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A Critical Writing Pedagogy Toward Mental Health: Novice Teachers and Collective Memory Work- [electronic resource]
A Critical Writing Pedagogy Toward Mental Health: Novice Teachers and Collective Memory Work- [electronic resource]
상세정보
- 자료유형
- 학위논문파일 국외
- 최종처리일시
- 20240214100110
- ISBN
- 9798379956936
- DDC
- 362
- 저자명
- Schick, Anna.
- 서명/저자
- A Critical Writing Pedagogy Toward Mental Health: Novice Teachers and Collective Memory Work - [electronic resource]
- 발행사항
- [S.l.]: : University of Minnesota., 2023
- 발행사항
- Ann Arbor : : ProQuest Dissertations & Theses,, 2023
- 형태사항
- 1 online resource(170 p.)
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-02, Section: B.
- 주기사항
- Advisor: Lensmire, Timothy.
- 학위논문주기
- Thesis (Ph.D.)--University of Minnesota, 2023.
- 사용제한주기
- This item must not be sold to any third party vendors.
- 초록/해제
- 요약Trauma studies in education (Dutro & Bien, 2015) emphasize that while teachers and students may experience acute traumatic events, they are also subjected to the ongoing trauma of institutional spaces that attempt to bracket the emotional from the cognitive. This study engages novice teachers in critical writing pedagogy to examine what teaching is doing to teachers. To engage in critical writing pedagogy, novice teachers participated in collective memory work (Haug, 1999) to write and analyze memories from teaching.Critical writing pedagogy is an urgent area of study. Defined as an approach to teaching writing that engages cognitive, sociocultural, and critical orientations (Kline & Kang, 2022), critical writing pedagogy is necessarily evolving and contextualized (Kamler, 2001; Anzaldua, 1987). This interpretative study (Erickson, 1986) analyzes novice teachers' engagement with artifacts, collective analysis, and "rewrite questions" to theorize what is possible in a critical writing pedagogy toward mental health.This study is significant because of the way critical writing pedagogy revealed the mental health of the novice teachers to them. Findings demonstrate how artifacts interrupted self-gaslighting, the tendency to minimize or suppress the trauma, pain, or uncertainty (Bendt, 2020). Collective analysis invited introspection, generated consensus, and called out the unreasonable. The outcome of "rewrite questions" is interpreted as a space for addressing discomfort (Kumashiro, 2002) and unsettling emotions such as resentment. Informed by a framework of critical writing pedagogy according to Kamler (2001) and Anzaldua (1987), this study highlights how relocating the personal and sustaining contradictions with a collective can increase the visibility and accessibility of mental health.
- 일반주제명
- Creative writing.
- 일반주제명
- Mental health.
- 일반주제명
- Teacher education.
- 일반주제명
- Pedagogy.
- 일반주제명
- Educational psychology.
- 키워드
- Artifacts
- 키워드
- Collectivity
- 키워드
- Critical writing
- 키워드
- Novice teachers
- 기타저자
- University of Minnesota Education Curriculum and Instruction
- 기본자료저록
- Dissertations Abstracts International. 85-02B.
- 기본자료저록
- Dissertation Abstract International
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
008240612s2023 us |||||||||||||||c||eng d■001000016931734
■00520240214100110
■006m o d
■007cr#unu||||||||
■020 ▼a9798379956936
■035 ▼a(MiAaPQ)AAI30421090
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a362
■1001 ▼aSchick, Anna.
■24512▼aA Critical Writing Pedagogy Toward Mental Health: Novice Teachers and Collective Memory Work▼h[electronic resource]
■260 ▼a[S.l.]:▼bUniversity of Minnesota. ▼c2023
■260 1▼aAnn Arbor :▼bProQuest Dissertations & Theses, ▼c2023
■300 ▼a1 online resource(170 p.)
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-02, Section: B.
■500 ▼aAdvisor: Lensmire, Timothy.
■5021 ▼aThesis (Ph.D.)--University of Minnesota, 2023.
■506 ▼aThis item must not be sold to any third party vendors.
■520 ▼aTrauma studies in education (Dutro & Bien, 2015) emphasize that while teachers and students may experience acute traumatic events, they are also subjected to the ongoing trauma of institutional spaces that attempt to bracket the emotional from the cognitive. This study engages novice teachers in critical writing pedagogy to examine what teaching is doing to teachers. To engage in critical writing pedagogy, novice teachers participated in collective memory work (Haug, 1999) to write and analyze memories from teaching.Critical writing pedagogy is an urgent area of study. Defined as an approach to teaching writing that engages cognitive, sociocultural, and critical orientations (Kline & Kang, 2022), critical writing pedagogy is necessarily evolving and contextualized (Kamler, 2001; Anzaldua, 1987). This interpretative study (Erickson, 1986) analyzes novice teachers' engagement with artifacts, collective analysis, and "rewrite questions" to theorize what is possible in a critical writing pedagogy toward mental health.This study is significant because of the way critical writing pedagogy revealed the mental health of the novice teachers to them. Findings demonstrate how artifacts interrupted self-gaslighting, the tendency to minimize or suppress the trauma, pain, or uncertainty (Bendt, 2020). Collective analysis invited introspection, generated consensus, and called out the unreasonable. The outcome of "rewrite questions" is interpreted as a space for addressing discomfort (Kumashiro, 2002) and unsettling emotions such as resentment. Informed by a framework of critical writing pedagogy according to Kamler (2001) and Anzaldua (1987), this study highlights how relocating the personal and sustaining contradictions with a collective can increase the visibility and accessibility of mental health.
■590 ▼aSchool code: 0130.
■650 4▼aCreative writing.
■650 4▼aMental health.
■650 4▼aTeacher education.
■650 4▼aPedagogy.
■650 4▼aEducational psychology.
■653 ▼aArtifacts
■653 ▼aCollectivity
■653 ▼aCritical writing
■653 ▼aNovice teachers
■653 ▼aTeacher well-being
■690 ▼a0203
■690 ▼a0347
■690 ▼a0530
■690 ▼a0456
■690 ▼a0525
■71020▼aUniversity of Minnesota▼bEducation, Curriculum and Instruction.
■7730 ▼tDissertations Abstracts International▼g85-02B.
■773 ▼tDissertation Abstract International
■790 ▼a0130
■791 ▼aPh.D.
■792 ▼a2023
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T16931734▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
■980 ▼a202402▼f2024
