Full metadata
Title
Modes of Misbehavior Pedagogy and Affect in the 19th-Century
Description
This dissertation historicizes the contemporary notions of student misbehavior through a critical study of 19th-century teacher manuals. Instead of reading the texts of the manuals as a window into the experiences of the past, I consider the manuals as discursive operations that enacted practices and ideals. In drawing upon historiographical and analytical methods inspired by Michel Foucault and Sara Ahmed, I explore how the intersection of student misbehavior with teacher pedagogy and disciplinary procedures enact “modes of subjection” (Foucault, 1995) and “affective orientations” (Ahmed, 2006) in the modernization of teacher pedagogy and schooling. I argue that the archive of manuals demonstrates the entanglement of student subjectivity and affect with modernizing regimes of governmentality and the marketplace. I equally argue that the modes of student misbehavior present in the archive provide avenues and strategies for thinking outside contemporary developmental and clinical framing of misbehavior. It is in rethinking misbehavior outside of contemporary frameworks that this dissertation provides an opportunity to reconsider how the boundaries of schooling and school participation might radically open up toward more diversity, inclusivity, and equity.
Date Created
2020
Contributors
- Wells, Timothy (Author)
- Koro, Mirka (Thesis advisor)
- Carlson, David L. (Committee member)
- Kim, Jeong-Hee (Committee member)
- Sandlin, Jennifer (Committee member)
- Arizona State University (Publisher)
Topical Subject
Resource Type
Extent
167 pages
Language
eng
Copyright Statement
In Copyright
Primary Member of
Peer-reviewed
No
Open Access
No
Handle
https://hdl.handle.net/2286/R.I.62760
Level of coding
minimal
Note
Doctoral Dissertation Learning, Literacies and Technologies 2020
System Created
- 2020-12-08 12:00:17
System Modified
- 2021-08-26 09:47:01
- 3 years 2 months ago
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