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Review of the Literature View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Texas A&M University CHALLENGING HEGEMONY IN EDUCATION: SPECIFIC PARRHESIASTIC SCHOLARS, CARE OF THE SELF, AND RELATIONS OF POWER A Dissertation by M. FRANCYNE HUCKABY Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements of the degree of DOCTOR OF PHILOSOPHY December 2005 Major Subject: Educational Administration © 2005 M. FRANCYNE HUCKABY ALL RIGHTS RESERVED CHALLENGING HEGEMONY IN EDUCATION: SPECIFIC PARRHESIASTIC SCHOLARS, CARE OF THE SELF, AND RELATIONS OF POWER A Dissertation by M. FRANCYNE HUCKABY Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements of the degree of DOCTOR OF PHILOSOPHY Approved by: Chair of Committee, Yvonna S. Lincoln Committee Members, Christine Stanley G. Patrick Slattery Gaile S. Cannella Head of Department, James J. Scheurich December 2005 Major Subject: Educational Administration iii ABSTRACT Challenging Hegemony in Education: Specific Parrhesiastic Scholars, Care of the Self, and Relations of Power. (December 2005) M. Francyne Huckaby, B.A., Austin College; M.Ed., Texas Christian University Chair of Advisory Committee: Dr. Yvonna S. Lincoln This dissertation explores how five specific intellectuals challenge hegemony in education and society, and express uncomfortable truths about hegemony faced by local communities in their academic practices. Their actions of free speech in regards to dangerous truths are similar to those of the ancient Greek parrhesiastes. This word, parrhesiastes, was used to describe the male citizen in ancient Greece, who had and used his rights to free speech or parrhesia. The activity of speaking freely, parrhesiazesthai, however, is not without its risks. Such speech is dangerous to the status quo, as well as the parrhesiastes. The activity is engaged despite the consequences and the parrhesiastes faces dangers and risks. It is argued that the five scholars who participated in this study are specific parrhesiastic scholars. They are specific intellectuals in their relations with academia, communities, and movements; and parrhesiastes in their actions to assure their rights to and exercise of freedom. While the ancient parrhesiastes served a critical and pedagogical role in transforming citizens to serve the best interests of the city, the specific parrhesiastic scholar, in the case of these five scholars, argues iv for changes in society for the benefit of citizens whose interests have been ignored or trampled. Foucault acknowledged that the work of specific intellectuals could benefit the state to the detriment of local communities or could work to transform the state to include the interests of specific communities. Specific parrhesiastic scholars choose the latter. The focus of this study is the intersection of technologies of the self with technologies of power. This intersection, which Foucault terms governmentality, comes closest to a utilitarian exploration of resistance to power and the formation of freedom, and understanding of how individuals negotiate their particular positions in truth games for resistance and freedom. The basic conditions necessary for parrhesiazesthai are “citizenship” and understanding the distinction between positive and negative forms of parrhesia. The parrhesiastic practices of the five scholars are explored through three analytical frames: (1) self-knowledge and resisting repression, seduction, and desire; (2) political activity and tactics; and (3) the self within systems of subjugation. v DEDICATION For today’s specific parrhesiastic scholars vi ACKNOWLEDGMENTS I must express my gratitude to the five professors who shared their stories, experiences, and time. Clearly, this dissertation would not have been possible without their stories. I am, however, far more grateful for their passion, tenacity, inspiration, courage, and commitment to hope. I am thankful for the members of my dissertation committee, who introduced me to ideas and scholarship that created the possibilities for the questions I explored in this work, as well as the inquiry that is to follow. It has been a privilege to work closely with Yvonna Lincoln. I thank her for her mentoring and teaching, and remember fondly our conversations over tea in her study, and walks through her garden. I value the support, mentoring, and introductions to other scholars offered by Patrick Slattery, and remember with smiles and tears our many conversations in New York, Massachusetts, and Texas. I appreciate Christine Stanley for helping me prepare for my role as a college professor, particularly in the area of teaching and developing teaching and tenure review portfolios. I am appreciative of Gaile Cannella for advising me through a previous research project, introducing me to Foucault’s work and methodology, and helping me to understand and learn to read Foucault. I also want to acknowledge Sherrie Reynolds who chaired my thesis committee and encouraged me to pursue my doctorate. This dissertation would not have been possible without the gifts of shelter, airfare, meals, transportation, and parking during my travels from Camille Pratt, Brian Glenn, Karen and Raymond LeBlanc, Arthur and Naomi Alton, Kim McCarty, vii Christopher Sessum, Bill Watkins, Antonia Darder, Beverly Gordon, Richard Valencia, and Thea Berry. Grants from Texas A&M University Graduate Student Research and Presentation Grant, Race and Ethnic Studies Institute Graduate Student Mini-Grant, and Gender Issues Educational Enhancement Grant from Texas A&M University also contributed to the budget for this research project. Without the critical advice of Dianne Kraft during drafts of this dissertation, the writing, particularly in the introduction, would not have been as well developed. I am also thankful to Priscilla and Gary Tate reading and feedback on sections of this project, and to Steve Sherwood with the Center for Writing at Texas Christian University for his assistance in helping me to write with more clarity. Of course, I am forever grateful to my mother, Camille Pratt, not only for my existence, but also for attention as a parent that has fostered my interest in learning. I am indebted to my grandmother, Mamie Thompson, for teaching me the art and skill of observation, questioning, and thick description in my years as a child and young adult. I continue to be amazed and pleased with my spouse, Brian Glenn, and his ability to help me become. The possibilities and horizons for my life have been opening since the day we met. viii TABLE OF CONTENTS Page ABSTRACT....................................................................................................................iii DEDICATION ................................................................................................................. v ACKNOWLEDGMENTS...............................................................................................vi TABLE OF CONTENTS..............................................................................................viii LIST OF FIGURES........................................................................................................xii LIST OF TABLES ........................................................................................................xiii PROLOGUE AND INTRODUCTION............................................................................ 1 The Parrhesiastic Life.............................................................................................. 1 Dramatis Personae (Characters) ........................................................................ 1 Skene (Staging) ................................................................................................. 1 A Conversation with Foucault................................................................................. 2 Question of Parrhesiazesthai and Specific Parrhesiastic Scholars………...…………....8 How I Came to this Question ................................................................................ 10 Organization of the Dissertation ........................................................................... 15 Book 1: Specific Intellectuals and Their Communities .................................. 16 Book 2: Michel Foucault as Chorus: A Review of the Literature................... 17 Book 3: Applying and Adapting Foucault: Methodology............................... 17 Book 4: Specific Parrhesiastic Scholars, Care of the Self, and Relations of Power .......................................................................................................... 18 Conclusion and Epilogue ................................................................................ 19 BOOK 1: SPECIFIC INTELLECTUALS AND THEIR COMMUNITIES.................. 20 Five Specific Intellectuals ..................................................................................... 21 Academic Warrior........................................................................................... 23 Fringe Academic ............................................................................................. 26 Radical Scholar ............................................................................................... 29 New Jack Professor ......................................................................................... 32 Renaissance Intellectual .................................................................................. 35 Paradigmatic
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