REUBEN’S FALL: A RHIZOMATIC ANALYSIS OF MOMENTS OF DISOBEDIENCE IN KINDERGARTEN A dissertation submitted to the Kent State University College and Graduate School of Education, Health, and Human Services in partial fulfillment of the requirements for the degree of Doctor of Philosophy by Sheri L. Leafgren December, 2007 © Copyright by Sheri L. Leafgren 2007 All Rights Reserved ii A dissertation written by Sheri L. Leafgren B.S., Kent State University, 1984 M.A., Kent State University, 1988 M. Ed., Kent State University, 1988 Ph.D., Kent State University, 2007 Approved by _______________________________________, Co-director, Doctoral James G. Henderson, Ed. D. Dissertation Committee _______________________________________, Co-director, Doctoral Richard Ambrose, Ph.D. Dissertation Committee _______________________________________, Member, Doctoral Wendy Sherman-Heckler, Ph.D. Dissertation Committee _______________________________________, Member, Doctoral Walter Davis, Ph.D. Dissertation Committee _______________________________________, Member, Doctoral Francis S. Broadway, Ph.D. Dissertation Committee Accepted by ______________________________________, Interim Chair, Department of J. David Keller, Ph.D. Teaching, Leadership and Curriculum Studies _______________________________________, Interim Dean, College and Graduate Donald Bubenzer, PhD. School of Education, Health and Human Services iii LEAFGREN, SHERI L., Ph.D., December 2007 Curriculum & Instruction REUBEN’S FALL: A RHIZOMATIC ANALYSIS OF MOMENTS OF DISOBEDIENCE IN KINDERGARTEN (411 pp.) Co-Directors of Dissertation: James G. Henderson, Ed. D. Richard Ambrose, Ph.D. This dissertation offers a lens on two kindergarten classrooms, examining moments of disobedience as children interacted with children, their teachers, and the space and time elements of the classroom environments. Also examined in this study via Eisner’s educational criticism are the elements of “school,” “kindergarten” and “teachers” within the spaces of their intersections with the children. While typically, research has directed our attention to “fixing” the problems of classroom disobedience, this study provides an opportunity and means to view these familiar actions through fresh lenses of possibilities. Predicated by an event in the researcher’s teaching life, the study utilizes Deleuze and Guattari’s rhizoanalysis to openly seek lateral paths of understanding by linking and folding the findings with texts other than those would normally used toward developing new “truths,” understandings, and questions regarding children’s disobediences. In seeking to destabilize, disrupt and challenge the known and given texts regarding the actions and interactions of young children as either “bad” or “good,” this study seeks surprising connections and complications in order to “see” each moment of interaction as many things—both/and/neither “bad” and/nor “good.” This study engages in such surprises because there is more to goodness than compliance, and there is even more to goodness than empathy and altruism—there is also the goodness of joy; of awareness and wonder; of sensuality and sensing; of valuing, mystery and awe; and of engagement and belonging. This serious project assumes a playful quality that further resonates with the purpose of the study itself—that of discerning the spiritual, democratic, moral, and joyful possibilities inherent in moments of children’s disobediences. The intent of this research is to view with fresh eyes the ways that children negotiate the context, complexity, constraints and freedoms of kindergarten classrooms as represented through moments of disobedience. The careful synthesis of educational criticism and rhizomatic analysis in this study serves to simultaneously sharpen and blur the view on children’s moments of disobedience and to disrupt the typical line of understanding and response. In this way, the researcher seeks to complicate teachers’ roles and lives as they might join the ride on unexpected lines of flight. Perhaps, inspired by an event such as a moment of disobedience—one disrupted further by a rhizomatic twist—any teacher might become an ally in embracing the spirit and democracy of disobedience toward breaking through to new truths in kindergarten and beyond. ACKNOWLEDGEMENTS Writing a dissertation is widely recognized as a learning process. One of the most valuable/valued lessons I have learned in the process of completing this dissertation is how extraordinarily lucky I am in having the support and love of my family and friends. I have always considered myself fiercely independent and so eschewed the idea of wanting or asking for help. Then I needed it. And I learned that I am, as I said, extraordinarily lucky. I am lucky in having caring and supportive children—Monica, Aaron, Kerry