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A Broader Spectrum of Habitus: an Autoethnographic Expoloration

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A Broader Spectrum of Habitus: an Autoethnographic Expoloration A BROADER SPECTRUM OF HABITUS: AN AUTOETHNOGRAPHIC EXPOLORATION OF ADOLESCENTS, TECHNOLOGY, AND MEDIA IN THE DOMESTIC FIELD AND THE FIELD OF PUBLIC EDUCATION by KRISTEN ANDERSON WRIGHT A DISSERTATION Presented to the School oF Journalism and Communication and the Graduate School oF the University oF Oregon in partial FulFillment oF the requirements for the degree of Doctor of Philosophy March 2021 DISSERTATION APPROVAL PAGE Student: Kristen Anderson Wright Title: A Broader Spectrum oF Habitus: An Autoethnographic Exploration oF Adolescents, Technology and Media in the Domestic Field and the Field oF Public Education This dissertation has been accepted and approved in partial FulFillment oF the requirements For the Doctor oF Philosophy degree in the School oF Journalism and Communication by: Dr. Christopher Chavez Chairperson Dr. Janet Wasko Core Member Dr. Erin Hanna Core Member Dr. Joanna Goode Institutional Representative and Kate Mondloch Interim Vice Provost and Dean oF the Graduate School Original approval signatures are on file with the University oF Oregon Graduate School. Degree awarded March 2021 ii © 2021 Kristen Anderson Wright This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs (United States) License. iii DISSERTATION ABSTRACT Kristen Anderson Wright Doctor of Philosophy School oF Journalism and Communication March 2021 Title: A Broader Spectrum oF Habitus: An Autoethnographic Exploration oF Adolescents, Technology and Media in the Domestic Field and the Field oF Public Education The implementation oF technology is inherently Flawed in the Field oF public education, affecting the ability to operationalize technology in a way that is effective For teachers and students. This unFortunate predetermination is beholden to social, economic and political issues that are deeply rooted in bureaucracy. This autoethnographic qualitative communication and media studies study utilizes social Field theory and a Bourdieuian Framework by exploring adolescent identity, relationships, habitus, cultural capital and interaction with technology in the Field oF public education and the domestic Field through a cultural, political and economic prism. IF we expand the notion oF habitus beyond the inFluence oF Family and as we get older, school, to include technology and media, we can better understand how to best serve our students. Instead oF remaining in the rut oF antiquated institutionalized systems and understandings oF how things are, we must open up our perceptions, awareness, insight and compassion to include a broader spectrum oF habitus. This, in turn, requires a major shiFt in acknowledging the cultural capital of young people. iv CURRICULUM VITAE NAME OF AUTHOR: Kristen Anderson Wright GRADUATE AND UNDERGRADUATE SCHOOLS ATTENDED: University of Oregon, Eugene Beloit College, Beloit DEGREES AWARDED: Doctor of Philosophy, Communication and Media Studies, 2021 University oF Oregon Master oF Science, Communication and Society, 2013, University oF Oregon Bachelor oF Arts, Telecommunication and Film, 1993, University oF Oregon AREAS OF SPECIAL INTEREST: Education Technology Adolescents New Media and Culture Bourdieu Political Economy oF Communication PROFESSIONAL EXPERIENCE: Family Support Graduate Employee, Graduate School, University of Oregon, 2017 - 2020 Graduate Teaching Fellow, School oF Journalism and Communication, University of Oregon, 2011 - 2017 GRANTS, AWARDS, AND HONORS: Glenn Starlin Endowed Fellowship in Telecommunication and Theatre Arts, University of Oregon, 2017 Trained and Certified Unafraid Educator, University of Oregon, 2017 Columbia Scholarship, University oF Oregon, 2013 - 2017 v Outstanding Teaching by a Master’s Student, University oF Oregon, 2012 Summa Cum Laude, University oF Oregon, 1993 Phi Beta Kappa, University of Oregon, 1993 vi ACKNOWLEDGMENTS I could not have completed this dissertation without the undying support oF my Family. To the love oF my liFe, my husband Rosko, who has always been the solid ground on which I stand. To my son Quinn, who made me a mother, a better listener, and a teacher. To my daughter, Aylish, who brings intense joy and impassioned belieFs into my liFe, and taught me how much I didn’t know. To my mother, Karen, who gave me liFe, conFidence, acceptance, and hours and hours oF editorial support on this document. And to my sister Shelley, my conFidant, my cheerleader, and my best friend. I understand that you are all proud of me For becoming a doctor, but I am proud oF you, For never giving up on me or believing that I could reach the Finish line. Thank you to my academic advisor Christopher Chavez for your outstanding encouragement, Feedback, and