Jeansonne (2019)

Author

Jeansonne, C. C.

Year

2019

Title

Superheroes in the Classroom, or: An Autoethnography of Great Power, Responsibility, and Community in a Critical Media Pedagogy

University

The Ohio State University

Discipline (uncoded)

Arts Administration, Education, and Policy

Macrostructure

Traditional-Simple

Proposed Area of Unconventionality
(Tardy, 2016)

Linguistic and textual forms

Description and other notes

Writes a narrative of experiences cultivating during/through the research. Incorporates arts-based and creative artifacts. Combines these more experimental components with more traditional dissertation components. Overall dissertation is divided into four parts. Part 1, 2 and 4 are sub-divided into chapters. Part 3 is divided into episodes. Part 3 is the largest section: “It is a narrative of our class experience, conceptualized as a work of creative non-fiction that uses literary techniques while preserving the ‘non-fiction contract’ with the reader (i.e., I’m not making anything up)” (p. 7). Uses “evocative autoethnography” which is an “academically rigorous form of creative non-fiction” that “seeks to use literary methods to evoke an experience for the reader but does so within the context of academic inquiry” (p. 114). Provides supplementary materials for teachers in appendix. Follows a modified traditional simple (IMRD) structure

(Proposed) Degree of separation or connection between atypical or unconventional component(s) and conventional or written component(s)

Connected. Atypical or unconventional components are positioned as inextricable from the written or conventional components.

(Proposed) Type of relationship construed between atypical or unconventional component(s) and conventional or written component(s)

Incorporated. For the most part, the atypical components and conventional components are seen to influence each other, but also maintain a degree of separateness.

Notes/Reasoning

Part three, which is the largest section of the dissertation, follows the arc of a class (which is a key focal point for the dissertation) and is written in an “evocative” autoethnographic (narrative) style. Examples of students’ comics are shared. A “heores gallery” (profiles for each of the students) is included in the Appendix.

Discipline 2 (coded)

Education

Discipline Grouping (coded)

ED

Source

Word of Mouth