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To Pastiche: Complexities in Interpreting and Representing Conversations with Italian American Teachers From Narrated “Pathways” to Pastiche: Complexities in Interpreting and Representing Conversations with Italian American Teachers Lisa Marie Paolucci Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy under the Executive Committee of the Graduate School of Arts and Sciences COLUMBIA UNIVERSITY 2020 © 2020 Lisa Marie Paolucci All Rights Reserved FROM NARRATED “PATHWAYS” TO PASTICHE Abstract From Narrated “Pathways” to Pastiche: Complexities in Interpreting and Representing Conversations with Italian American Teachers Lisa Marie Paolucci This dissertation study focuses on the stories that five Italian American teachers tell about their pathways to the teaching profession. The overarching question of this study is: What happens when the researcher attempts to construct interpretations of how Italian American teachers in New York City describe their pathways to becoming teachers? This question is supplemented by the following related questions and subquestions: How, if at all, do the study participants describe their choices to become teachers within the framing concept of “pathways”? What other ways, if any, do the participants speak of their chosen careers? What framing concepts do they employ, if any, other than “pathways” toward their careers as teachers? How, if at all, do participants describe their “identities” as Italian American teachers within both the confines and the possibilities offered by the concept of pathways? What assumptions and biases does the researcher bring into this study that focuses on Italian American teachers’ descriptions and understandings of their career choices? To interrogate, interrupt, and ultimately respond to these research questions in this multicase study, the researcher conducted open-ended interviews with five Italian American teachers who have taught or currently teach in New York City schools, aiming to explore both personal and culturally relevant histories of these specific Italian American teachers. Using Laurel Richardson’s (2005) creative analytic practices, the researcher aimed to present representations of her own interpretations of the “stories” that these teachers would tell about their specific “pathways” to teaching as Italian American teachers in New York City. The researcher attempted to convey a sense of the multitude of factors that could influence one’s interpretation of “story” by (re)presenting data in the format of pastiche, with textual layers of various voices intertwined. The researcher’s “non-conclusions” included a furthered wondering of her own motivation in choosing to be a creator of a collage-like work, as well as a questioning of her reliance on the metaphor of “pathway” and the original research focus, especially in light of the conversations that ultimately took place. The researcher continues to seek to re-inscribe the focus of this work as a wondering about how to disturb, disrupt, and/or unsettle the category of “Italian American teacher.” FROM NARRATED “PATHWAYS” TO PASTICHE Table of Contents Acknowledgments…………………………………………………………………...…….……..iv Dedication…………………………………………………………………...……………………v Chapter 1: Pathways, Steps, Stories: An Introduction………………….…………..……………..1 1.1 Telling My “Story”……………………………………………………………………1 1.2 Challenging Traditional Characteristics of “Story”…………………………………...5 1.3 The Influence of Metaphor……………………………………………………………7 1.4 Research Questions……………………………………………………………..……10 Chapter 2: Selected Voices: A Review of Literature…….………………………………..……..13 2.1 Italian American Teachers in History and Literature………………………………..13 2.2 Complexity in Choosing the Teaching Career……………………………………….22 2.3 Individual “Stories”………………………………………………………………….33 2.4 Additional Historical Views of Teaching……………………………………………37 2.5 Italian Women and Work…………………………………………………………….42 2.6 Italian American Teachers and a Broader Focus…………………………………….52 2.7 Related Educational Research……………………………………………………….54 Chapter 3: Approaching the Journey: Methodology……………………………………………..57 3.1 Case Studies………………………………………………………………………….57 3.2 Representing the Interviews: Creative Analytic Practices…………………………...58 3.3 Conceiving the Interview…………………………………………………………….59 3.4 Recruiting and Working with Participants…………………………………………...63 i FROM NARRATED “PATHWAYS” TO PASTICHE 3.5 Sharing My Interpretations…………………………………………………………..66 3.6 “Poetic” Representations…………………………………………………………….75 Chapter 4: Attempting to Trace Paths: Presenting Case Studies………………………………...84 4.1 Introduction…………………………………………………………………………..84 4.2 Unplanned “Paths”…………………………………………………………………...85 4.3 Jennifer……………………………………………………………………………...108 4.4 Passions for Specific Topics and Practices…………………………………………119 4.5 Leo………………………………………………………………………………….126 4.6 Views of the Conditions of the Teaching Career…………………………...