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INFORMATION TO USERS This manuscript has been reproduced from the microfîlm master. UMl films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in ^pewriter face, while others may be from any type of computer printer. The quality of this reproduction is depends! upon the quaU^ of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper aligoment can adversely afreet reproductioiL In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note w£Q indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Eadi original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. UMI A Bell & Howell Information Company 300 North Zeeb Road. Ann Arbor. Ml 48106-1346 USA 313.'761-4700 800/521-0600 LOOKING AWRY; A GENEALOGICAL STUDY OF PRE-SERVICE TEACHER ENCOUNTERS WITH POPULAR MEDIA AND MULTICULTURAL EDUCATION DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Katherine E. McCoy, B.A., M.A. ***** The Ohio State University 1995 Dissertation Committee: Approved By Dr. Mary Leach Co-Advr^or^ Dr. Patti Lather Patti' Co-Advisor Dr. Cynthia Dillard College of Education UMI Number: 9544636 OMI Microform 9544636 Copyright 1995, by DMI Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. UMI 300 North Zeeb Road Ann Arbor, MI 48103 Copyright by Katherine E . McCoy 1995 ACKNOWLEDGMENTS First, I thank my co-advisors, Patti Lather and Mary Leach, for giving me the space and encouragment to pursue scholarship that continues to challenge me personally, intellectually, and politically. I thank Cynthia Dillard for her crucial and insightful comments in the defense. I thank my peer debriefers— Bettie St. Pierre, Wanda Pillow, Lisa Mazzei, and Cynthia Tyson— who provided kind and critical support during the conceptualization and production of this document. Thanks to Wanda Pillow and Larry Parker for the "care packages". I thank my partners in "street scholarship"— Gordon Buck, Carole Davidson, Trish Jones, Natz, Elise Oliver, Holly Porter, and Tom VanStavern— for their friendship and love and for keeping me connected to the things important to me outside of academia (Is there an outside?). Our conversations have been invaluable to me in my attempts to deal in theory and philosophy that can mean something in the everyday practices of living. I also thank the bartenders and musicians of the Columbus music scene and those who tour through Columbus— who, perhaps unknowingly, provided similar support and inspiration. Finally, I thank my parents. Bob and Juanita McCoy, for lighting the fire of activism and political awareness under me at an early age. ii VITA March 13, 1962 ...................Born— Chillicothe, Ohio 1985 .................. .. = B.A., Ohio State University, Columbus, Ohio 1991 tt * # # • « # • • • # m 0 0 0 M 0 A 0 , Ohro State University, Columbus, Ohio PUBLICATIONS Review of Joe Kincheloe's Toward a Critical Politics of Teacher Thinking; Mapping the Postmodern 0 (Westport, Connecticut; Bergin & Garvey, 1993), International Journal of Oualitative Studies in Education, in press 0 Validity and Self-Reflexivity Meet Poststructuralism; Scientific Ethos and The Transgressive Self 0 Educational Researcher. 24(4); 17-23, 1995. Computers in Research Writing for Graduate Students; A Course Outline, Computer Assisted English Language Learning Journal, 4(1); 2-5, 1993. Integrating Computers and Research Writing. Ohio Teachers of English to Speakers of Other Languages Newsletter , Winter 1993. ESL Students in College Writing Classes; An Overview of Issues and Suggestions for Success, and "Annotations for Chapter 31 in Scott, Foresman Handbook for Writers . Instructor's Annotated Edition. Third Edition, by Maxine Hairston, John Ruszkiewicz, Kay Halasek, Roger Cherry, & Kate Lenzo. NY; Harper Collins College Publishers, 1993. FIELDS OF STUDY Major Field; Education Studies in cultural foundations, curriculum, and qualitative research methodology. I l l TABLE OF CONTENTS ACKNOWLEDGMENTS 11 VITA ill LIST OF TABLES vii LIST OF FIGURES viii CHAPTER I. CRITIQUE, GENEALOGY, AND LOOKING AWRY DISRUPTING THE CLIMATE OF INTELLIGIBILITY OF MULTICULTURAL EDUCATION .......... Purpose Of the Study ..................... 1 Beginning: Multiculture and Popular Culture 3 The Problematic: Difference as Crisis . 10 Looking Awry: Popular Media and the Genealogical Project ............... 