Dissertation Writing Help - Developing a working theory of the politics
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This study inspected a particular controversial hiring act in Murphy Lake School District (MLSD), a mid-sized school district in the Midwestern United States with the intention of developing a working theory of the politics of controversy as well as public opinion in and around pK-12 education. The hiring of a full-time Gay, Bisexual, Lesbian, Transgender and Questioning (GLBTQ) resource teacher on the district level was a cognitive artifact and conceptual device for theory development. This appointment provided a compelling entry point for beginning to understand controversy as well as public opinion in and around schools because numerous educational stakeholders hold strong views about as well as push for many decisions regarding the intersection of sexuality as well as schools. Enthused by a hybrid conceptual framework (a mesh of postmodernism as well as some work in political science), the unit of analysis in this study wasn't so much the hiring act itself as much as the thought processes as amalgamated in and verbalized by systems of reason that come together to create a certain culture of controversy in and around schools.
In pK-12 response, education, a thinking, decision-making and re-thinking cycle spirals and evolves on several different levels and involves many different people in seemingly unpredictable ways. This cycle takes on a particular taste when the school is embroiled in controversy. Enlightened by a postmodern sensibility this study use the concept of systems of reason to begin to express a working theory of controversy as well as public opinion in schools. This study exemplified how systems of reason held together the thoughts of as well as dictated the behaviors and opinions of various stakeholders in and around pK-12 education. When controversy explodes around the school, persons draw upon these systems of reason and are acted upon by these systems of reason. Systems of reason have antiquities and are a part of a symphony of powerful forces that cognitively govern our society on all levels. This study absorbed on the systems of reason that make up the philosophy of controversy as well as public opinion in and around pK-12 education. Exactly, this study focused on the following research questions.
1 What systems of cause come together to produce a culture of controversy in schools?
2 What are the features of these systems of reason?
3 How is public view formed and reformed and reciprocally related to controversial issues in schools?
For the study of disagreement, I suggest qualitative ethnography influenced by postmodernism and rooted in analytic induction. Fundamentally, I utilized an artifact as an entry point in-depth interviewing with purposeful sampling as a means and a great deal of interactive dialogue with participants as a means for identifying the systems of reason that hold together controversy in and around schools. The participants comprised concerned members of the general public (identified by their presence at the school board meetings where the hiring was discussed) district employees (including the superintendent and those most involved in the decision), school board members and members of groups with concern in this area (including GLBTQ advocacy groups and conservative Christian groups). I purposely chose those with opposing viewpoints on the engagement by using a procedure known as purposeful sampling. In addition I inspected documents provided by participants such as memos and letters that helped to contribute to considerate the systems of reason that produce the politics of controversy as well as public opinion in and around schools.
I posit that controversy is the product of a multifaceted interplay that is not only the result of certain power arrangements however also (re)produces those power arrangements continually. The features of the systems of reason that come together around controversy are governmental in nature (in the Foucault sense), associated with worldviews as well as identity and are mobilized by weapons of mass construction. Public view is formed and (re)formed as part of a process of production utilizing binaries and strategies for shaping the positions of others. Entrenched in the way of seeing articulated in the conceptual framework, this working of theory of postulates a three-legged stool with controversy as the seat as well as worldviews, identity and weapons of mass construction as the three legs.