Doctor of Philosophy in Urban Education, Cleveland State University, 2025, Levin College of Public Affairs and Education

Teachers have been challenged to move beyond traditional ways of delivering mathematics instruction and re-image their classroom practice to include student voices engaging in rich mathematical discourse (NCTM 1991, 2000). With the release of the eight Standards for Mathematical Practice, which define the habits of mind teachers should seek to cultivate in their students, the third: “construct viable arguments and critique the reasoning of others,” is devoted to mathematical talk (Common Core Standards Initiative, 2010, p. 6). In Principles to Actions, “facilitate meaningful mathematical discourse” is among the “eight Mathematics Teaching Practices, which represent a core set of high–leverage practices and essential teaching skills necessary to promote deep learning of mathematics” (NCTM, 2014, p. 9). However, if teachers are to orchestrate mathematical discourse effectively in their own classrooms—no easy task—more guidance is needed on how to navigate this transition away from more traditional teaching methods (Hufferd-Ackles et al., 2004). Spillane and Zeuli (1999) advocate for policy implementation research that focuses on “exploring patterns of practice as teachers adapt and enact instructional policy” (p. 20). This basic interpretative qualitative study sought to give voice to 16 experienced and emerging teachers via in-depth interviews as they reflected upon their time spent cultivating mathematical discourse communities. Fraivillig, Murphy and Fuson's (1999) Advancing Children's Thinking framework, used as a starting conceptual framework for this study, was complicated to include two additional components: (C) building the classroom culture, and (T) the importance of task selection. The resulting CTESE discourse cycle maintains the three instructional components of eliciting, supporting, and extending student thinking from the original ACT framework, but argues that they are mutually exclusive and iterative instead of overlapping and static. Finally, the int (open full item for complete abstract)

MA, University of Cincinnati, 2001, Allied Health Sciences : Communication Sciences and Disorders

This study compared children's actual telephone discourse skills with pretend telephone discourse skills. The purpose of this study was to determine whether pretend telephone use represents actual telephone discourse skills by examining the similarities and differences between actual telephone discourses and pretend telephone discourse. In addition, this study provided information regarding the types and frequencies of pragmatic skills observed during real and pretend telephone conversations. Results indicated that there was no statistical relationship between children's actual and pretend telephone conversation. However, analysis of the quantity and quality of pragmatic skills demonstrated by the subjects provided insight to the nature of children's pretend telephone discourse. This information could be valuable to clinicians who use toy telephones as a tool help evaluate pragmatic skills.

Doctor of Philosophy, University of Toledo, 2022, Curriculum and Instruction

This qualitative case study examined the implementation of a four-week instructional unit on the Civil Rights Movement taught through a human rights lens and emphasizing written discourse in the classroom. The study was conducted in a large, urban high school in the Midwest near the end of the 2022 spring semester. The instructional unit, a critical case, was taught as part of the curriculum of an American History class required for sophomores but including some juniors and seniors. Data from 32 students who met the attendance and assignment submission requirements of the study were included. The framework for the case study was the intersection of theories of history instruction, human rights education, and discourse. Data collected included student created classwork and artifacts, teacher-researcher participant observations, and curricular and instructional materials. The research questions addressed the ways students independently and collaboratively reflected on history and human rights, the ways students engaged in analysis and critical thinking, and the ways in which they reflected on their experiences through their written discourse. Data analysis showed that students often made meaningful connections between history, human rights, and current events through written discourse, but that there were specific concepts with which they struggled such as the human rights concept of correlative duties. Additionally, students engaged in collaborative discourse that gave them the opportunity to practice human rights discourse. Students' most personal connections were made in activities and discussions in which they engaged in critical thinking and analysis. The connections made by students included comparisons between events of the Civil Rights Movement and current issues such as police brutality and the Black Lives Matter Movement. Students also demonstrated the ability to effectively reflect on their personal and classroom experiences. These findings illustrated the (open full item for complete abstract)

PHD, Kent State University, 2020, College of Arts and Sciences / Department of English

My dissertation presents a critical discourse analysis of news media reporting of three specific altercation events during the Dakota Access Pipeline (DAPL) protest in 2016. The DAPL Protest is known globally as a grassroots movement occurring in response to the construction of a 1,172-mile long pipeline across the states of North Dakota, South Dakota, Iowa, and Illinois. Initially led by members of the Standing Rock Sioux Tribe, the DAPL protest movement centered on the concerns that tribal lands would be destroyed during construction and that the region's water supply would be contaminated. Although the tribe's protest of the project began in 2014, it was largely kept out of mainstream news media. It wasn't until the fall of 2016, when reports of physical confrontations surfaced, that the ongoing protest made national headlines. While several studies have analyzed the quantitative patterns of this news coverage, only a few studies have taken a qualitative look at the actual content of the news reports. My project intends to fill this gap by examining how these altercation events and the actors involved are characterized by journalists and presented to the public. To do so, I draw on tools and methods of Critical Discourse Analysis and Systemic Functional Linguistics, specifically Transitivity analysis and Appraisal Theory.

