Designing for the Processes of Ideological Expansion and Convergence: A Multiple Case Study of Pre-Service Teachers Engaged in Intertextual Integrations Around Bullying

DiPasquale, Joshua

Designing for the Processes of Ideological Expansion and Convergence: A Multiple Case Study of Pre-Service Teachers Engaged in Intertextual Integrations Around Bullying

dc.contributor.advisor	Clark, Douglas
dc.contributor.author	DiPasquale, Joshua
dc.contributor.committeemember	Simmons, Marlon
dc.contributor.committeemember	Scott, David
dc.date	2022-02
dc.date.accessioned	2022-01-18T16:56:45Z
dc.date.available	2022-01-18T16:56:45Z
dc.date.issued	2022-01
dc.description.abstract	Ideology plays a ubiquitous role in all educational settings, but it is often not conceptualized through lenses that are productive for learning. Typically, ideology is viewed as sets of conscious beliefs that can impede learning and must be overcome in educational settings. Novel research, however, has reinvigorated the concept of ideology, reconceptualizing its relationship to learning by illuminating the cognitive and social processes through which ideologies are learned and unlearned (Philip, 2011; Philip et al., 2018). In this research, I seek to advance recent theorizations about ideology and learning by viewing ideology through a lens of mediated action. I explore this conceptualization through the use of intertextual integration activities (e.g., Barzilai et al., 2018) designed to promote pre-service teachers' engagement in the processes of ideological expansion and convergence around bullying in school, which is a complex and persistent educational issue across Canada (Wilkinson, 2017). Using a qualitative multiple case study methodology (viz., Yin, 2018; Merriam, 1990) and a critical constructivist paradigmatic framing (Kincheloe, 2005), I observed three small groups of pre-service teachers participating in intertextual integration activities designed to disrupt the reproduction of dominant discourses on bullying. The results suggest that viewing ideology through a lens of mediated action enhances the mapping of ideological fields and elucidates the nuances of ideological expansion and convergence by revealing a number of additional processes that might occur in parallel to, within, or in opposition to them, namely assimilation and enhancement, attenuation, obfuscation, and regression. Accounting for these nuances can facilitate our ability to design learning environments that scaffold productive ideological expansion and convergence. Overall, this research (a) contributes theoretical and practical insights to our understanding of the relationship between ideology and learning, (b) demonstrates the affordances of intertextual integration activities as mediums for promoting engagement in ideological expansion and convergence, and (c) refines our understanding of how pre-service teachers may be supported in transforming how they are positioned as social actors in relation to bullying in schools.	en_US
dc.identifier.citation	DiPasquale, J. (2022). Designing for the processes of ideological expansion and convergence: a multiple case study of pre-service teachers engaged in intertextual integrations around bullying (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.	en_US
dc.identifier.doi	http://dx.doi.org/10.11575/PRISM/39524
dc.identifier.uri	http://hdl.handle.net/1880/114309
dc.language.iso	eng	en_US
dc.publisher.faculty	Werklund School of Education	en_US
dc.publisher.institution	University of Calgary	en
dc.rights	University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.	en_US
dc.subject	ideology	en_US
dc.subject	learning	en_US
dc.subject	bullying	en_US
dc.subject	mediated action	en_US
dc.subject	pre-service teachers	en_US
dc.subject	educational design	en_US
dc.subject	multiple case study	en_US
dc.subject	intertextual integration	en_US
dc.subject.classification	Education--Teacher Training	en_US
dc.title	Designing for the Processes of Ideological Expansion and Convergence: A Multiple Case Study of Pre-Service Teachers Engaged in Intertextual Integrations Around Bullying	en_US
dc.type	doctoral thesis	en_US
thesis.degree.discipline	Education Graduate Program – Educational Research	en_US
thesis.degree.grantor	University of Calgary	en_US
thesis.degree.name	Doctor of Education (EdD)	en_US
ucalgary.item.requestcopy	true	en_US