Date of Award
Kate G. Willink
communication, desire, emotion, learning potential, performativity, relationality
This dissertation endeavors to build a much-needed bridge between the fields of communication and education. Using critical pedagogy and critical communication pedagogy as theoretical frameworks, this project advances an understanding of classroom communication as constitutive of power relations, and teachers and students as agents who can work together to foster learning potential and social justice. I look to interdisciplinary scholarship on affect to craft a nuanced conceptual framework of the connection between communication and emotion, and how they create learning opportunities for some students and construct barriers to learning for others. Through ethnographic fieldwork at an urban magnet school, I explore the interactions between and among three teachers and their students over an entire academic year. I present compelling portraits of each classroom that illuminate the impact of performativity, emotion, and relationality on students' potential to learn. I conclude by assessing how the circulation of teacher and student desires can lead to mutually empowering pedagogies.
Jacobs, Jeanne Marie, "Fostering and Foreclosing Student Learning Potential: Portraits of Performativity, Emotion, and Relationality in the Classroom" (2012). Electronic Theses and Dissertations. 312.
Recieved from ProQuest
Jeanne Marie Jacobs
Communication, Education, Pedagogy