Doctor of Philosophy, The Ohio State University, 2018, EDU Teaching and Learning

Peer literary discussions can be a powerful vehicle for students to create their own understandings of text in the classroom; however, some teachers do not utilize this method very often, perhaps due to a lack of understanding about what students are actually talking about during their conversations. For this case study, I videotaped a series of discussions between a pair of middle school students in my own classroom as they talked about a class novel. I then used grounded theory to create a complex coding system to examine the patterns of discourse that emerged. My results showed that students engaged in four different types of talk throughout the conversation and that differences existed regarding the ways students used language when engaging in these different types of discourse. From these results, I generated three grounded theoretical hypotheses: 1) content talk is structurally different than non-content talk, 2) students may tend to engage in particular types of discourse sequences during peer conversations, and 3) students may tend to engage in self-assigned discursive roles during peer conversations. This study constitutes an initial foray into the nature of paired student discussions about literature in the middle school classroom; future research may include other classroom contexts and an incorporation of the students' perspective.

Psy. D., Antioch University, 2016, Antioch Seattle: Clinical Psychology

Negative stereotypes about people with chronic pain pose a barrier in the delivery of care; contribute to worsening symptoms of physical and psychological distress; and play a role in policy decisions that adversely affect patients and providers. Pain-care seekers may be accused of malingering, laziness, mental aberration, attention seeking, and drug seeking. The propagation of stigmatizing attitudes was explored in this Critical Discourse Analysis of online-reader-comments responding to a series of pain-care policy articles published by a large metropolitan newspaper. Results suggest that framing pain patients as legitimate and deserving can inadvertently reproduce the inequities advocates seek to redress. Ascriptions of deservingness were associated with the locus of choice and agency. Assignments of blameworthiness were used to distinguish the legitimate pain patient from the illegitimate care seeker. Motivation for seeking pain care, as much as the effects of opioids, provided crucial determinants in evaluating legitimacy claims and blame ascriptions. Evaluations of deservingness were predicated on the valence of social regard. Compassion, empathy, respect and believability were rewards of positive social regard. The subjects of addiction and drug abuse were maligned to the detriment of people with pain and people with opioid addiction alike. The disease-entity model of chronic pain was associated with psychiatric discourses of mental illness through a narratives inaccurate reality perception. Loss of independence, rationality, and respectability were semantically linked to negative stereotypes of pain patients, drug addicts, and mentally ill groups. Medical discourses drawing on empirical materialist traditions assert taken-for-granted population categories (e.g. chronic noncancer pain patient) with little acknowledgment of confounding variables, lack of evidence, or their social impact. For the benefit of people seeking care, there is a critical need for moral (open full item for complete abstract)

Doctor of Philosophy (PhD), Ohio University, 2015, Mass Communication (Communication)

This research broadly investigates mediated discourse and knowledge construction among media outlets commonly identified as "traditional" and "new." Specifically, this research represents a case study of fracking in the Bakken shale region of North Dakota. Using qualitative, interpretive methods this dissertation considers what knowledge(s) are constructed, upheld, and silenced in mediated representations of fracking in the Bakken. This dissertation draws upon a poststructural definition of discourse, which views knowledge and meaning as constructed realities, rather than Real in an objective sense (Castree, 2001, 2014; Foucault, 2010/1972; Hall, 1997). Although the power and resources required to produce discourse is unequal, taken-for-granted ways of thinking and doing are nevertheless always open to challenge from relatively less powerful sources. This is consistent with Foucault's (1995/1975) conception of power as circulatory and disciplinary, rather than oppressive. Data for this research come from a mix of “traditional” and "new" media sources. Some scholars argue that these distinctions become less important in a converged mediascape (Jenkins, 2006). Nevertheless, this research proceeds from the position that (1) the productive norms of traditional and new media could result in distinct knowledges and claims to truth, and furthermore (2) current research continues to distinguish between the productive norms and types of knowledge constructed by traditional and new media (e.g. Geiger and Lampinen, 2014; Kim, 2015). Scholars argue that traditional media represent objective accounts of events, whose texts are undeniably powerful shapers of knowledge, and disseminated by a professional caste culturally sanctioned to report on events, i.e. journalists (e.g. Gerhards and Schafer, 2010; Lockwood, 2011). Alternately, scholars note that new media, e.g. blogs and social media aggregators, present the lay public and under-represented organizations with productive (open full item for complete abstract)

