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Chen, Rong-Ji Ferneding, Karen A. 2015-09-25T19:54:25Z 2015-09-25T19:54:25Z 10000-01-01 2006 2006 The findings of the study can contribute to a better understanding of how a teacher's construction of his pedagogical conceptions and practice is influenced by the social context embedded within a particular network of power relations. His resistance also suggests strategies that the current power relations might be challenged. Lastly, the use of Foucault's theorization of power, knowledge, and subjectivity can help us explore the dialectic between the lifeworld of the individual and the social structure in which he or she is situated. Made available in DSpace on 2015-09-25T19:54:25Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3223560.pdf: 4627330 bytes, checksum: 5f4943f60b687bbc9e78d07939aaa6b5 (MD5) Previous issue date: 2006 Embargo set by: Seth Robbins for item 81179 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 206 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. http://hdl.handle.net/2142/79897 (MiAaPQ)AAI3223560 eng Education, Teacher Training Power and Reason: The Construction of a Mathematics Teacher's Pedagogical Discourse and Practice text Education Education University of Illinois at Urbana-Champaign Dissertation Ph.D.