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MIAMI UNIVERSITY the Graduate School Certificate for Approving The MIAMI UNIVERSITY The Graduate School Certificate for Approving the Dissertation We hereby approve the Dissertation of Rebecca Howard Candidate for the Degree: Doctor of Philosophy ________________________________ Co-Director Dr. Kathleen Knight-Abowitz ________________________________ Co-Director Dr. Sally Lloyd _____________________________________ Reader Dr. Elizabeth Mullenix _____________________________________ Reader Dr. Kathleen Johnson _____________________________________ Graduate School Representative Dr. Sheri Leafgren ABSTRACT A PEDAGOGY OF ONE’S OWN: BRICOLAGE, DIFFERENTIAL CONSCIOUSNESS, AND IDENTITY IN THE TRANSLEXIC SPACE OF WOMEN’S STUDIES, THEATRE, AND EARLY CHILDHOOD EDUCATION by Rebecca Howard This work employs the mechanism of differential consciousness to create a bricolage of content and structure. It examines the intersections of feminism (as it has been brought into the academy through women’s studies), theatre, and early childhood education, particularly as they work together to create a personal and professional identity that defines, and is defined by, a unique pedagogy of transdisciplinarity. Specifically, it is designed to address six primary points: 1. It provides an exemplar of how to employ differential consciousness as a mechanism for constructing a bricolage of narrative, research, and theory. 2. It demonstrates the application of feminist theory through specific disciplines into a transdisciplinary discourse. 3. It advocates for and furthers a transdisciplinary conversation in relation to the social, cultural, political, and academic intersections of early childhood education, women’s studies, and theatre. 4. It adds to the body of historical knowledge of women in the academy through the stories of Patty Smith Hill and Winifred Ward. 5. It offers, by blending the stories of Hill and Ward with my own, a cogent example of the ways in which biography can be contextualized to provide inspiration for non- traditional career paths. 6. It challenges early childhood educators and caregivers to embrace feminism, it challenges feminists to more thoroughly ally with early childhood education, and it challenges both to expand their thinking about the function of gender roles in educational settings, and demonstrates the application of performance theory to this process. A PEDAGOGY OF ONE’S OWN: BRICOLAGE, DIFFERENTIAL CONSCIOUSNESS, AND IDENTITY IN THE TRANSLEXIC SPACE OF WOMEN’S STUDIES, THEATRE, AND EARLY CHILDHOOD EDUCATION A DISSERTATION Submitted to the Faculty of Miami University in partial fulfillment of the requirements for the degree of Doctor of Philosophy Department of Educational Leadership by Rebecca Howard Miami University Oxford, Ohio 2010 Dissertation Co-Directors: Dr. Kathleen Knight-Abowitz and Dr. Sally Lloyd © Rebecca Howard 2010 TABLE OF CONTENTS 1 Introduction Genesis of Project; Jack of All Trades 5 Chapter One Bricolage Methodology, Method, Theory, Definitions 37 Chapter Two History, Context, Politics Women’s Studies and Feminism—History, Disciplinary Influence, Institutional Issues, Epistemology Theatre and Feminism—History, Theory, Practice, Performance, and Performativity Feminism and Early Childhood Education—History, Politics, Professional Development 87 Chapter Three Contemplations How differential consciousness, transdisciplinarity, and bricolage create intersections of theory, pedagogy, performativity, and identity; and how these intersections function in an individual sense, within my own and others’ professional lives Profile One—Patty Smith Hill Profile Two—Winifred Ward Profile Three—Self 138 Chapter Four Connections What are Little (Gender “Normal,” Heterosexual) Kids Made Of: Performing Gender and Heteronormativity in the Dramatic Play Area: An exemplar of a translexic inquiry 158 Chapter Five Conclusions How can an understanding of these intersections impact each of these disciplines and the professional identity and development of individuals within these fields 170 References 185 Appendices A: Western College Program Senior Project excerpt 208 B: Oxford Early Childhood Center Parent Handbook 229 C: Miami University Early Childhood Coursework History 233 D: Chapter from Master’s Thesis iii DEDICATION The smiles and hugs from the kids at the Oxford Early Childhood Center over the years are the reason that I came back, and the reason that I remain committed to ensuring that we hold adults responsible for creating the best spaces, both physical and emotional, for them to grow. This work is dedicated to all of the children who have passed through my life over the last thirty-two years, as well as to the individuals whose commitment to feminism remains strong and the talented people who have accompanied me on my theatrical journeys, whether onstage, backstage, or in the classroom. iv ACKNOWLEDGEMENTS Several years ago, I was having dinner with a friend on my 47th birthday, and I was telling her that I was considering pursuing a