In an attempt at alchemy, I present a draft of my purpose statement for my application into the University of Oregon doctoral program. Any feedback, jests or insults would be very appreciated. Thanks.
NIC
I have always been a reflective
practitioner. In other words, I
ask the question “Why?” far too often.
I have the inability to be completely satisfied with the learning
experiences I am associated with as a learner or as an instructor. I need to understand if students are
absorbing the content and transferring this knowledge to unique future
experiences. Even if this trait
does not make me popular with my cooperating teachers, I refuse to accept the
simple and good enough but strive for something deeper.
In a Cultural Foundations of
Education course that served as a prerequisite for my master’s degree, I found a
professor and curriculum that asked the questions that I ask myself and
beyond. These are the questions
that make the traditional educator squirm and seek the comfort of the
known. How are we using
gender-biased language when we instruct students about mathematics? Does this curriculum reference content
that is dependent on the prior knowledge gained only by wealth? Can you evaluate all students upon a
normative scale when the resources each student do not reflect this normative
distribution? I love these
questions. They require me to
reevaluate my beliefs and prior knowledge.
As I began to look deeper into
these questions, I became enthralled by Paulo Frieire’s Pedagogy of the Oppressed and Michael Apple’s concept of “official
knowledge.” I began to connect
many of the concepts that I found with the writing by John Dewey on democracy
that served as the foundation for experiential education. I also began to reevaluate much of the
fiction that I was reading through this new sense of culture. The stories of
Zora Neale Hurston’s Their Eyes Were
Watching God and Gabriel Garcia Marquez’s One Hundred Years of Solitude held greater weight when read with a
critical mindset.
When the
semester concluded, I began to focus more on the content of what would become a
M.Ed. in Educational Technology.
My career goals of becoming a university professor made this an
advantageous selection because of the increasing demand for the teaching of
online content. As the coursework
progressed, I realized that I was evaluating the technology curriculum from a
critical perspective. I began to
understand that technology could provide students access to vast new amounts of
information. My role as an
instructor transformed from a giver of knowledge to a facilitator. I realized that the best way to empower
my technology students is the same was to empower underserved students. I saw for the first time that
technology is a tool that democratizes information.
With this
excitement of a connection I was ready to move to the next level of scholarship
but life threw me a different challenge.
Twenty-two 3rd grade students wanted to put my beliefs to the
test. After moving to Wyoming, I
applied my undergraduate degree in the traditional format for the first time
and became a “first year teacher.”
Through these impressionable youths, I began the application of my
pedagogy. I am proud to say that I
found success with the students that I will always cherish.
The
greatest challenge that I found in this traditional educational setting was the
concept of the institution. A new
superintendant and principal at my low-income school translated to little
“official knowledge” to serve as a guide of operation. My team of teacher coped with this
transition by resorting to past years of experience. This left of a void of instruction that I began to develop
and mold independently. I depended
on my skill to form relationships and was rewarded with teachers and
specialists excited to share their knowledge.
A process
that began with a prerequisite course in the foundations of education has lead
to this reflection and a petition to continue to the next level. I now seek a chance to further develop
my critical questions of practice into research through scholarship at the
University of Oregon.
Finding my Niche at the University of
Oregon
In reviewing doctoral programs with
degrees focused around the continual asking of the questions I wished to ask,
the Critical and Sociocultural Studies in
Education program stands apart for me.
The first point of distinction is the sense of community that is built
in the cohort structure. I value a
sense of community within learning and working to the extent that I have
developed and delivered curriculum on the topic. Community allows each student knows the expectations for
success because of direct communication.
It provides a support structure where resources are shared for mutual
benefit rather than competition. I
can foresee myself providing as well as accepting the benefits of my cohort.
The second aspect of value that I
see within the program is the alignment of my past experiences and interests
with the program faculty. Because
of this broad appeal, I have difficulty selecting one individual for isolated
study. I only see future
resources. (Hopefully you do not
object to this dehumanizing act of transformation into a resource.) I am interested to further examine the
work that Jill Baxter is doing around teacher education for the elementary
classroom. I see avenues for evaluating
the use of technology in the classroom with Joanna Goode. The work that Ronald Beghetto is doing
with teacher education aligns with my research goals below. I am also interested to reevaluate many
of the problem-based learning curriculum with his work on creativity. One of my requirements for a program is
an opportunity to work with Native students. I am excited that CHiXapkaid can provide this opportunity
even if it may not be the focus of my study. I hope that each of the faculty can find the same component
of their emphasis in my CV that I do.
Finding Myself as a Researcher
Through this program, I see my
greatest potential for growth in my abilities as a researcher. The majority of my experience with
research has been focused at the practitioner level. I have evaluated, reviewed and applied research in the
traditional and nontraditional classroom.
A unique experience occurred when I assisted a doctoral candidate at
NAU, Chris Cavert with his pilot study and doctoral thesis. This gave me a brief introduction but I
want to expand my research knowledge through the development of a study with a
dissertation focused on the subject matter of my selection.
I am unable to provide a distinct
question that I hope to research and present before a committee but I do have a
mental tract that I am currently considering. I am very interested in teacher education and way that
curriculum in teacher education programs is conveyed within the elementary
education classroom. I wonder if
the questions posed in an educational foundations course changes the practices
of teachers. I hold a great interest
in what is often referred to as “values”.
Do participants of a teacher education program revert to their “values”
when pressed into service? Too
narrow and too focused is the research muddle that I hope to clear through the
program coursework. My greatest
hope is that I achieve a clear research topic that can be carried to a complete
dissertation but also inspires a career of questions.
Finding the Future Challenges and Successes
When I examine the Critical and Sociocultural Studies in Education
program at the University of Oregon, I find a dedication to scholarship and
community that I value. It is easy
for me to draw parallels between my interests and emphasis areas of the
faculty. I see a path to success
for the next five years of my life.
Much like the students of every classroom, I seek only the opportunity
to capture this success. If given
this opportunity, I will work to transform myself as a scholar, researcher and
defender of equity.