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Abstract

The researchers utilized a qualitative literary analysis to interpret and understand doctoral candidate-constructed fairy tales to uncover deeper meanings, themes and cultural or social implications. Eisner’s ecology of schooling theory served as the theoretical framework. This theory emphasizes the interconnectedness of intention, structure, curriculum, pedagogy and evaluation within the complex ecosystem of education. The participants were 26 graduate students (88% female and 65% White) enrolled in a philosophy of education doctoral class during the Fall 2023 semester at a mid-sized university in the southeastern United States. Results show that Eisner’s three most prevalent themes in the participants’ fairy tales were intention, structure and pedagogy. The fact that few participants focused on curriculum as a challenge may be due to the fact that few teachers believe they have any say in what to teach. Additionally, the absence or reluctance to engage in magical thinking is significant. The education professionals who enter the doctoral programme are habituated to problem-solving, efficiency and fidelity. Reclaiming the magical, the imagination to see potential, opportunity and difference, requires the development of curricula that acknowledge and value divergent thinking and creativity.

Keywords

Academia research in higher education doctoral students storytelling philosophy of education

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Subversion of the Dominant Narratives of Education: Opening a Space for Epistemic Innovation and Inquiry

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