Ph.D., but that I wasn’t sure if I wanted to go through with it. She asked me why I was hesitating, and I told her that one of the biggest reasons was that, by the time I finished, I would be over 50 years old. She paused, briefly, and then said, “Well, you’re gonna be 50 anyway, you might as well be 50 with a Ph.D.” I couldn’t really argue with that. As I sit here completing this work, now a couple of years past that half century mark, I am grateful to my friend, Susan, for reminding me that, often times, the only barriers to accomplishment are the ones we construct in our own minds and hearts. Throughout this process, there have been other barriers, delays, complications, and trials, and there have been times when modifications and compromises have been made, but, when all is said and done, the task has been accomplished, but only with the help and support of family, friends, and colleagues. I am deeply indebted to Kathleen Knight-Abowitz for her willingness to shepherd me through this project. Her text suggestions, insights, and critical questioning helped to shape my direction and keep me honest. I am equally grateful to Sally Lloyd, who agreed to co-chair my committee and challenged me to create the best work possible. I also appreciate the time and attention by the rest of my committee in reading early drafts of this complex work and providing useful feedback for improvements. My staff at the Oxford Early Childhood Center went above and beyond the call to help me find the time for coursework, research, writing, and re-writing. In particular, Kris Jacobson, whose friendship and professional skill made OECC a reality 24 years ago and keeps it going today, gave of her time to keep the program running smoothly whenever I needed to wear a different hat. Finally, my family has been an endless source of unqualified love, nurturance, and support. My mother has encouraged me all of my life to live true to myself, and I have tried to pass that on to my daughter, whose maturity and humor make things easier. But most of all, my amazing partner, Ann, has believed in me and gifted me with 19 years of joy, love, and gentle critique. Thanks to everyone who has pushed me, believed in me, listened to me, challenged me, and endured me. You’re all invited to the party… v Introduction When I was ten years old, my father and I were having a conversation about my interests and abilities (probably in response to the “what do you want to be when you grow up” question), and I was telling him about all of the different things I liked to do and felt that I did well, including academics (especially history, social studies, and reading/literature), sports (mostly baseball and football, though I secretly longed to be a roller derby skater), creating things both useful and artistic (employing such diverse materials and techniques as carpentry, music, photography, drawing, etc.), and, I’m sure, several other things I don’t remember anymore (I vaguely recall a circus clown phase). He listened patiently to my catalog, and then looked at me and said, “have you ever heard the phrase, ‘Jack of all trades, master of none?’” I had heard it, but hadn’t really thought about what it meant. Once we were clear on the meaning, he said, “Be careful—don’t be that. Pick one thing that you like and can do well, and learn how to do it better than anybody else.” My father was not one to give advice, so I had a tendency to weight any advice from him with more gravitas than others. And since he was my hero, I generally tried to do anything he did, or anything he told me I should do. I’m sure I made a valiant effort to follow his advice, but I recognized by the time I was in high school (where I had also added acting, auto mechanics, and Indy car racing to the list) that the idea of singular specialization was not liberating or empowering for me, even if it was possible, which was highly doubtful. I’m sure this was one of the factors contributing to my decision to leave college after one year (where I was majoring in theatre with a minor in music performance)—because I had graduated from high school and entered college with no clear direction or intent (even though I loved theatre, I wasn’t really sure it was an actual career choice), I was having difficulty understanding why I needed to be there. My academic and professional development has continued on a trajectory of multiple interests and lines of inquiry. Early Childhood Education has certainly been the primary basis of my professional identity, maybe even enough to reassure my dad somewhat, even though, interestingly enough, “teaching” was never on my list as a kid. But it has always coexisted with several other things from that list, especially theatre 1 (including acting, directing, playwriting, and technical production, some of which I’ve even gotten paid to do), literature (as a children’s library assistant), and carpentry (home renovation and repair, which has saved me and some of my friends a lot of money in labor costs over the years).
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