Exploring Global Identities at the Central Idaho School
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EXPLORING GLOBAL IDENTITIES AT THE CENTRAL IDAHO SCHOOL: A CRITICAL ETHNOGRAPHY By CAITLYN ANNE SCALES A dissertation submitted in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY WASHINGTON STATE UNIVERSITY Department of Teaching and Learning JULY 2019 © Copyright by CAITLYN ANNE SCALES, 2019 All Rights Reserved © Copyright by CAITLYN ANNE SCALES, 2019 All Rights Reserved To the Faculty of Washington State University: The members of the Committee appointed to examine the dissertation of CAITLYN ANNE SCALES find it satisfactory and recommend that it be accepted. Paula Groves Price, Ph.D., Chair Pamela J. Bettis, Ph.D. Tariq Akmal, Ph.D. ii ACKNOWLEDGMENT Completing this dissertation has been one of my most difficult life achievements. The amount if individuals who have supported this process dates back nearly a decade when I moved myself up to the Pacific Northwest from Costa Rica with a suitcase, my dog, and my Subaru. I recently read a journal entry from the first semester of my doctoral classes where I wrote about how inspired I was to contribute to world changing work with incredible people in the Cultural Studies and Social Thought in Education program at WSU. To this day, the sentiment I wrote about the people I am now incredibly privileged to know rings true. Since my time at WSU I have been exposed to a variety of learning environments, opportunities with schools and organizations that span beyond the reaches of the traditional classroom and have the continued opportunity to contribute to a larger national conversation around how we all can be open to change in our current system of education. In all of these experiences, those who have mentored me and invited me into their work have inspired me to come back to where it all began – with this doctoral study. After my time doing research, the professional opportunities I took had me on an airplane several times a month making it difficult to finish this dissertation. Every person I met around the country, people who I can now call friends from my work experiences, and the students and community members I have been able to work with consistently shared the same message: “Get this damn thing done! The work will still be here!” To my community of amazing people all around the nation and the world – thank you for that continued push. The work we have all been doing together out in the field is important and I wanted to be present for that – but I am thankful for all of you and your continued support in letting me escape to complete this life goal and task of finishing my PhD. iii To my family and close friends, thank you for letting me find my own way to complete this work. To my dog – who has kept me sane through his need for exercise and love, thank you for being my best friend. To my favorite spots in the backcountry of Idaho and Washington, thank you for allowing me to feel whole. And finally, with the greatest of gratitude, thank you to my chair and committee members. In the time it took for me to complete this doctorate so much has changed. Pam, you are retiring this year and you should be so incredibly proud of the impact you have made in the field and among all of us who have been able to work with you. I remember sitting in your office during my visit to Pullman when I was considering coming to the program, and the conversation we had was what made me pack my bags and commit. Thank you for believing in me. Tariq, you have been steadfast in your support of all students, pre-service teachers, community members, and me. Thank you for trusting me to teach so many WSU students during my time in Pullman. That opportunity has opened a world to me that never would have been possible without your mentorship. Paula, you are one of the most fierce and fabulous women I will probably ever meet. Your tenacity for the work you do, your unapologetic way of helping others see why all of this effort in the world matters, and your resiliency is inspiring beyond words. Thank you for sticking with me, for laughing with me on Zoom calls when life was tough for both of us, for reminding me this is possible, and for giving me the courage to earn the signatures of you, Pam, and Tariq. I am forever grateful for this opportunity and everyone who has joined on some part of this wild ride. iv EXPLORING GLOBAL IDENTITIES AT THE CENTRAL IDAHO SCHOOL: A CRITICAL ETHNOGRAPHY Abstract by Caitlyn Anne Scales, Ph.D. Washington State University July 2019 Chair: Paula Groves Price This critical ethnographic study explores how students understand their sense of being in the world in a non-traditional, place-based, expeditionary learning school environment, the Central Idaho School (the CIS). Much of the literature on globalization in education and expeditionary learning indicates that when learning occurs in connection to place through experiential opportunities students gain a greater sense of who they are – or who they will be - in the world (Davies, Evans, & Reid, 2005; Dewey, 1916, 1938; Esteva & Prakash, 1998; Greuenwald, 2008; McKenzie & Bieler, 2016; Spring, 2015). This critical ethnography spanned ten months of embedded participant research at the Central Idaho School (the CIS), documenting the development of three students and the ways in which they began to form their sense of being in the world throughout their semester experience. Key findings from this study indicates that students are able to explore their sense of being in the world when given the autonomy to discover who they are in relation to the social, narrative, and cultural dimensions of the world around them (McKenzie and Bieler, 2016). Most importantly, the combination of pedagogical approach through Understanding by Design (Wiggins and McTighe, 2005), place-based v exploration (Greuenwald, 2008), and outdoor experiences all provide pivotal moments, or “rhizomatic ruptures,” that impact student growth. This project contributes to the literature on critical situated and experiential education by sharing experiences through one semester-long program at the CIS. vi TABLE OF CONTENTS ACKNOWLEDGEMENT.……………………………………………………………………..iii ABSTRACT………………………………………………………………………………………v LIST OF FIGURES ...................................................................................................................... x CHAPTER ONE: INTRODUCTION ......................................................................................... 1 Vignette: Unraveling begins ............................................................................................... 1 Vignette: Unraveling continues .......................................................................................... 4 A Roadmap for the Reader ................................................................................................. 7 Vignette: What now? .......................................................................................................... 9 CHAPTER TWO: LITERATURE REVIEW .......................................................................... 10 Global Citizenship ............................................................................................................ 10 Global Citizenship in Education ....................................................................................... 16 (Re)imagining the Global Citizen ..................................................................................... 25 CHAPTER THREE: THEORETICAL FRAMEWORK ....................................................... 28 Globalization and Neoliberalism ...................................................................................... 29 Theorizing the Postmodern Construct of the Global ........................................................ 32 The Grassroots and a (re)Imagining ................................................................................. 34 Emerging Through Critical Situated Education ................................................................ 35 Rhizomatic Rupture: Understanding the Data within Critical Theory ............................. 40 Summary ........................................................................................................................... 43 vii CHAPTER THREE: METHODOLOGY................................................................................. 46 Positionality and the Criticality of Critical Ethnography ................................................. 46 Data Collection and Researcher Reliability ...................................................................... 51 Entry to Research .............................................................................................................. 53 Data Sources ..................................................................................................................... 55 Data Analysis .................................................................................................................... 58 Summary ........................................................................................................................... 62 CHAPTER FOUR: CONTEXT AND ANALYSIS .................................................................. 64 Critical Positionality ......................................................................................................... 64 Vignette: It Begins ............................................................................................................ 66 The CIS Context ..............................................................................................................