Doctor of Philosophy (PhD)
In January 2013, the superintendent of a rural Louisiana school system initiated a plan to increase school choice in his district through the implementation of a new virtual magnet school and the conversion of an existing elementary school into a magnet school. Both plans were set into action in April 2013. This study uses performative writing to document the better part of a year spent engaged in this project as a contracted educational consultant. Melding William Blake’s theories of apocalypse and social metonymy with experimental modes of scholarly production as praxis, I theorize education reform as an interactive performance. By exploring themes of documentation, collaboration, and dialogic education, this project identifies the documentation of personal experience in school reform as a temporal mode of generating meaning and offers this mode as a pedagogical model for future scholarship.
Document Availability at the Time of Submission
Release the entire work immediately for access worldwide.
Sowders, Thomas George, "Painful Conversions: Reading and Writing Education Reform in Louisiana" (2014). LSU Doctoral Dissertations. 1910.