College of Education
Permanent URI for this collectionhttps://hdl.handle.net/20.500.11875/2367
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Browsing College of Education by Author "Eaton, Paul William"
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Item The Competency-Based Movement in Student Affairs: Implications for Curriculum and Professional Development(Journal of College Student Development, 2016) Eaton, Paul WilliamThis paper examines the limitations and possibilities of the emerging competency-based movement in Student Affairs. Utilizing complexity theory and postmodern educational theory as guiding frameworks, examination of the competency-based movement will raise questions about over-application of competencies in graduate preparation programs and continuing professional development, particularly in relation to complexity reduction. Following this discussion, possibilities of utilizing the Student Affairs Competencies to increase complexity and create postmodern curricula will be examined.Item Nomadic Subjectivity: Movement in contemporary student development theory(Thresholds in Education, 2017) Smithers, Laura Elizabeth; Eaton, Paul WilliamThis essay opens space for movement in higher education~student affairs by using post-structural philosophy as a counterweight to balance the corpus of student development theories that create and inscribe in/dividualized subjectivity onto students. Taking up Jones and Stewart’s (2016) structuring of waves in student development theorizing, we unpack régimes of truth that undergird the profession of college student educators: discipline/control (a doubled biopower that centers the whole student), and dividuation (a fracturing of the whole student into component parts). We extend dividuation to include an adherence to representationalism through method in perpetuating and inscribing the student as in/dividual (neoliberal subjectivity). We take up Rosi Braidotti’s concept of nomadic sub-jectivity—a relational subjectivity—as a counterbalance to the in/dividualizing subjectivities of current student development theorizing. In doing so, we advance queered third wave theorizing, provoking movement and necessary ethical questions for college student educators: what does it mean to give up commonplace notions such as student, development, identity, and method? What possibilities for practice(s) and futurities in higher education~student affairs open by embracing movement?Item Whole Learning: Student Affairs' Challenge to College Curriculums(Journal of Curriculum Theorizing, 2014) Eaton, Paul WilliamDiscussions and understandings of college curriculums are focused almost exclusively on the academic experience. Such framing of discourses on college curriculums began in the 17th century and continue through today’s increasing focus on strict academic disciplines and linear, hierarchical structuring of the university experience. The development of student affairs departments on American college campuses occurred as a challenge to rigidifying conceptions of curriculum and learning experiences in the college environment. Throughout the field’s history, student affairs has existed for the purposes of challenging colleges to think more expansively about the college curriculum, pedagogical practices, and student learning – beyond the academic or vocational to a “whole” education. This challenge has developed in the philosophical and guiding statements of the student affairs profession, as well as in the programs and initiatives that raise discussions or offer education not being examined in the traditional academic college curriculum.