Doctor of Philosophy, Miami University, 2014, English

This dissertation focuses on representations of homosexuality in the works of writers Oscar Wilde, Ernest Hemingway, E.M. Forster, and Stephen Spender. I focus on British and American authors because of a shared history and common culture - they often knew each other, each other's works, and used the similar literary trope of homosexuality in their writings. I argue that male authors from this period use representations of homosexuality to deconstruct normative discourses of the state and masculinity, showing how these discourses limit individuality and the important role of sexuality in maintaining the normativity of the state. In the introduction, I situate my analysis between the trials of Oscar Wilde and the Stonewall Riots, drawing on theorists such as Eve Kosofsky Sedgwick, Michel Foucault, and Louis Althusser to show how my representative authors challenge dominant discourses of gender, masculinity, and the state. The first chapter begins by historicizing representations of homosexuality within legal, scientific, and moral discourses as a way to think about the relationship between literary presentations and arguments occurring at the time. Chapters two through five examine the works of Oscar Wilde, Ernest Hemingway, E.M. Forster, and Stephen Spender. In terms of representations of homosexuality, each chapter moves from covert and disguised to increasingly more open and public representations. They also feature an intensification of more direct reverse-discourses, or counter-discourses, that challenge and subvert dominant discourses. Ultimately, I contend that the authors find a way to create a common idiom in order to depict a sense of crisis during this time period, challenge dominant discourses, and offer a new way to view identity. In the conclusion, I contrast Wilde's trials with the trial resulting from the assassination of Harvey Milk. These two trials demonstrate the drastically different discourses concerning homosexuality and highlight an (open full item for complete abstract)

EdD, University of Cincinnati, 2001, Education : Literacy

This study provides a rich narrative and a purposeful discussion and analysis of one group of first grade students' mathematics Discourse. It investigates the vocabulary they use, the importance they give to mathematical dialogue, and the broad discourse field in which they participate. The National Council of Teachers of Mathematics (1989, 1991, 2000) suggests that discourse in mathematics promotes, solidifies, and expands concept development. This research focuses on the voice of the students and their perspectives, coupled with research observations. The children discuss the language they use, demonstrate the social elements of the mathematics community in the classroom, and model their communication skills. Broad ranges of Discourse are evidenced as children intertwine beliefs and values with mathematical dialogue and social considerations. While many theorists speculate on what "should be" happening in classrooms, this study looks at what is actually happening in one classroom. If discourse is to become an active part of learning in the mathematics classroom, realistic expectations for language development and use create a base line for growth. Through description and analysis, this study seeks to provide a window into the reality of Discourse in mathematics. It sheds light on the kinds of mathematical identity that is represented in dialogue, and the impact of individual's attitudes, values, and behaviors in the social and academic context. It recognizes multi-layered elements in curriculum choices; the impact of classroom culture; the value of student motivation. It confirms that students do think mathematical language is an indicator of competence and social status, is probably an important tool for learning, and is an indicator of identity. Finally, the data illuminate the influence of teachers on young children, and the power of their abilities and attitudes toward communication and learning as they model and teach mathematical language in the classroom.

EdD, University of Cincinnati, 2010, Education : Curriculum and Instruction

This study examined the participation styles of nine parents while attending Individual Educational Program (IEP) meetings for their children. The nine parents consisted of three parents from a suburban school district, three parents from a rural school district, and three parents from an urban school district. Data collection through videotaping occurred at each designated school site during IEP meetings. A micro-ethnographic methodology was used to allow the investigator to evaluate the meetings on a sentence-by-sentence level. Analysis was based on the videotapes. An informal interview followed the IEP meetings in order to explore the parents' perceptions of their level of participation in the IEP meeting. Six overall classifications of parental speaking turn discourses were identified: confirmation, new information, commenting, answering direct questions, solicit of clarification, and predicting. The speaking turn discourses were contrasted and compared to the speaking turns and discourses of the special education teachers. Fine-grained analysis of the transcripts of the IEP meetings lead to a description of the communication styles of the parent participants and the special education teachers. It was hypothesized that there would be similarities between parent participation styles reported in Mehan's (1987) and Harris and Kretschmer's (2007) studies the parent participants' in this study. Results demonstrated passive participation from parents from all three settings. It was found that the special education teachers' discourses and the structure of the IEP meetings were identified as hindering parent participation. The outcome of this study revealed that discourse and structure of meetings has an effect on parental participation in the IEP process for special education services. The results of this study will help delineate the limitations of the Individual with Disability Education Act (IDEA) in regards to enforcing parent participation for the identification (open full item for complete abstract)

