From Backrow Banishment to Backyard Problems: A Teacher's Tale of Transformative Learning

Open Access
- Author:
- Cody, Jennifer
- Graduate Program:
- Curriculum and Instruction
- Degree:
- Doctor of Philosophy
- Document Type:
- Dissertation
- Date of Defense:
- September 30, 2024
- Committee Members:
- Christopher Palma, Outside Unit & Field Member
Rachel Wolkenhauer, Major Field Member
Mark Kissling, Co-Chair & Dissertation Advisor
Carla Zembal-Saul, Co-Chair & Dissertation Advisor
Scott Mcdonald, Program Head/Chair - Keywords:
- Narrative inquiry
Teacher identity development
Student-led inquiry
Science education integration
Civic engagement
Transformative learning
Place-based education
Cross-disciplinary teaching
Science education
Social Studies education - Abstract:
- This dissertation addresses the central question: How has my journey as an educator, from a ‘talks-too-much, problematic, troublemaker’ elementary student to a reflective, inquiry-driven teacher, shaped my professional identity and teaching practices, particularly concerning facilitating student-led inquiry and civic engagement? Through a series of personal narratives and critical reflections, this study employs narrative inquiry methodology, presenting three key vignettes: “Call Me Ramona,” “The Salad Girls,” and “What? No Recess!?” These stories serve as case studies to analyze shifts in my teaching methods, understanding students’ needs, and educational philosophy. To frame the analysis, the dissertation draws on transformative learning theory (Mezirow, 1991) and critical teaching approaches (Cowhey, 2006). It highlights the power of inquiry-based learning in fostering student engagement and civic responsibility demonstrating how a “Problems in our Backyard” project can connect classroom learning to real-world issues. The study also examines the challenges of implementing such approaches within traditional educational structures and explores the synergistic potential of integrating science and social studies education. Key themes addressed include the development of an ethic of care in education, the importance of student agency and voice, the value of collaborating in teaching, and the role of critical reflection in professional growth. The dissertation traces my personal transformation from a silenced student to an inquiry-driven educator, highlighting how this journey informed the development of a culturally responsive, place-based approach to teaching. This study contributes to educational research and practice in three significant ways: it provides a detailed analysis of teacher identity development through narrative inquiry, demonstrates effective strategies for integrating civic engagement with academic content, and offers a model for implementing student-led inquiry within standardized educational frameworks. The implications for educational practice and policy emphasize how inquiry-driven, socially conscious approaches can create meaningful learning experiences that extend beyond classroom walls and foster lasting civic engagement.