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A Poststructural Analysis of Governmentality and Teacher Education Professionalism Using Policy Texts Todd A Montclair State University Montclair State University Digital Commons Theses, Dissertations and Culminating Projects 5-2018 State of Mind : A Poststructural Analysis of Governmentality and Teacher Education Professionalism Using Policy Texts Todd A. Bates Montclair State University Follow this and additional works at: https://digitalcommons.montclair.edu/etd Part of the Teacher Education and Professional Development Commons Recommended Citation Bates, Todd A., "State of Mind : A Poststructural Analysis of Governmentality and Teacher Education Professionalism Using Policy Texts" (2018). Theses, Dissertations and Culminating Projects. 163. https://digitalcommons.montclair.edu/etd/163 This Dissertation is brought to you for free and open access by Montclair State University Digital Commons. It has been accepted for inclusion in Theses, Dissertations and Culminating Projects by an authorized administrator of Montclair State University Digital Commons. For more information, please contact [email protected]. STATE OF MIND: A POSTSTRUCTURAL ANALYSIS OF GOVERNMENTALITY AND TEACHER EDUCATION PROFESSIONALISM USING POLICY TEXTS A DISSERTATION* Submitted to the Faculty of Montclair State University in partial fulfilment of the requirements for the degree of Doctor of Philosophy by TODD A. BATES Montclair State University Upper Montclair, NJ 2018 Dissertation Chair: Dr. Kathryn Herr Copyright © 2018 by Todd A. Bates. All rights reserved. ABSTRACT STATE OF MIND: A POSTSTRUCTURAL ANALYSIS OF GOVERNMENTALITY AND TEACHER EDUCATION PROFESSIONALISM USING POLICY TEXTS by Todd A. Bates This dissertation comprises a multilayered inquiry into the complex interplay between governance and teacher education. It adopts Goodlad’s (1990/1994) stance that teacher education best serves democratic society when it is self-governing and maintains decision-making authority with respect to the preparation of teachers. However, pervasive and prescriptive state and federal policies create a regulatory context that supplants the ability of teacher educators to exercise authority over fundamental aspects of their work, including the identification, recruitment, preparation, and assessment of future teachers. Bacchi and Goodwin (2016) argue that prevailing educational policy critiques underexamine governmentalities—mindsets that render individuals and societies governable (Foucault, 2007). Governmentalities facilitate control by constructing “normal,” “logical,” “necessary,” and “inevitable” answers to questions about “how to govern oneself, how to be governed, by whom should [one] accept to be governed, how to be the best possible governor?” (Foucault, 2007, p. 88). From this perspective, policy critiques that fail to notice and resist governmentalities insufficiently defend professional autonomy; they instead tacitly (re)negotiate conditions under which a profession will accept subjugation. iv This study traces deprofessionalizing policy discourses within state-issued, public documents related to 2015 amendments to New Jersey’s teacher licensure law (NJAC 6A:9). It is a poststructural policy critique that seeks to resist governance by disputing the inevitability, necessity, and logic of policy problematizations. Like previous “WPR” studies (Bacchi & Goodwin, 2016), this one unpacks What Problems are Represented to be within a focal policy and prioritizes elicitation of questioning by the reader over reporting of researcher findings. This dissertation, however, extends the methodology as proposed, attempting also to embody exploration of the structures that comprise how answers are represented within dissertations. Specifically, it employs “experimental” (Richardson, 1997), “ergodic” (Aarseth, 1997), and “deconstructed” (Derrida, 1980) approaches to text that call attention to the pervasive, yet typically unquestioned, structures of academic writing. Together, the critical policy analysis and the atypical format in which it is presented seek to raise critical awareness of governmentalities that support externally- imposed structures that erode the autonomy of teacher education, as well as self-imposed structures teacher educators enact themselves, inadvertently participating in the of confining their understandings of what can and must be. v ACKNOWLEDGEMENTS My goal when enrolling in the TETD program was to be present in the institution—to immerse myself in learning what it meant to be part of Montclair—a desire made easy by the outpouring of support from MSU’s faculty, staff, and students. I would like to begin by thanking my chair, Kathryn Herr. Without Kathryn’s gentle guidance, resolute encouragement to “sit with” the process, and frequent (re)assurance that she could tell I was “chewing