First Advisor

McConnell, Christy

First Committee Member

Gottlieb, Derek

Second Committee Member

Harding, Jennifer

Third Committee Member

Pugh, Kevin

Document Type

Dissertation

Date Created

12-2023

Department

College of Education and Behavioral Sciences, Teacher Education, Teacher Education Student Work

Abstract

By utilizing a qualitative approach of educational criticism and connoisseurship, the purpose of this study was to explore the intentions and motivations, processes and strategies, and implications and outcomes of educational activists that work to expose and/or debunk a public instruction conspiracy theory. Data were collected through the interviews and observations of four participants that were educational activists that had worked to expose and/or debunk a public instruction conspiracy theory. Their related literature and artifacts such as various online and traditional publications, social media posts, and audiovisual materials were also collected and transcribed. Data were analyzed with numerous rounds of coding, annotating, diagramming, and memoing. Although the participants of this study varied in their perspectives and intentions, several themes emerged in regards to their hopes for the future of education, how to engage with the public and spread their message, and the overall influence their activism has had on American public schools. Findings from this research explore the differences and similarities between these unique educational activists, their approach to activism, and the impact their activism has had. In addition, this research suggests a need for more exploration into the topic of public instruction conspiracy theories and the educational activists that work to expose and/or debunk them.

Abstract Format

html

Keywords

educational activist, public instruction, conspiracy theory, educational criticism and connoisseurship

Extent

148 pages

Local Identifiers

SanJuan_unco_0161D_11199.pdf

Rights Statement

Copyright is held by the author.

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