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2007, English/Rhetoric and Writing

Since ESL literature has ascribed circuitous textual development, covert ideational connections, and usage of implicative devices to second-language-writing indirectness, the purpose of this project was to inquire into (1) whether Vietnamese writing in both English and Vietnamese exhibited any or all the three aspects of indirectness, (2) how the employment of the second language as a vehicle of thought as well as the concern with the intended audience might influence the writer's utilization of such indirectness, and (3) whether such manifestations might negatively affect Western text interpretation. My survey of forty commentaries written in English and in the native language from eight Vietnamese newspapers, four targeting senior audience and four aiming at junior readers, indicated that (1) the general textual advancements were quasi-deductive and quasi-inductive, (2) texts in the second language seemed to be developed in an approach closer to the deductive method (i.e.; quasi-deductive), (3) the theme-delay progression appeared to be the general writing tendency in both the native- and foreign-language texts, (4) implicit inter-propositional connections might be problematic for Western readers, (5) the L2 inappropriate employment of indirectness devices might involve a lack of instruction in style and tone, and (6) more influences of language than audience on the usage of indirectness in all the three aspects. The findings also suggested explicit and specific instruction to address non-Western writing features in second-language composition. Further in-depth investigation is needed to confirm these findings and to explore rhetorical practices by Vietnamese, an area scarcely traversed by rhetoricians.

Master of Science, The Ohio State University, 2024, Environment and Natural Resources

The global food system faces a daunting challenge to feed a growing human population while simultaneously minimizing the environmental impacts of food production. The boundary-spanning, social-ecological nature of this system makes it a particularly valuable arena in which to study complex governance. As a focal point for this inquiry, I suggest that novel food production technologies may be seen as wicked problems in the study of food systems governance. For instance, an emerging food production technique called cellular agriculture has gained attention as a promising alternative to animal-derived meat production that may require significantly fewer resources. While cellular agriculture holds great promise in reducing the environmental burdens involved in producing protein for human diets, it also adds a layer of complexity to food system governance. There are several substantial challenges and controversies that must be overcome to realize the potential of cellular agriculture and doing so will require designing policies that consider a wide range of diverse actors with varied, sometimes opposing, interests. The Advocacy Coalition Framework (ACF) provides a strong theoretical basis to understand the actors involved in policy subsystems and how they self-organize into competing coalitions based on key policy beliefs. Yet, important gaps exist in ACF literature regarding how coalitions operate in nascent policy subsystems due to the difficulty in observing “nontrivial coordination” in these early stages. Consequently, there is scant knowledge about early coalition development and agenda-setting as well as broader emergent subsystem dynamics. One valuable way to address this shortcoming is by employing the study of discourse coalitions, or groups of actors in a subsystem who are linked through shared public positions on policy debates, which can lend useful insights into which sets of actors might become advocacy coalitions and how informal groups of actors can influ (open full item for complete abstract)

Ph.D., Antioch University, 2022, Antioch New England: Environmental Studies

As climate change accelerates and social inequity grows, adaptation planning and policy must respond to both problems. Adaptation scholars increasingly call for transformative solutions that not only address problems with the status quo but articulate ethical commitments to justice and equity. City climate action and adaptation plans (CAAPs) have begun to center these commitments, but little is known about how such responses become articulated and change as CAAPs are developed and passed. This dissertation, a critical case study of San Antonio's first CAAP, SA Climate Ready, addresses this gap by focusing on changes to the discourse of climate equity during the planning and drafting phases. Combining critical discourse analysis and rhetorical analysis methodologies, the study examined claims about climate equity and climate action, as well as the value resonances conveyed by these claims. The dataset included transcripts of 45 planning meetings in 2018 and three CAAP drafts published in 2019. Findings suggest that climate equity discourse was backgrounded, and economic arguments for climate action foregrounded, to appeal to decision-makers' values and priorities. Identifying four rhetorical constraints contributing to these changes and four recommendations for mitigating these constraints, this study has implications for transformative climate planning and policymaking in other contexts.

