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A Study of Pedagogical Dialogue in a Multicultural Education Theory Course Georgia State University ScholarWorks @ Georgia State University Educational Policy Studies Dissertations Department of Educational Policy Studies 5-12-2017 Pedagogical Dialogue: A Study of Pedagogical Dialogue in a Multicultural Education Theory Course. Jeffrey Morrison Follow this and additional works at: https://scholarworks.gsu.edu/eps_diss Recommended Citation Morrison, Jeffrey, "Pedagogical Dialogue: A Study of Pedagogical Dialogue in a Multicultural Education Theory Course.." Dissertation, Georgia State University, 2017. https://scholarworks.gsu.edu/eps_diss/160 This Dissertation is brought to you for free and open access by the Department of Educational Policy Studies at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Educational Policy Studies Dissertations by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. ACCEPTANCE This dissertation, PEDAGOGICAL DIALOGUE: A STUDY OF PEDAGOGICAL DIALOGUE IN A MULTICULTURAL EDUCATION THEORY COURSE, by JEFFREY STUART MORRISON, was prepared under the direction of the candidate’s Dissertation Advisory Committee. It is accepted by the committee members in partial fulfillment of the requirements for the degree, Doctor of Education, in the College of Education and Human Development, Georgia State University. The Dissertation Advisory Committee and the student’s Department Chairperson, as representatives of the faculty, certify that this dissertation has met all standards of excellence and scholarship as determined by the faculty. ________________________________ _____________________________ Joyce E. King, Ph.D. Jodi Kaufmann, Ph.D. Committee Co-Chair Committee Co-Chair _________________________________ ______________________________ Vera Stenhouse, Ph.D. David W. Stinson, Ph.D. Committee Member Committee Member _________________________________ Date _________________________________ William L. Curlette, Ph.D. Chairperson, Department of Educational Policy Studies _________________________________ Paul A. Alberto, Ph.D. Dean College of Education & Human Development AUTHOR’S STATEMENT By presenting this dissertation as a partial fulfillment of the requirements for the advanced degree from Georgia State University, I agree that the library of Georgia State University shall make it available for inspection and circulation in accordance with its regulations governing materials of this type. I agree that permission to quote, to copy from, or to publish this dissertation may be granted by the professor under whose direction it was written, by the College of Education and Human Development’s Director of Graduate Studies, or by me. Such quoting, copying, or publishing must be solely for scholarly purposes and will not involve potential financial gain. It is understood that any copying from or publication of this dissertation that involves potential financial gain will not be allowed without my written permission. Jeffrey Stuart Morrison NOTICE TO BORROWERS All dissertations deposited in the Georgia State University library must be used in accordance with the stipulations prescribed by the author in the preceding statement. The author of this dissertation is: Jeffrey Stuart Morrison Department of Educational Policy Studies 30 Pryor St NW Atlanta GA 30306 The director(s) of this dissertation are: Dr. Joyce King & Dr. Jodi Kaufmann Department of Educational Policy Studies College of Education and Human Development Georgia State University Atlanta, GA 30303 CURRICULUM VITAE Jeffrey Morrison ADDRESS: Department of Educational Policy Studies 30 Pryor St NW Atlanta GA 30303 EDUCATION: PhD 2016 Georgia State University Educational Policy Studies MEd 2004 Kennesaw State University Science Education BS 1994 Fredonia State University Political Science PRFESIONAL EXPERIENCE: 2011-present Director of Education Technology Trinity School 2009-2011 Educational Technologist Atlanta Girls School 2008-2011 Urban Graduate Research Fellow Georgia State University PRESENTATIONS AND PUBLICATIONS: Morrison, J. S. (2011, December). An examination of the relationship between school discipline and future prison incarceration and its disproportionate effect on minority children. The United States Commission on Civil Rights Conference, Chicago, IL. Morrison, J., S (2011, February). Pedagogy in Process – An analysis of an undergraduate education syllabus, Southern Philosophy of Education Conference, San Antonio, TX. PROFESSIONAL SOCIETIES AND ORGANIZATIONS 2011 American Educational Studies Association 2009 American Educational Research Association PEDAGOGICAL DIALOGUE: A STUDY OF PEDAGOGICAL DIALOGUE IN MULTICULUTRAL EDUCATION THEORY COURSE by JEFFREY STUART MORRISON Under the Direction of Dr. Joyce E. King and