Browsing by Subject "lived experience"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Disrupting Authority: The Phenomenality of Antioppressive Education in the Arts
    (2017-05) Babulski, Timothy
    The effort to engage in critical pedagogy is often stymied by several factors: institutional or systemic authority acting in opposition to anti-oppressive teaching, a lack of opportunities for students to develop and use personal agency, and the structures within disciplinary discourses and curricula that limit the possibility of social change. Drawing from post-intentional phenomenology (Vagle, 2014) and narrative inquiry (Clandinin & Connelly, 2000), this study attempts to reconcile structural and agentic approaches. By placing the poststructural philosophy of Deleuze & Guattari (1987) in dialog with critical (Freire, 1970/2000; Kumashiro, 2015) and post-critical pedagogies (Lather, 1995), I have been able to explore my lived-experience of authority as that which defers or denies student authorship. I have further explored a Deweyan approach to expression as I endeavored to live out the promise of using disruptiveness as a pedagogical tool for instigating student authorship. The resultant text is an assemblage that explores the complex, partial, shifting, multiple, tentative, and sometimes contradictory manifestations of authority and authorship. Through the selective use of voice, typeface, color, and illustration, this layered multivocality creates a palimpsest (Dillon, 2007) that progressively narrows, not to certainty, but to the present moment. Results of this study do not support causality or claim to raise test scores and close achievement gaps. Instead, this work underscores the importance of teachers’ critical reflections on their practice and the long-term benefits for students and society that such reflexivity allows. Teachers and teacher candidates who are able to examine their own education and to understand the relationship between student authorship and the manner in which authority is taken up will be primed to create pedagogical spaces in which students are not merely the recipients of knowledge but the authors of their own phenomenality. In this way, teachers who allow their authority to be disruptive and disrupted acknowledge students as the complex fully-realized beings they are and erase the false distinction between being-schooled and being-in-the-world.
  • Thumbnail Image
    Item
    Early Marriage In Indonesia: Exploring the Lived Experiences of Families of Early Marriage Women
    (2020-05) Yunizar, Cahya
    Early marriage prevalence in Indonesia is the second-highest in Southeast Asia. Despite the fact that married at an early age can bring a lot of disadvantages to women, it still emerges in some areas in Indonesia, especially in rural areas. The aim of this study is to explore the meaning of marriage in the eyes of women who were married at an early age. The research was conducted in Sumbermalang, Situbondo, East Java, Indonesia, focusing on the Madurese ethnic community. A phenomenological approach was used to explore the lived experiences of early married Madurese women. Thirty Madurese women, aged 18-45, participated in a 30-60 minutes semi-structured interview in the Indonesian national language. The data were transcribed and analyzed based on the content analysis technique. The results showed that young women decide to get married for reasons such as love, arranged married, economic benefits, and community pressure. Some social norms and values reported include sexual purity, the importance of marriage, and gender inequality. These social norms and values tend to make early marriage practice exist through generations. Lastly, the study found that women who married early tend to drop out of school, bear children early, experience mood swings, and forced to mature quickly. Some implications and future research directions are also discussed.