on” important things, this dissertation would not exist. I would also like to thank my committee, to whom I feel deeply indebted. Michele— much of the way this dissertation took shape is your fault; thank you for that. Pablo—I am so glad that our paths crossed; we still need to go fishing. Suzanne—I am sorry that I dropped your class after one after the first session; I am so, so glad that we found other meaningful ways to work together. I am similarly grateful to Ana Maria Villegas & Tamara Lucas, without whom there would be no TETD program as we know it; Jen Robinson & Sue Taylor, who together serve as my personal exemplars of leadership and dedication in teacher education; and Tina Jacobowitz, Peggy Freedson, and Nicole Barnes, who were among the first to offer me a seat at the table and a voice in the teacher education conversation. Thanks are also due to countless teachers, colleagues, and classmates who have helped me, guided me, listened to me, and (when I needed it) pushed me to get to this point. Special thanks goes to the TETD faculty and students; the NMUTR family, including the residents, Julianne Bello, Sonal Chauhan, Naome Dunnell, Ruben Irizarry, Joanne Matkowski, Angela Piombo, Kimi Santos, Michelle Shanahan, Tracy Steneken, vi and Alex Sturm; my CEHS friends and colleagues, including Joe Bavazzano, Connie Donvito, Melissa Harris, Margaret Miller & Pat Gagnon, Carla Parry-Engstrom & Adrian Regan; Amanda Baden & the Adoption Research Team; Eden Kyse, Inem Chahal, Lina Acosta & Erin Bunger, Paige Frenkel & Theresa Cannone, Tina Seaboch, and the rest of amazing staff at CREEHS; the ECELE, EDFD, & SASE Departments, plus faculty in the Arts and Sciences, including Donna Bogart, Ada Beth Cutler, Rebecca Goldstein, Steven Greenstein, Sumi Hagiwara, Dorothy Heard, Priya Lalvani, Tanya Maloney, Kerry McKibbin, Fernando Naiditch, Kristin Scrabis-Fletcher, Minsun Shin, Trish Watson, Leslie Wilson, Mayida Zaal, and the late Susan Wray. Thank you also to the teachers who shaped who I was before coming to MSU, including Susan Lytle, Vivian Gadsden, Phillip Buckley, and the late Larry Sipe from Penn—your influence on this dissertation is obvious, as is the role you played in my thinking and my life; Marnie Morrison at Ohio State and Amy Mathur, Paula Wagoner, Kathy Westcott, Steve Croyle, Beth Smolcic, and Dave Witkovsky at Juniata—you helped me focus on doing good, not just doing well; and Mr. Albiniak, Mrs. Bean, Ms. Clark, Mr. Fedema, Mr. Hillman, Ms. Lewis, Mrs. Kenyon, Mr. Smith, Mrs. Musiel, Ms. Nowicki, and Coach Zedrow—you taught me to learn. Additionally, I would also like to express my gratitude to Penny, Brenda, Nicolette, Lynne, and Marcia—your gentle reminders and emails were critical to me actually graduating. This work also required the input, guidance, and camaraderie of critical friends. Among many, I would like to thank Veronica Barrios, Brenna Bohny, Deb Broderick, Susan D’Elia, Kani Diop, Connie Ducaine, Sarah Hobson, Dave Johnston, Nora vii Peterman, Beverly Plein, Rebecca Swann-Jackson, Sara Wasserman, and Michele’s writing group—each of you left a mark on my dissertation and on my life. I would also like to extend a separate thank you to Laura & Jim Nicosia for their unwavering support; Margaret Jusinski & Shelley Kurland, my first critical friends at MSU and hopefully lifelong friends after; and Charity Dacey & Meghan Bratkovich, with whom I spent so many snack-filled hours reading and editing, laughing and arguing, writing and rewriting that I am now convinced that we are all writing facets of the same dissertation—this would not have been possible without all of you. I need to thank my friends for the care, diversions, and laughs that sustained me during this project. In particular, I would like to thank Julie Szymczak & Melissa Billings for lending me their husbands, Evan & Lee, for hours a week so that we can continue to save the universe together online, and Jon, Kristin, & Magdalena Larsen for always being there to talk politics and picturebooks. I could not have done this without the ceaseless cheering from the Josephsen team bench: Paul, Janine, Greg, Catie, Kell, & my growing pile of nieces and nephews; Dr. & Mrs. J; Mimi; Unk & Karen; Aunt Mo & Uncle Mike; the Dorritys; Aunt Shiela & Uncle Bobby; Pat & Ann; plus a whole mess of cousins. Nor could I have done this without Corey & Brian, cousins who have been like brothers; and Aunt Karen & Uncle Mike and Uncle Vincent & Aunt Audrey, who were always there for me. I am eternally grateful to my amazingly supportive parents, Tom & Sandi, my first teachers, who instilled in me a love of learning, a curiosity about the world, and a restlessness in pursuit of knowledge that guides me every day. viii Lastly, it is with love and gratitude that I thank my wife, Maureen, who has stood beside
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