EXPLORING CURRICULUM LEADERSHIP CAPACITY-BUILDING THROUGH BIOGRAPHICAL NARRATIVE: A CURRERE CASE STUDY A dissertation submitted to the Kent State University College of Education, Health and Human Services in partial fulfillment of the requirements for the degree of Doctor of Philosophy By Karl W Martin August 2018 © Copyright, 2018 by Karl W Martin All Rights Reserved ii MARTIN, KARL W., Ph.D., August 2018 Education, Health and Human Services EXPLORING CURRICULUM LEADERSHIP CAPACITY-BUILDING THROUGH BIOGRAPHICAL NARRATIVE: A CURRERE CASE STUDY (473 pp.) My dissertation joins a vibrant conversation with James G Henderson and colleagues, curriculum workers involved with leadership envisioned and embodied in his Collegial Curriculum Leadership Process (CCLP) Their work, “embedded in dynamic, open-ended folding, is a recursive, multiphased process supporting educators with a particular vocational calling” (Henderson, 2017) The four key Deleuzian “folds” of the process explore “awakening” to become lead professionals for democratic ways of living, cultivating repertoires for a diversified, holistic pedagogy, engaging in critical selfexaminations and critically appraising their professional artistry In “reactivating” the lived experiences, scholarship, writing and vocational calling of a brilliant Greek and Latin scholar named Marya Barlowski, meanings will be constructed as engendered through biographical narrative and currere case study Grounded in the curriculum leadership “map,” she represents an allegorical presence in the narrative Allegory has always been connected to awakening, and awakening is a precursor for capacity-building The research design (the precise way in which to study this ‘problem’) will be a combination of historical narrative and currere This collecting and constructing of Her story speaks to how the vision of leadership isn’t completely new – threads of it are tied to the past Her intrinsic motivational indicators as relevant to curriculum leadership will be described and analyzed through her lived experiences, scholarship and writing that all pointed towards her vocational calling Keywords: currere, allegory, folding, capacity-building, intrinsic motivation, curriculum leadership, Reconceptualizing Curriculum development (RCD) ACKNOWLEDGEMENTS Thanks to my wife Michelle, a continual source of love, support and suggestions I will be forever grateful to James G Henderson for his exceptional and mentoring There is no better Thanks to Linda Hoeptner-Poling, who believed in my inquiry, Todd S Hawley, who always supported me, and Joanne Caniglia, who always pointed me in the right direction Thanks also to archivists and librarians Jonathan Ryder of Classical High School, Vanessa Earp and Cynthis Kristov of Kent State University, Olga Umansky of the Boston Psychoanalytic Society and Institute, and Kevlin Haire of The Ohio State University Jennifer Schneider, Daniel Castner, and Jennifer Lowers have steadfastly helped me through the process of peer review I am grateful for the support of Sherry Ernsperger, Shannon Stewart, Janine Jones and Cheryl Slusarczyk, and Luci Wymer Lastly, I thank Ann Poston for her discerning eye and brilliant integrative work iii TABLE OF CONTENTS Page ACKNOWLEDGEMENTS iii CHAPTER I.THE PROBLEM Introduction The Exploration Brief Outline of the Problem Fourfold Process: Corners of Critical Imagining 12 Specifics 17 RCD and Motivation 18 Four Folds 20 Folds of Professional Awakening 21 Folds of Creative Teaching 23 Folds of Generative Lead-Learning 24 Folds of Participatory Evaluation 27 Other Emerging Folds 28 An Envisioned Future 30 Historiography and Narrative Biological Writing 31 Statement of Significance of the