………139 4.7 Parents’ Views...……………………………………………………………………146 4.8 Peers’ Views of Teaching………………………..…………………………………154 4.9 Teachers “Other” Identities…………………………………………………………156 4.10 Marisa……..………………………………………………………………………158 4.11 Teaching Successes…..……………………………………………………………162 4.12 Robert………………………………………………………………...……………166 4.13 References to Italy or Italian American Heritage…………………………………169 4.14 James………………………………………………………………………………180 Chapter 5: Attempting Non-Answers, Drawing Non-Conclusions…………………………….183 5.1 Assumptions, Biases, Expectations…………………………………………………183 5.2 Constructing My Interpretations……………………………………………………185 5.3 Framing Concepts: Pathways and Possibilities……………………………………..187 5.4 Italian American Identities………………………………………………………….191 5.5 Re-examining Research Focus and Implications…………………………………...192 ii FROM NARRATED “PATHWAYS” TO PASTICHE 5.6 Implications for Teaching and Teacher Education…………………………………194 References………………………………………………………………………………198 iii FROM NARRATED “PATHWAYS” TO PASTICHE Acknowledgments I had outstanding teachers as a student in the New York City public schools—mainly Jewish- and Italian-Americans—and I worked alongside powerful teachers as well when I began my career as a high school English teacher. Collectively, these teachers inspired this work. This work could not have come to fruition without the faculty at Teachers College: Janet Miller, who spent a significant number of hours reading this manuscript, and whose courses demonstrated a completely new way of thinking to me—her kindness, encouragement, and high standards guided me through the entire English Education program; Ruth Vinz, who guided my work in its earliest stages in one of our courses together, sparked my creativity; Sheridan Blau, the only professor who could inspire me to read Paradise Lost in its entirety for the second time; Barbara Simon of Columbia University whose careful reading of my manuscript pointed the way forward during my defense. The members of the Italian American Studies Association were models for me, inspiring me to enter doctoral studies. I especially thank Donna Chirico, who really understood this dissertation and helped me to see where it could go in the future, and Robert Viscusi, my former professor. I only wish he could be here today so that I could thank him in person for his influence and support. I also celebrate Jessica Femiani, my constant companion in all things Italian American for many years. I am so grateful for the truly endless support and kindness of my colleagues at St. Francis College who opened the door and invited me through. I especially thank Marina Gair, a mentor, friend, and colleague whose leadership and heart continue to allow me to grow, and Jennifer Lancaster, whose belief in the possibilities of my success brought me forward. I thank my parents, Janet and Carmine Paolucci, and my sister, Laura Paolucci, whose constant presence has always given me a strong foundation. I grew up in an environment where someone was always there to listen and provide support, and I have never taken for granted how powerful this is in a person’s life. I thank my husband, Thomas Byrne, for telling me that I had to complete my degree, that I would—quite matter-of-factly—even as I doubted myself each semester. And I honor my children, Andrew Patrick and Stella Marie, for bringing light into my life. iv FROM NARRATED “PATHWAYS” TO PASTICHE Dedication For my grandmothers, Phyllis Tenga and Concetta Paolucci, who, as first-generation Sicilian Americans, showed all of us the way v FROM NARRATED “PATHWAYS” TO PASTICHE Chapter 1: Pathways, Steps, Stories: An Introduction Sometimes I feel history slipping from my body like a guilty bone, & the only way to call it back is to slump here behind the wheel, licking sugar from my chin —Lucia Perillo, “The Northside at Seven” 1.1 Telling My “Story” I was fascinated by the glassy, black sheen of the obsidian rock that Mr. Goldstein passed around our eighth grade earth science classroom. In the days that followed, I would be similarly engaged with the characteristics of the different classes of rocks we handled like objects of reverence—the bumpiness I felt when I ran my fingers over a metamorphic rock; the absolute wonder of the multiple facets and textures of the sedimentary rock at which I would gaze, realizing that what, in the past, I might have viewed as a whole was actually an assemblage of infinite, sometimes unidentifiable pieces. At least, this is how I imagine I felt at the time. It must have been magical, in a sense, to discover the texture of the physical world, its layers of history, enough to inspire me to begin telling the adults around me, at thirteen, that I wanted to be a geologist. I think it was my father
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