12 Defining a Focus: Social Amelioration and Epidemic Logic ................. 17 Why Interrupt Humanist Discourses on Multiculture? ........ .......... 22 Responsibility: Politics and The Disruptive Agenda . .............. 25 Overview of Chapters . ................. 29 CHAPTER II. METHODOLOGY: INQUIRY AMONG THE RUINS 30 Situating Myself Methodologically .... 32 Cultural Studies Ethnography and Genealogy ..................... 32 The Ontological and Epistemological: Fluid "Assumptions" .......... 34 Research Design ............. 36 Phase 1: Questioning the Unity of a Unity: A Poststructural Document Analysis ............ 37 Phase 2: The Ethnographic Moment . 38 The Site ....................... 38 The Participants ........ 40 Demographics ................... 41 The Data . ................... 44 Data Analysis ................. 45 Situated Validity: Working the "Instructive Complications" ....................... 48 iv Participatory Design ................... 53 Catalytic Validity .......... 55 Peer-Debriefing ....................... 57 Ironic and Rhizomatic Validity ........ 60 CHAPTER III. MULTICULTURAL EDUCATIONS A POSTSTRUCTURAL DOCUMENT ANALYSIS .......... 63 Not A Literature Review . 63 1994/1995 Annual Editions: Multicultural Education: O v e r v i e w ................... 66 What "Problems" are to be addressed by Multicultural Education? ............ 68 Multicultural Education Responding to Social Realities ............... 70 Multicultural Education Responding to Psychosocial Attributes of Students, Families, and Teachers . 73 Multicultural Education Responding to Problems with Schooling .......... 74 Multicultural Education Responding to Problems with Representation .... 75 Discursive Formations and the Intelligibility of the Problem ............ 76 CHAPTER IV. WHITE NOISE: THE SOUND OF EPIDEMIC . 83 A Noisy Binary: Write or Be W r i t t e n ...... 88 The Epidemic Atmosphere: A Climate of Intelligibility ......................... 94 We Need to Do Something I .......... 96 Even Black Women Clutch Their Purses . 97 Desegregation: Vidor, Texas— Then the W o r l d ................ 98 I b e l i e v e ............................ 99 Minor(ity) Adjustments ............... 100 PC Shopping List ....... ........ 101 The New Independent Modern Woman .... 102 Brought to You By Our S p o n s e r .........103 What are these poems d o i n g ? ........... 104 Communication as Communicability or Performing Intelligibility ......................... 107 Lip Synching and Variations on a Theme . 110 Reading Media inscription ............... 117 Inclusion and Advertising ...... 118 Popular Music, Role Models, and R a c i s m ................. 121 The Construction of Identity and P r a c t i c e ................... 124 Articulable Cures and Discourse Breakdown . 128 Why Can’t We All Just Get A l o n g .......131 The Truth Will Set Us F r e e ........... 133 V When You Look, What Do You H e a r ? ........... 138 CHAPTER V. DISRUPTIVE INSCRIPTION: IMPLICATIONS OF LOOKING AWRY AT MULTICULTURAL EDUCATION . 141 What is Produced by this S t u d y ? ........ .. 143 From Student Resistance to Climate of Intelligibility; Pedagogical Implications ........................... 149 Looking Awry and Brlcolagei Methodological Implications 152 APPENDIX A: COURSE MATERIALS ..................... 154 APPENDIX B: SUMMARY MATERIAL FROM THE 1994/1995 ANNUAL EDITIONS: MULTICULTURAL EDUCATION . 162 REFERENCES ...................................... 166 VI LIST OF TABLES TABLE PAGE 1. Types of problem definition ............ 69 2. Topics listed in the "Topic Guide" of the 1994/1995 Annual Editions: Multicultural Education . ........ 163 3. Unit and Article titles from the 1994/1995 Annual Editions: Multicultural Education .......... 164 4. Sources for the articles in the 1994/1995 Annual Editions: Multicultural Education .......... 165 V l l LIST OF FIGURES FIGURE PAGE 1. Economic class continuum................... 43 viix CHAPTER I CRITIQUE, GENEALOGY, AND LOOKING AWRY; DISRUPTING THE CLIMATE OF INTELLIBILITY OF MULTICULTURAL EDUCATION The most serious critique . is the critique of things that are extremely useful, things without which we cannot live on, take chances. The critique of these useful things is not to be considered as the exposure of error . but as an acknowledgement of the dangerousness