Dr. Jodi Kaufmann ABSTRACT The purpose of this ethnographic study was to gain a deeper understanding of how pedagogical dialogue functioned in a course on multicultural education theory in a college of education. The focus of the study was on the pedagogical dialogue that took place between a professor and students. The setting of the study was a classroom within an urban university located in the southeastern region of the United States. Data collection consisted of interviews, research field notes, and observations; the data were then analyzed for recurring themes. The theoretical foundation for this study was based on the communicative theories of Paulo Freire and Jurgen Habermas; that is, the manner in which their theories have restructured the praxis found in the dialogical learning processes. The aim of the study was to investigate the manner in which dialogue mediates the realities of human need and an individual’s capacity to reflect and act in liberating ways. Freire and Habermas position the act of communication (particularly dialogue) as the key to human understanding and personal/political liberation. The method of analysis focused on meaning gained from thematic analysis sought through processes of feedback such as interviews and observations. It is hoped that this study will serve as a catalyst to spawn further research within the field of teacher education, pedagogy, and the impact that dialogue has on the instructor’s relationship with his or her students. INDEX WORDS: Paulo Freire, Jurgen Habermas, Communicative Action, Pedagogical Dialogue, Multicultural Education Theory PEDAGOGICAL DIALOGUE: A STUDY OF PEDAGOGICAL DIALOGUE IN A MULTICULUTRAL EDUCATION THEORY COURSE by JEFFREY S. MORRISON A Dissertation Presented in Partial Fulfillment of Requirements for the Degree of Doctor of Philosophy in Educational Policy Studies in Department of Educational Policy Studies in the College of Education and Human Development Georgia State University Atlanta, GA 2016 Copyright by Jeffrey S. Morrison 2016 DEDICATION This dissertation is dedicated to my best friend and wife, Erin. You have exemplified true friendship, support, and love at times when others did not. Sacrificing your time and placing certain aspects of our lives on hold for something bigger than us required extreme focus and commitment, I thank you for experiencing that with me and supporting me in the process. Additionally, this dissertation is dedicated to my family, Mom, Dad, Rob, Henry, Margot, Genevieve, and Aunt Judy, I would not be where I am in life without you, I love all of you. ii ACKNOWLEDGMENTS It is with great honor that I acknowledge those who have supported my research interests through my coursework, the proposal defense, to this culminating moment of working to complete this research study. Dr. Joyce King, who provided creative experiences while learning race and racial topics as they relate to education and the many conversations we had that offered an in-depth and provocative look on how to improve our work, as scholars, to benefit all students. In addition, she encouraged me to explore a more comprehensive view of this research and has made this experience more manageable and meaningful. Dr. Jodi Kaufmann, as my methodologist, has helped to provide me with a comprehensive understanding of qualitative research. By asking tough questions and helping to foster my descriptive writing skills, her influence was powerful, and I will always remember the patience she displayed throughout this entire process. Dr. Vera Stenhouse for your calm advice, keen eye for emergent research, drive to provide quality instruction, and your consistent efforts to work with student scholars is inspirational. Dr. David Stinson, for accepting me into the Urban Graduate Research Fellowship Program and supporting me all the way to the end, and helping me see things that had previously been invisible. Your acceptance of people where they are is a gift. I would like to express gratitude toward educators who teach for the betterment of all students, regardless of who they are. This is not the easiest pedagogical approach to any class and you are fighting the good fight. I want to thank my study participants. Sharing your experiences has been more like a series of meaningful conversations than interviews and without you this dissertation would not be possible. Furthermore, I would like to thank Stephen Kennedy, for who I cannot adequately express my gratitude for his tireless efforts iii supporting me throughout this process and Dr. Brandon Lewis who has prompted untapped potential and a competitive spirit that aided me along the way. I will always cherish the experiences we shared throughout our studies together. Lastly, I would like to acknowledge
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