Date of Award

6-1-2012

Document Type

Dissertation

Degree Name

Ph.D.

Organizational Unit

College of Arts Humanities and Social Sciences

First Advisor

Kate G. Willink, Ph.D.

Second Advisor

Roy Wood

Third Advisor

P. Bruce Uhrmacher

Fourth Advisor

Richie N. Hao

Keywords

Communication, Desire, Emotion, Learning potential, Performativity, Relationality

Abstract

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.

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Rights Holder

Jeanne Marie Jacobs

Provenance

Received from ProQuest

File Format

application/pdf

Language

en

File Size

327 p.

Discipline

Communication, Education, Pedagogy

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