Electronic Thesis and Dissertation Repository

Degree

Master of Education

Program

Education

Supervisor

Dr. Wayne Martino

Abstract

This study addresses the limitations and restrictions of approaches to classroom management that are promoted in one particular textbook that is used in Teacher Education faculties in Canada. It contributes to building an understanding of the role of textbooks in endorsing certain truth and knowledge claims about childhood and classroom management. The thesis is informed theoretically by Foucault (1977-1982), Gee (2001) and poststructuralists such as Weedon (1999). Through undertaking a discourse analysis informed by the work of Gee and Foucault, I conduct a single case study of one particular textbook to highlight the particular role of educational psychology as ‘a regime of truth’ in defining and legitimating what is to count as an effective approach to classroom management. My own autoethnographic accounts as a classroom teacher are also used and weaved throughout the analysis and serve to challenge the normative claims about classroom management made in the textbook. The implications of introducing preservice education students to only one ‘regime of truth’ concerning classroom management in terms of elaborating more socially just pedagogies are outlined. I recommend increasing access to discourse of classroom management, specifically pedagogy that position the child as ‘political agent’ with voice and potential to contribute to the management of their own education. This thesis is a part of a larger attempt to achieve equity and social justice education in which the dignities of children are respected and their voices are heard.