Date of Award
Curriculum and Instruction
P. Bruce Uhrmacher, Ph.D.
Critical discourse analysis, Educational criticism, Head Start, Self-ethnography
There has been steady interest in the ideology of equity in schooling practices reflected in the written artifacts of the United States, especially in the last thirty years. However, equality-laden language is often used without definition or critical examination. The assumed meaning of equality terminology is problematic--especially for classroom teachers who are directly held accountable for the practice of equality policy. This inquiry critically evaluates the multiple implications of this common-sense usage of language related to issues of equality, equity, sameness, and even democracy. Using the combined methodologies of educational criticism, critical discourse analysis, and self-ethnography, this transdisciplinary investigation describes, interprets, and evaluates the way staff members in a Head Start/early childhood education organization conceive of, and act upon, conceptualizations of equality policy. A close examination of these conceptualizations can serve to assist educational researchers, policymakers, and practitioners in evaluating the implications equality policies have on the teaching practice as a whole, and by extension, the specific learning lives of students.
Gutiérrez, Jennifer, "Power of Equality Myths: A Transdisciplinary Study Examining the Influence of Equality Policy on Teaching and Learning" (2014). Electronic Theses and Dissertations. 256.
Received from ProQuest
Education, Early childhood education, Education policy