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Cultivating Global Citizenship? Life in Transit

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Cultivating Global Citizenship? Life in Transit Georgia Southern University Digital Commons@Georgia Southern Electronic Theses and Dissertations Graduate Studies, Jack N. Averitt College of Fall 2010 Cultivating Global Citizenship? Life In Transit Jeffrey Matthew alisP Follow this and additional works at: https://digitalcommons.georgiasouthern.edu/etd Recommended Citation Palis, Jeffrey Matthew, "Cultivating Global Citizenship? Life In Transit" (2010). Electronic Theses and Dissertations. 545. https://digitalcommons.georgiasouthern.edu/etd/545 This thesis (open access) is brought to you for free and open access by the Graduate Studies, Jack N. Averitt College of at Digital Commons@Georgia Southern. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons@Georgia Southern. For more information, please contact [email protected]. The Need for Revision 1 The Need for Revision: Curriculum, Literature, and the 21st Century by David P. Owen, Jr. (Under the Direction of John A. Weaver) ABSTRACT This dissertation argues that curriculum, especially as it is practiced in high school education, needs revision, that literature is the place to start that revision, and that literature class itself needs to be revised to incorporate a much broader understanding of the texts to be studied so that such work might take place there. This dissertation also recognizes that the work of teaching literature and humanities classes is especially difficult today, and argues that this difficulty has dire ramifications for all teachers and researchers in and of public education, and particularly for the field of curriculum studies. This work argues that the important questions of curriculum studies, such as whose knowledge matters most, or what should be passed from one generation to the next, are important to all students and are best explored by students of all types in public education literature and humanities courses, and so a new emphasis on these courses at all points in the curriculum is needed. However, for this exploration to remain possible for public education teachers and students, we will need what this study calls liminal scholars, doing the work of revision; they will need to constantly see how what’s going on inside the academy affects what’s going on outside, and vice versa, and revise public education to suit the new circumstances. In summary, this work says that 21st-century America will still need literature class, but literature class will need a good strong dose of 21st-century America The Need for Revision 2 as well, and we will need liminal scholars of curriculum studies to keep this relationship a healthy one. The author proposes that with revision of the role of literature and the humanities in the curriculum, we can make these classes our great meeting places, the hubs of our secondary public academic world, where people of many walks of life and future fields of study can come together and learn to become filters in a complex, dynamic, feedback- laden world of many texts, making determinations about what matters most, to whom we should listen, and how these discoveries ought to be expressed and shared with the rest of us. INDEX WORDS: Curriculum, Literature, Humanities, Revision, Complexity, Filters, Liminal scholars, Feedback, Public education The Need for Revision 3 The Need for Revision: Curriculum, Literature, and the 21st Century by David P. Owen, Jr. B. A., University of Georgia, 1999 M. A., University of Georgia, 2001 A Dissertation Submitted to the Graduate Faculty of Georgia Southern University in in Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION STATESBORO, GEORGIA 2010 The Need for Revision 4 © 2010 David P. Owen, Jr. All Rights Reserved The Need for Revision 5 The Need for Revision: Curriculum, Literature, and the 21st Century by David P. Owen, Jr. Major Professor: John A. Weaver Committee: Daniel E. Chapman Mary Aswell Doll Marla Morris Electronic Version Approved: May 2010 The Need for Revision 6 DEDICATION For Courtney, just like everything else. The Need for Revision 7 ACKNOWLEDGMENTS I would like to acknowledge the many people who supported me during the creation of this dissertation. I would especially like to thank my chair, Dr. John A. Weaver, whose insight and encouragement always pushed me to pursue my best work. I would also like to thank my doctoral committee—Daniel Chapman, Mary Aswell Doll, and Marla Morris—for their advice and support throughout my work. Finally, I would like to thank my family and friends for continuing to encourage me in my work despite the time and energy it would take from our relationships and my duties to them. Over the past few years, I have been reminded in a thousand little ways, and some big ones, how important those relationships are to me. The Need for Revision 8 TABLE OF CONTENTS ACKNOWLEDGMENTS……………………………………………………………..