and Sylvia—who, through their own strength and independence, gave me the space and confidence to give this a try. (Monica, “Julian” is for you). I also appreciate my mother (who still isn’t sure exactly what I’ve been doing, but claims to be proud anyway) for her support throughout. My brother, Steve, I thank for being my earliest creative inspiration. I thank them and my friends outside of academia, especially Kim, Roger, Jim, Chris, Deb, and Murphy for their love, patience, and for virtually giving me up for the duration. As well, I appreciate the wise influence of Edwin George, Dona Greene, and the Council of Elders—Baba Fred Johnson, Ayubu Mahdi, and Jumanne Mwuesi. I must admit to being pleasantly surprised—even stunned—by my friends and colleagues at Kent State University (and other venues of the academy) for their generous investment in my work. Richard Emch, Andy Gilbert, Eunny Hyun, Diane Craig, Gloria Sanders, Laurel Chehayl, Shane’ Williams, Terri Cardy, Deb Bruce, Gen Davis, Nida’a Makki, Walter Gershon, Brian Schultz and Michael O’Malley are merely a few of those I am grateful to for a near constant stream of conversation, hugs, laughter, errands, meals, suggestions, quiet spots to work, pats on the back, thoughts and well-wishes, wildly funny emails, hand-holding, and belief in my ability to finally close the deal. To Tommy Trantino iv and Kent den Heyer, I send a shout-out of appreciation for your spiritual, political, and creative inspiration and for the words I appropriated from each of you—properly cited, of course. I profusely thank the teachers and the children in the kindergartens at “Andrews” and “Shadow Lake” Elementary Schools. While I don’t think I am supposed to name you here, you know who you are. What generosity you demonstrated in offering me a chance to share your kindergarten with you all! I loved it. Finally, I wish to acknowledge and thank with all of my heart my committee, or as Jim Henderson put it: the cast of Ben Hur. In selecting my committee, my good luck continued. Walter Davis and Wendy Sherman-Heckler, I asked each of you to join me because of your unique viewpoints on the world. I needed Walter’s deeply spiritual and intensely ethical perspective—and still do. I needed Wendy’s sophisticated twist on the research (and the world) so that I would not to take the easy way out—and got it! I needed Francis Broadway to be my conscience. It’s what he does—in addition to asking the hard questions, cooking up a feast now and then, and being one of my best friends of all time. Jim Henderson, I needed you for the hard push past my instincts into something more. In muse- like fashion, you saw possibilities in me that I did not—and helped me name them and see their value. I am changed forever due to your intellectual influence and because of the doors you have opened for me. As well, you make me laugh—even when I am not certain you intend to. Rich Ambrose, I saved you for last. I would never have entered the process of the doctoral program and this dissertation without your encouragement. In addition to championing me for a teaching positions and awards, offering unconditional support and regard, and living up to the old chestnut, “my door is always open” (even when it wasn’t v actually open—you’d still say, “COME IN!”)—you have been a true inspiration to me due to your intellectual passion for the work we do, your kindness, and for being someone I trust absolutely. And now, for the first time in recent memory, I have no appropriate Seinfeld reference—just when I finally wanted to have one. So, I will just say thank you. Thank you. You want acknowledgements?? Alright. Here….here’s your acknowledgements!!! (I thought of one at the last minute.) vi TABLE OF CONTENTS ACKNOWLEDGEMENTS............................................................................................... iv CHAPTER I. INTRODUCTION........................................................................................................... 1 Background Narrative: Reuben’s Fall ............................................................................ 1 Purpose of the Study ....................................................................................................... 6 Problem Statement and Questions ................................................................................ 10 Description and Discussion of Terms........................................................................... 12 Good/Goodness......................................................................................................... 14 Obey/Obedience, Comply/Compliance .................................................................... 15 Disobedience............................................................................................................