patience. I am grateFul for your belieF in me, our many discussions, your flexibility, and your kindness. Thank you to Erin Hanna, who opened my eyes to new ways oF seeing things, always made me Feel smart, and had the incredible capacity to hear new and crazy ideas without judgement. Thank you to Janet Wasko, For your academic rigor, the sharing oF your experience, your generosity, and your friendship. Thank you to Joanna Goode, for stepping in when I needed your support, For enthusiastically supporting my research, and for sharing your vast knowledge in the field oF education. I would like to thank my Friends and colleagues along the way For the laughter, countless cups oF coFFee, glasses oF wine, walks, phone calls, texts and hugs. You are all part oF this too: Jen McNutt Bloom, Brenna WolF Montiero, Andrew vii Robbins, Shehram Mokhtar, Lesley-Anne Pittard, McKenna Boen, Charlie Deitz, Gwyneth Gibby, and all oF the coaches at Orange Theory who were instrumental in helping me manage my stress. Sometimes you just have to sweat it out Here's to a revolution. You’re all invited. viii I dedicate this project to my Family: My husband Rosko, my daughter Aylish, my son Quinn, my mother Karen, and my sister Shelley. ix TABLE OF CONTENTS Chapter Page I. INTRODUCTION ............................................................................................................................ 1 I.1 Theoretical Framework: Bourdieu .............................................................................. 4 I.2 Theoretical Framework: Political Economy ............................................................ 6 I.3 Context of Research ........................................................................................................... 8 I.4 Areas oF Inquiry ................................................................................................................... 9 I.5 Remote Instruction: The Elephant in the Room .................................................... 9 I.6 Disruption Preview ............................................................................................................ 11 II. LITERATURE REVIEW .............................................................................................................. 13 II.1 Progressive Education .................................................................................................... 13 II.2 Technology in Education ................................................................................................ 15 II.3 Neoliberalism and Political Economy ...................................................................... 34 II.4 Using Technology and Media at Home ..................................................................... 37 II.5 Homework ............................................................................................................................ 59 II.6 New Media and Culture .................................................................................................. 62 II.7 Synthesis ............................................................................................................................... 73 III. METHODS ...................................................................................................................................... 75 III.1 Autoethnography ............................................................................................................. 75 III.2 Document Analysis ......................................................................................................... 83 III.3 Bourdieu, Technology, Media, and Methods ........................................................ 88 IV. BACKGROUND ............................................................................................................................. 92 IV.1 Education: Historical Overview ................................................................................. 92 x Chapter Page IV.2 CommodiFication, Funding and Policies ................................................................. 97 V. ANALYSIS ........................................................................................................................................ 101 V.1 The Field of Public Education ....................................................................................... 101 V.1.1 Student Habitus: Career Quiz ............................................................. 102 V.1.2 Cultural Capital: Overcoming Barriers ........................................... 111 V.1.3 Teacher Habitus: Status Quo ............................................................... 119 V.1.4 Just One More Thing: iPad Power ..................................................... 129 V.1.4a Corporate Interests ................................................................ 143 V.1.4b So This
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