(Un)confining spaces : reconsidering contemporary educational assumptions through "pedagogy's hinge"

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dc.contributor.authorSojot, Amy N.
dc.date.accessioned2015-10-02T20:46:28Z
dc.date.available2015-10-02T20:46:28Z
dc.date.issued2014-05
dc.descriptionM.Ed. University of Hawaii at Manoa 2014.
dc.descriptionIncludes bibliographical references.
dc.description.abstractContemporary educational assumptions that inform current social imaginaries are examined through the theoretical framework offered by Elizabeth Ellsworth's (2005) concept, "pedagogy's hinge". Described as a transitional moment during which the becoming self experiences the generation of her own "knowledge in the making" (Ellsworth, 2005, p. 1), the open space enabled by pedagogy's hinge allows for a multiplicity of experiences to inform the self's pedagogical agency and epistemological considerations. To assist in exploring pedagogy's hinge and its implications for reconsidering contemporary educational assumptions, Nic Nicosia's silver gelatin print, Real Pictures #11, was used as a catalyst to examine the meaning held by an experience with an artwork. Engaging with an aesthetic experience and pedagogy's hinge suggests that acknowledging the complexity of the learning self encourages recognition of multiple, rather than one, ways of approaching knowledge within the contemplation of contemporary educational assumptions.
dc.identifier.urihttp://hdl.handle.net/10125/100484
dc.language.isoeng
dc.publisher[Honolulu] : [University of Hawaii at Manoa], [May 2014]
dc.relationTheses for the degree of Master of Education (University of Hawaii at Manoa). Educational Foundations.
dc.rightsAll UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.
dc.subjectPedagogy's hinge
dc.subjectArt
dc.subjectEducation
dc.subjectTransitional Space
dc.subjectExperience
dc.subjectBecoming
dc.title(Un)confining spaces : reconsidering contemporary educational assumptions through "pedagogy's hinge"
dc.typeThesis
dc.type.dcmiText

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