Identifier

etd-05242014-094934

Degree

Doctor of Philosophy (PhD)

Department

English

Document Type

Dissertation

Abstract

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.

Date

2014

Document Availability at the Time of Submission

Release the entire work immediately for access worldwide.

Committee Chair

Demastes, William

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