Date of Award

Summer 2024

Document Type

Thesis

Degree Name

Master of Science (MS)

Department

Transformative Education and Social Change

Committee Chairperson

John Elmore, PhD

Committee Member

Dana Morrison, PhD

Committee Member

Jason Wozniak, PhD

Abstract

The writing of this thesis was motivated by the observation that classroom experiences driven by the standardization of curriculum and assessment creates feelings of disengagement and resentment of schooling within students, and the belief that standardization limits the possibility that the classroom and school can serve as a setting that is foundational to a better world for all. It has been observed that neither teacher education programs or school districts provide educators with concrete resources that are aimed at supporting students in exploring their interests and concerns, nor meaningful engagement with the world outside of the classroom. Instead, education leaders provide teachers with curriculum materials that are meant to serve as tools that prepare students to perform well on standardized exams. Here, the history of standardization is explored, as well as alternatives for assessing students.

The primary purpose of writing and publishing this thesis is to share a workshop opportunity and resources with educators that can serve as a humanizing framework in the public school classroom. The framework is called Creating Joy and Fulfillment through Self Exploration, Co-creating Community, and Problematizing for a Better World, sometimes shortened to be called Creating Joy and Fulfillment. The resources are organized in three sections: Exploration of Self, Co-creating Community, and Working Toward a Better World. The assignment and project ideas shared here have been implemented in 2nd and 3rd grade classrooms, but can be adapted to support humanizing education in a broader range of grade bands and age groups.

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