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1 Power of Education—Dewey, Apple, Freire, Gramsci, Greene, Foucault

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1 Power of Education—Dewey, Apple, Freire, Gramsci, Greene, Foucault Primary School Children’s Processes of Emotional Expression and Negotiation of Power in an Expressive Arts Curricular Project IN FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY HILLARIE JEAN HIGGINS DEPARTMENT OF COUNSELLING AND PSYCHOTHERAPY SCHOOL OF HEALTH IN SOCIAL SCIENCE UNIVERSITY OF EDINBURGH AUGUST 2010 2 Declaration I, Hillarie Jean Higgins, declare that this thesis: (a) has been composed by myself (b) contains my own original work (c) has not been submitted for any other degree or professional qualification. __________________________________ Signature 3 ABSTRACT Therapeutic education initiatives embodying a whole child approach can be seen to address the intellectual, emotional, bodily and spiritual as being part of a child’s educational self. Through designing and implementing the concept of “aesthetic life narratives” in a primary school classroom, my research produces a curricular example of how therapeutic notions such as those found in psychological thought can be integrated into contemporary Scottish education through narrative and aesthetic means, exemplifying how individual children can make sense of expressive processes and roles introduced to them in an educational context. The specific characteristics of the research space and the particular interactive quality of research participation also illustrate how different children are able to participate in a short-term emotional education intervention specifically designed to be empowering. At the same time, my experience shows that the complex dynamic between the subjective life of a researcher and the historical nature of a child’s experience with caregivers in their home life can shape educational/research experience, as well as its adult and child participants, in ways unanticipated. What transpired in the process of applying philosophical ideas to the real lives of children in my research produced ethical implications regarding critical reflexivity and the socio-cultural regard of the child that are of wider relevance to educators, researchers, counsellors and policy makers who interact with children in their own work. 4 Table of Contents Title Page Abstract 2 Table of Contents 3 Appendices List 9 Dedication 10 Acknowledgements 11 Thesis Introduction 13 Thesis Structure 15 Chapter One: Background and Personal Statement 18 Introduction 18 Personal Core: Child as Artist, Life as Art 19 School Classrooms: a Transitional Space 20 Introduction of Research Concept 22 Language 22 Reflexivity 24 Introduction Chapter Summary 29 Chapter Two: Literature Review 30 Introduction 30 Part I: Research Framework 32 Education and Epistemology 32 Constructivist Epistemology 34 Learning Life—Educational Ontology and 35 Personal Position Schools: a Contested Space 37 5 Finding Freedom in Captured Spaces 44 Negotiating Educational Power through 46 Languages of Communication Part II: Research Concept 49 Narrative and Aesthetic Life Narratives 49 Expressing the Experiences of our Lives 51 through Narrative Authoring our Life Stories 53 “Self” as Subject 54 Self as Author and Audience 57 Narrative as Therapeutic Tool 59 Narrative Research with Children 62 in an Educational Context Expressing the Stories of our Life through Art 66 Emotional Life of Art 68 Self as Artist and Audience 70 Art as Therapeutic and Liberating Tool 76 Art Research with Children 82 in an Educational Context Part III: Psychological Tools of Analysis 90 Introduction 90 Introduction of Internal Working Model 91 Conscious, Unconscious and Physiological 95 Processes Emotions in Attachment Theory 96 Open Communication: Home and School 99 Part IV: Research Context 101 6 Therapeutic Education 101 Introduction 101 Emotional Expression through “Empowerment” 102 in Modern Education Scottish Curriculum and the Child 103 Educating the “Whole Child” 107 Educating the Emotional Self 109 Emotionality of Education 111 “The Dangerous Rise of Therapeutic Education” 113 Literature Review Chapter Summary 119 Chapter Three: Philosophical Background and 121 Methodological Approach Introduction 121 Phenomenology: Overview of Philosophy and Practice 124 Husserl’s Revelation 124 Heidegger’s Phenomenology 127 Phenomenology of Contexts 128 Being in Context 130 Hermeneutics: Overview of Philosophy and Practice 132 Using Multiple Subjective Interpretations 132 Capturing Temporal Subjectivity 133 Gadamer’s Broadening of Horizons 136 Reader-Response Debate: Power of 137 Author and Audience Reflexive Hermeneutic Application 139 Hermeneutic Phenomenology: Developing 140 Methodological Approach 7 Role of Language in Developing Understanding 142 Therapeutic Regard through Reflexive Ethics 144 Applying Ethical Regard