preconceived notions of what a justice-oriented classroom would look like. So, I was surprised to observe a teacher-centric, basic-skills-focused classroom that offered few opportunities for student voice. By observing staff development and committee meetings, learning that Eric’s school, Wayside Junior High, also expressed commitments to racial justice, but engaged in behavior management practices (PBIS) that are generally understood be in tension with racial justice. The purpose of this study is to better understand how Eric and the Staff at Wayside came to take up these apparently contradictory practices. To achieve this purpose, I developed a Foucauldian interpretation of Activity Systems Analysis (FASA), which combines elements of Engestrom’s Activity Systems Analysis (objects, rules, tools, subjectivities, and contradictions/tensions), with several Foucauldian concepts (problematization, freedom, and the field of possibilities). The resulting analytical framework can be expressed in the question: How do subjects construct and enact agency within the field of possibilities produced by the problems, rules, tools, and subjectivities in their environment? An analysis of the data had several implications. Justice-oriented teacher educators 1) must engage with the real and practical problem of organizing a group of individuals for a collective learning activity, what many call “behavior management” and 2) must avoid conveying an ethic of moral purity, and instead encourage teachers to cultivate practices of hybridity—to inventory the multiplicity of problems, objects, rules, and tools in their environment and creatively assemble new justice-oriented learning activities that we, as researchers and teacher educators, could not have imagined. Furthermore, justice-oriented teacher educators in the field of literacy and English language arts 1) must devote more resources and more credit hours to preparing educators to teach the craft of writing, and 2) must identify, teach, and conduct research on strategies for teaching so called “basic skills” through a critical and justice-oriented lens in order to provide minoritized students with codes of power (Delpit, 1988).