Telling stories of critical unearthings: A two-part research study examining narrative in first-year composition and dominant knowledge production

dc.contributor.advisor Kostelnick, Charles
dc.contributor.advisor Bartlett, Lesley
dc.contributor.advisor Rood, Craig
dc.contributor.advisor Shenk, Linda
dc.contributor.advisor Hollander, David
dc.contributor.author Henke, Daniel
dc.contributor.department English en_US
dc.date.accessioned 2022-11-08T23:44:23Z
dc.date.available 2022-11-08T23:44:23Z
dc.date.issued 2021-08
dc.date.updated 2022-11-08T23:44:23Z
dc.description.abstract This dissertation examines the use of narrative in first-year composition (FYC) and its relation to dominant knowledge production and concepts of power such as ideology, hegemony, and linguistic/discursive power. The dissertation asks the following questions: How, and for what purpose, are instructors using narrative in FYC? And, based on these results, is narrative being used to destabilize dominant knowledge production? I explored these questions by conducting a two-part research study that examined the use of narrative in FYC at research universities, regional public colleges, and liberal arts colleges across the midwestern United States. In order to gather data, I surveyed 108 instructors of FYC with open-ended questions (Part I) and did follow-up interviews with 23 of those instructors (Part II). After extracting themes from the data, I applied critical grounded theory to gain a better understanding of instructors’ use of narrative in FYC and the relationship between narrative and dominant knowledge production. Results of this qualitative study indicated that instructors support narrative reading and writing assignments as effective pedagogical tools in the FYC classroom. Specifically, instructors incorporated narrative to provide students with additional writing and rhetorical skills and to meet course objectives and pedagogical goals. My results also suggested that narrative is often used to help aid students with an increased awareness of agency and provide them with community building both inside and outside of the classroom. My dissertation also provides a critical unearthing of the FYC classroom (highlighted by Kincheloe and McLaren (2011)) by exploring how ideology, hegemony, and linguistic/discursive power operate in FYC to shape the thinking of both instructor and student.
dc.format.mimetype PDF
dc.identifier.orcid 0000-0002-8318-5770
dc.identifier.uri https://dr.lib.iastate.edu/handle/20.500.12876/JvNVO3av
dc.language.iso en
dc.language.rfc3066 en
dc.subject.disciplines Rhetoric en_US
dc.subject.keywords critical theory en_US
dc.subject.keywords dominant knowledge production en_US
dc.subject.keywords first-year composition en_US
dc.subject.keywords narrative en_US
dc.subject.keywords writing studies en_US
dc.title Telling stories of critical unearthings: A two-part research study examining narrative in first-year composition and dominant knowledge production
dc.type article en_US
dc.type.genre dissertation en_US
dspace.entity.type Publication
thesis.degree.discipline Rhetoric en_US
thesis.degree.grantor Iowa State University en_US
thesis.degree.level dissertation $
thesis.degree.name Doctor of Philosophy en_US
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