Power and Reason: The Construction of a Mathematics Teacher's Pedagogical Discourse and Practice
Chen, Rong-Ji
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https://hdl.handle.net/2142/79897
Description
Title
Power and Reason: The Construction of a Mathematics Teacher's Pedagogical Discourse and Practice
Author(s)
Chen, Rong-Ji
Issue Date
2006
Doctoral Committee Chair(s)
Ferneding, Karen A.
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Teacher Training
Language
eng
Abstract
The findings of the study can contribute to a better understanding of how a teacher's construction of his pedagogical conceptions and practice is influenced by the social context embedded within a particular network of power relations. His resistance also suggests strategies that the current power relations might be challenged. Lastly, the use of Foucault's theorization of power, knowledge, and subjectivity can help us explore the dialectic between the lifeworld of the individual and the social structure in which he or she is situated.
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