Finding voice : a teacher's articulation of her subjectivity in power relations and health

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dc.contributor.authorMiller, Deborah Lyn-Marieen_US
dc.date.accessioned2024-08-14T22:51:34Z
dc.date.available2024-08-14T22:51:34Z
dc.date.copyright1997en_US
dc.date.issued1997
dc.degree.departmentDepartment of Communication and Social Foundations
dc.degree.departmentDepartment of Curriculum and Instruction
dc.degree.levelMaster of Arts M.A.en
dc.description.abstractIn this thesis I acknowledge and articulate the power relations in my life as a teacher and I use the voice I develop for myself to extend opportunities to students to develop their voices. Located in the middle of the educational hierarchy, a teacher has more power than students and less power than administrators. Located in a patriarchal institution, a female teacher also has less power than male teachers. Power may be used autocratically to isolate and control or democratically to recognize and support others. When it is used to control, conflict and inconsistency result and create unhealthy relationships. Becoming aware of the discourse of power has enabled me to work toward an articulation of my own subjectivity. By acknowledging feelings and body condition and altering my patterns of language, I have provided a healthier way of being. This thesis is about recognizing and changing my participation in relationships of power from a position of dominance or submission to one of reciprocity and sharing with both colleagues and students. The method entails the use of narrative which benefits from, but is not limited to, the immediate and natural resource of memory to make incidents available for reflection.
dc.format.extent114 pages
dc.identifier.urihttps://hdl.handle.net/1828/18995
dc.rightsAvailable to the World Wide Weben_US
dc.titleFinding voice : a teacher's articulation of her subjectivity in power relations and healthen_US
dc.typeThesisen_US

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