Term
Summer 2025
Capstone
Dissertation
Degree Name
EdD
Primary Advisor/Dissertation Chair
Joe Lewis
Abstract
Turner, E. (2025). Freedom, Agency, and Relevance: Finding a Path to Revolution in a Suburban Public High School
Revolutionary pedagogy and revolutionary school transformation is usually confined to charter schools, alternative schools and micro schools. What happens when it is attempted in a large traditional suburban high school? That is the central question of this dissertation. This research focused on the autoethnographic reflections of the program coordinator going through the process of attempting to create a Project Based Learning program grounded in revolutionary ideals within the confines of a large traditional suburban high school. The research also involves informal interviews with students and adults involved in the program. This research is heavily influenced by the critical pedagogies of Love, Kumashiro, Ayers, Casey, and Au (among others) as well as Marxist and revolutionary theories. The major conclusions are that having and holding to revolutionary values, while difficult in a traditional setting, can lead to both short term benefits and set the stage for larger systemic change.
Keywords
Reflective Practice, Social Justice, Teachers/ Teaching, Alternative Education
Recommended Citation
Turner, Eric E., "Freedom, Agency, and Relevance: Finding a Path to Revolution in a Suburban Public High School" (2025). School of Education and Leadership Student Capstone Theses and Dissertations. 4630.
https://digitalcommons.hamline.edu/hse_all/4630
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Theses and Dissertations