Work 33 Intrinsic Motivation and Capacity-Building 35 Purpose 35 Autonomy 36 Mastery 37 The Lack of Capacity-Building 38 Impediments 39 Classical High School 44 Historical Writing as Genealogy 45 The Legacy of the Rationale 46 Another Valdectorian 48 Higher Education 49 Two Sides of the Same Coin 50 Currere and Narrative 60 II REVIEW OF LITERATURE 63 Introduction 63 Classical High School and Traditional Liberal Education 63 Beginnings of Curriculum as a Field 66 The Vertical .94 Classical and Traditional Materials 110 Narrative Literature 111 Currere Literature .113 Curriculum Leadership and Relevant Literature .116 Collaborative Lead-Learning 117 Deleuze and the Fold 118 Educational Experiences and The Fold .120 Reconceptualizing Curriculum Theory .121 Motivation 122 III.METHODOLOGY 124 Narrative Inquiry .124 Historiography 125 Evolution of the Inquiry 130 Typewritten Research 132 Biographical Case Study 134 Reflexivity 142 Personages 144 School Newspapers 147 Research Setting 148 The Emergence of Research Informed by Currere 151 Ethical Considerations .162 Limitations 165 Summary of Methods 166 Indicators 170 Motivational Indicators 170 IV RESEARCH FINDINGS 173 Foregrounding 173 Introduction .175 Kathy M Cadwell 181 Immigration .183 Janina Barlowski D’Abate 187 Marya Barlowski 194 Lillian Barlowski Runyon 203 Roman Catholicism and Saint Adalbert’s 213 v Church History 214 Father Marek Kupka 218 Olneyville, Rhode Island 219 Map 222 Community History .225 Robert Raughtigan 229 Manton Avenue Elementary 230 O H Perry Junior High School 234 Classical High School, Jonathan Ryder 235 Lois Kneeland 238 Margaret Ajootian 240 Margaret Dorgan 242 Pembroke College at Brown University 249 Dorothy Spofford 252 Enzina Robbio Sammartino 252 Mary Foster Cadbury .260 Smith College 263 Greystone Park Asylum 266 Master's Dissertation 267 Restatement of the Research Questions 278 Intrinsic Motivation 279 The Setting 281 Educational Theory and Experience, a Curriculum 282 The Question Club 287 Leadership and Vocational Calling: Journey of Intrinsic Motivation and CapacityBuilding, Greystone Park Asylum 293 James Jackson Putnam Children’s Center .294 Awakening 296 Ohio State and Ohio State School for Social Work (1959-1960) .306 Ralph Tyler and Ohio State 312 The Ohio State University 312 Rhode Island Social Work and Subsequent Illness 313 vi V CONCLUSIONS, DISCUSSION, & STRATEGIES FOR FUTURE RESEARCH 314 Introduction 316 Ethics of Psychiatric Social Work 317 Social Work as a Process 319 Liberal Education 321 A Look to the Future 322 Critical Thread of Awakening 324 Transcendence and Awakening 325 Awakening of the Human Spirit 325 Destiny 327 William James and James Jackson Putnam 330 Sophie Freud 331 Photographic Insights 333 Biography, Narrative and Historiography as a Lifelong Project, Classical Curriculum 337 Marya, Self-Discipline and Study 344 The Classical Archives 351 Summary of Findings, Accountability 352 Transition 361 Suggestions for Future Research 365 Catherine Stearns 366 The Bergamo Conference 368 Hope for the Future, a Tribute to Kathy M Cadwell 372 Maria Barlowski 374 Psychopathology, the Letter 376 Alex Bernstein 382 William Rowane 392 Elyssa Beron Arons 400 Mirela Vlastelica 406 Conclusion 407 Her Death 410 Frank X Ryan 417 Empirical Discussion of Problem Statement 421 Julian Street and Manton Avenue Elementary 430 O H Perry Junior High 431 Classical High School 431 vii Undergraduate Scholarship at Brown University 432 Graduate School 434 Final Notes 435 APPENDICES 449 APPENDIX A LETTER OF RECRUITMENT (PHYSICAL OR VIRTUAL) 450 APPENDIX B PARTICIPANT'S AGREEMENT 452 APPENDIX C INTERVIEW QUESTIONS I 454 APPENDIX D INTERVIEW QUESTIONS II 456 REFERENCES 458 viii