Document Type

Dissertation

Date of Degree

Spring 2014

Access Restrictions

Access restricted until 07/13/2019

Degree Name

PhD (Doctor of Philosophy)

Degree In

Teaching and Learning

First Advisor

Carolyn Colvin

Abstract

This research takes up psychoanalysis as an analytical lens to examine participants' literacy narratives, particularly how critical discourses are engaged and resisted, in order to generate multiple and competing definitions of what it means to be critical in the composition classroom. Using autoethnography as research method, participants narrated their literacy histories by anchoring personal stories in the broader cultural and social contexts of their lives. The researcher lays out competing definitions of criticality as refracted through each participant's narrative arc, ultimately suggesting how teachers of composition might use autoethnography as a way of doing critical work.

Keywords

autoethnography, psychoanalysis

Pages

vii, 166 pages

Bibliography

Includes bibliographical references (pages 157-166).

Copyright

Copyright © 2014 Lenore DeBok Maybaum

Available for download on Saturday, July 13, 2019

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