Date of Graduation
Summer 2026
Document Type
Thesis
Degree Name
Master of Science (MS)
Department
Transformative Education and Social Change
Committee Chairperson
John Elmore, PhD
Committee Member
Jason Wozniak, PhD
Committee Member
Dana Morrison, PhD
Abstract
This thesis examines how traditional schooling limits opportunities for meaningful learning experiences and contributes to a lack of professional purpose in teachers and student disengagement. Public education in the United States emphasizes standardization, efficiency, and measurable outcomes, creating systems that constrain the autonomy and agency of both teachers and students. Drawing from the work of John Dewey, Paulo Freire, and other critical education scholars, this thesis examines the role of education in a democratic society and how it should function as a humanizing process rooted in dialogue, reflection, collaboration, and action. Through the frameworks of critical pedagogy and experiential learning, this paper argues that genuine learning and growth occurs when teachers and students become co-learners and restructure the hierarchical systems in their classrooms. Shared purpose can be restored by providing students and educators with greater autonomy, meaningful collaboration, and opportunities to contribute to their communities.
Final Version Confirmation
1
Recommended Citation
Allebach, Tessa, "Reclaiming Intrinsic Motivation: Connecting Teacher and Student Purpose Through Experiential Learning" (2026). West Chester University Graduate Theses, Dissertations, and Final Projects. 104.
https://digitalcommons.wcupa.edu/all_capstones/104