through Therapeutic 145 Regard Project Concept and Design 147 Project Curriculum 150 Research Data Set 155 Application of Methodological Design 156 Ethical Concerns 158 Redefining the Child in Education: Participant 159 Action Research Consent and Information Forms 164 Addressing Potential Outcomes 166 Philosophy and Methodology Chapter Summary 168 Chapter Four: Implementation—a Reflexive Narrative 169 Account Introduction 169 The Project Beginning: Finding Co-Researchers 172 and a Context Negotiating Research through Contextual 176 Reflexivity Designing Curriculum for Context 178 Design Implementation Overview 180 Implementation: Primary School Short-Term 182 Expressive Arts Intervention Application of Ideas: Classroom Implementation 182 Class Art Exhibit 189 8 Researcher Sharing Role of Artist 194 Child as Co-Researcher: First Interview 197 Child as Editor: Second Interview 202 as a Reflective Space Research Book: Final Product 209 Reflexive Aftermath: Explaining Interpretation 211 Implementation Chapter Summary 220 Chapter Five: Case Studies as Findings 222 Introduction 222 Fernando 227 Abby 234 Aaron 256 Jeff 277 Case Studies Summary 296 Chapter Six: Further Discussion 298 Introduction 298 Collaborative Effect of Interactive Reflective Space 300 Introduction 300 Brevity 304 Newness 309 Distinction 311 Limitations of Research Space 313 Summary 316 Making the Ethical Case for Aesthetic Expression 317 in Educational Context Introduction 31 7 Owning and Exhibiting Artwork 320 9 in an Educational Space Anonymous Potential of Aesthetic Self 324 Reflexive Research with Children 326 Presence of the “Whole” Child in Education 330 Chapter Seven: Summary and Educational 339 Implications of Research Thesis Summary 339 Project Implications 342 Closing Discussion 348 References 350 Appendices 371 10 Appendices List Appendix 1 Induction outreach contacts Appendix 2 Research pack 2.1 project curriculum 2.2 head teacher invitation letter 2.3 teacher information sheet 2.4 teacher consent form 2.5 child information sheet 2.6 child participant consent form 2.7 guardian information sheet 2.8 guardian opt-out consent form Appendix 3 Child artwork re-presented 3.1 original photo 3.2 “photo-shopped” artwork Appendix 4 Poster design Appendix 5 Research storybook examples 5.1a storybook draft pre-edit #1 5.1b edited storybook #1 5.1c final storybook post-edit #1 5.2a story book draft pre-edit #2 5.2b edited storybook #2 5.2c final storybook post-edit #2 Appendix 6 Further examples of children artwork 11 Dedicated to my parents Gene and Beverly Higgins In loving memory of Kassi Jean Dallman 1978 - 2007 and Cameron Wendt 1986 - 2007 12 Acknowledgements to God, for every single undeserved blessing. David, for his persistent love, understanding, support and reassurance, and for always making everything, including everyday life and extraordinary projects, better. Mom and Dad, for giving me everything my heart and soul have ever needed. Gram, for her beauty, strength, resilience and never-ending support. My entire family—the Wendt, Higgins and Mueller clans—for loving and believing in me. Seamus, for his enthusiasm, kind sensitivity, and ongoing careful guidance and supervision, from the very beginning through the end. Margaret, for her creative and impassioned support, and for reminding me of what I can and should keep focusing on. Siobhan, for illuminating possibilities and offering perspective, clarity and affirmation at a critical point. Liz, for serving as a tireless, progressive and inspirational resource. Linda, for always helping to make things easier and more possible in so many different ways. Rick Kiralfy and the University of Edinburgh School of Health in Social Science Postgraduate Committee, for giving me the opportunity and support to do what I did as part of this academic context. Michael and Mary Louise, for the support and ideas which brought me here, for giving me a reason and always pushing me forward. Alette, for giving me the extra push to get things where they needed to be. Lawrie, for his real-life support, all the conversations and informal supervision that kept me going. Amanda, for opening doors and overwhelming me with additional academic and art education support when it was really needed. Llinos and Place2Be, for starting everything and shaping the project into what it became. 13 Project primary head teacher, class teacher and school staff, for all the flexibility, support and excitement shown throughout the research and educational process. Richard and Claire, for the continued and constant care, affirmation, tragic empathy and sweet concern. My peer support group (Adrian, Richard and Claire), for providing a space in which to vent, share and laugh. Those individuals working within the organizations Room 13, MYPAS, Shelter, Place2Be, Centre for the Vulnerable Child, Barnardo FACE project, Sunflower
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