….7 FOR | WORD………………………………………………………………………….…11 CHAPTER 1 EACH MORNING IS A GIFT: POETRY AND THE NEED FOR REVISION IN PUBLIC EDUCATION………………………………………………54 2 SINGING THE SONG OF THE OPEN ROAD: WALT WHITMAN AND CURRICULUM………………………………………………………….81 Walt Whitman: Old Ideas for a New Time ...……………………………82 “When I Heard the Learn’d Astronomer” ……………………………….88 “There Was a Child Went Forth” …………………………………..……94 “Song of Myself”……………………………………………………….101 3 “I STILL HAVEN’T FOUND WHAT I’M LOOKING FOR”: PINAR, PERCY, AND THE POSSIBILITY OF A SEARCH…………………..106 Certification…………………………………………………………….118 Everydayness and Malaise…….………………………………………..120 Disaster and the Search…………………………………………………123 Repetition……………………………………………………………….125 Rotation…………………………………………………………………128 4 ASKING BIG QUESTIONS IN SMALL SPACES: ETHICS, LITERATURE, AND THE CLASSROOM……….……………………………………..133 Frankenstein……………………………………………………………140 Heart of Darkness………………………………………………………145 The Need for Revision 9 The Stranger…………………………………………………………….150 5 THE STORY IS THE SOUTH: LITERATURE AND THE EXPLORATION OF PLACE………………………...……………………………………156 Prologue: Based on a True Story? ………..……………………………163 Once Upon a Time ………………………..……………………………169 The Big Scene ………………………….………………………………172 The End? …………………………….…………………………………178 6 THE USELESS STUDYING THE USELESS: AESTHETICS IN CONTEMPORARY AMERICAN EDUCATION……….…….………182 What’s So Funny ‘Bout Peace, Love and Understanding? ….…………189 Hymn to Intellectual Beauty ………………………….…..……………195 Digging ………………………………………….…..…………………200 7 LIVING BEYOND: ST. PAUL, ROMANTICISM, AND THE DOORS OF ARTISTIC PERCEPTION…………………….…….…………………205 Living Beyond our Societies …………………..………….……………213 Living Beyond our Words ………………………………..……………216 Living Beyond our Bodies ……………………………..………………221 Living Beyond our Experiences ……………………..…………………226 8 TIME FOR SOME FEEDBACK: A CURRICULAR DEFENSE OF THE POP SONG…………………………………………………...………………231 “I Got my Name from Rock and Roll”…………………………………236 Rock ‘n’ Roll High School? ………………………...………………….239 Weird Science and the Math of God ………………..………………….244 The Need for Revision 10 Ain’t That America ………………………………...…………………..249 Chinese Translation ………………………………...………………….252 9 ILL COMMUNICATION…………………………….……………………257 Ill-literacy ………………………………………………………………259 New Texts Make an Old Curriculum Ill? ………………...……………261 Meaningful Use of Technology……………………………...…………264 Whose Space? ……………………………………………….…………271 Good News for the Ill ……………………………………….…………274 10 THE WORD IS DEAD; LONG LIVE THE WORD: LITERATURE IN THE DIGITAL AGE…………………………………………………………283 The Storm of the Century ……………………………………….……..283 Publishing is Dead; Long Live Publishing ……………………….……289 Writing is Dead; Long Live Writing ………………………………..….294 Reading is Dead; Long Live Reading ………………………………….298 Teaching is Dead; Long Live Teaching ………………………………..303 REFERENCES…………………………………………………………………………309 The Need for Revision 11 For | Word When people find out that I teach high school literature, the most common thing they say is, “Why would you want to do that? I couldn’t do what you do.” They don’t mean, of course, that they are impressed with my job—they just think it’s hard, and probably not worth the trouble. Well, I certainly think it is worth the trouble, and will spend the rest of this work talking about why. But as for the difficulty of teaching high school literature today: no kidding. People don’t read the texts we assign much, essays seem to get a little worse all the time (certainly the mechanics do), and students will usually confess that they don’t take class seriously unless we happen to study something they like. It is hard, and I can hardly do it, either. In fact, the difficulty of teaching the word today has dire ramifications for all teachers and researchers in and of public education, and particularly for the field of curriculum studies. For one, whatever the content of the subject matter, we all still do most of our teaching and research work with words, lots of them, and publish those words in scholarly books and journals, precisely when the world around us is reading these kinds of things less and less. Can we really help determine whose knowledge matters most, or what should be passed from one generation to the next, if no one reads our work, or knows what we are talking about—let alone why we are talking about it? Here I am, after all, writing page after page about and for people who will, very likely, never read them. In fact, the people I want to talk to most don’t read much of anything anymore, let alone works of curriculum theory. The problem is that many people today, particularly young people (roughly in their early 30’s and younger),
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