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ERIC Number: ED564508
Record Type: Non-Journal
Publication Date: 2013
Pages: 128
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3036-0583-3
Community College Pathways: A Narrative Inquiry with One Student
Ross, Philip M.
ProQuest LLC, Ed.D. Dissertation, The University of Nebraska - Lincoln
Developmental education is a field that has a long history in higher education in the United States. Some have called it remedial education, but the field promotes a pedagogy that addresses what it claims is broader in the development of the whole person, his or cognitive, social/behavioral, and vocational growth. This study, set in a Midwestern community college, acknowledges the absence of recognition of the role of developmental education in higher education and responds to a lack of qualitative research in this area. A six-month study using narrative inquiry results in the documentary "Crossroads Community College: Flying Solo" and following research emphasize the importance of informal interviewing and the value of a student's voice to illuminate experience in an educational institution. This context provides the foreground for the practitioner researcher to come into relationship with the research participant and an understanding of the difficult path one person faces on an uphill path he hopes will lead to college success. By looking at the story and the meanings made through and with the accompanying inquiry, a model for teachers to collaborate in the effort to liberate these voices and build capacity to teach in this field is an important part of this study, which is connected to ancient concepts of education as "Bildung" and "Currere". This is perhaps ironic because as an effort to erase these seemingly faceless students from higher education grows, this study attempts to honor the subject that is the person, or research participant. This work attempts to make practical philosophy a mode of living that enables praxis, a capacity to transform oneself in light of experience. This is praxis that understands conduct within and without the classroom must be evaluated on more than efficacy or efficiency but also in terms of moral and social actions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Two Year Colleges; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A