Doctor of Philosophy, The Ohio State University, 2022, EDU Teaching and Learning

My study contributes to the literature that examines diverse issues pushing back on and expanding Social and Emotional Education in elementary school contexts. Schools and educational institutions require more attention and responsibility to promote students' social, emotional, and relational lives. In my dissertation, I paid particular attention to everyday classroom interactions between first graders that took place away from the eyes and ears of teachers and explored how they engage in facilitating social and emotional practices and relationship building in these daily moments of classroom underlife (Goffman, 1961). Drawing upon CASEL's five core domains of SEL competencies (CASEL, 2020) and a languaging theory (Bloome & Beach, 2019), my microethnographic discourse analysis examined what social, emotional, and relational aspects were demonstrated and constructed in their underlife interactions and what interactional moves the students made that fostered social and emotional practices and relationship building. My findings show that (a) the students demonstrated and built up all of the CASEL's five core domains of SEL competencies in momentary classroom underlife interactions, and (b) they utilized tactful and sophisticated interactional moves (e.g., relational keys) to explore and construct various social norms and relationships with each other and the world while meeting expectations for classroom tasks. My findings highlight how the students fluently demonstrated and built each of the CASEL's five core domains of SEL competencies in an integrated way in fleeting moments of classroom underlife interactions. Moreover, my findings emphasize that the first graders are already doing the sophisticated social, emotional, and relational work in their underlife that constitutes an essential part of their everyday classroom lives. These findings challenge the dominant Social and Emotional Education approach the teaching of SEL knowledge and skills is explicitly (open full item for complete abstract)

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2022, Communication Studies

Digitalization becomes aggressively integrated into the policy agenda of modern nation-states arguably to accelerate their progress and impact democratization. Concurrently, digital surveillance is also growing worldwide. What happens to democracy when nation-states engage in such a paradoxical exercise of digitalization? This dissertation takes a fresh look at this problem in a transnational context and investigates the democratic implications of such digitalization practices. I examine the (un)changing development discourses within digital policy documents (N=41) and news articles (N=3,739) covering digitization in Bangladesh and Norway over 15 years (2003-2017). I specifically investigate the conceptual framing of three overarching elements of ICT4D — communication, technology, and development— using a new theoretical lens communication as critical freedom (CCF) that I propose uniting relevant works of Jurgen Habermas, Michell Foucault, and Amartya Sen. This inquiry explores how digital policy and news media discursively expand or limit democratization. An innovative mixed-method, computational-critical discourse analysis (C-CDA) is proposed and employed in doing the analysis, combining qualitative methods (i.e., critical discourse analysis) with computational techniques (i.e., LDA topic modeling). As the analyses suggest, Bangladesh and Norway advance a technocapital determinist logic of social change, which instrumentalizes “communication,” renders excessive agency to “technology,” and ultimately posits “development” as mere material progress. These nations' digital policy and news reports scrutinized in this study seem to have been shaped mainly by a transnational discourse of neoliberal globalization, making Bangladesh a digital proletariat and Norway a digital bourgeoisie in the spectrum of global development. Moreover, both nations are forging cybersecurity discourse as a new technique of power that legitimizes digital surveillance and control. Hence (open full item for complete abstract)

PhD, University of Cincinnati, 2020, Education, Criminal Justice, and Human Services: Educational Studies

The purpose of this qualitative study is to explore how preservice teachers in special education talk and write about success, failure, and what it means to do well academically. The findings suggest that the seven preservice teacher participants attempted to integrate their understandings about racial awareness, culturally relevant pedagogy (Ladson-Billings, 2014) and funds of knowledge (Moll, Amanti, Neff, & Gonzalez, 1992) into their written course assignments addressing student success. However, these attempts are often overpowered by overarching prioritization of individual efforts and individual achievements. Additionally, attempts to address social and cultural factors of success are less evident in participant interviews conducted one year after completing a university course addressing racial and cultural awareness. Participants largely approach success from a psychological conceptual framework focused on individual performance. Some participants demonstrate ideas about academic success that resist prevailing expectations of school and society. The sociocultural conceptual framework for this dissertation study is situated around how “normal” educational arrangements privilege the family and community practices of some groups over others. Using thematic analysis, discourse analysis, and critical discourse analysis of interviews and writings of preservice teachers in special education, this research addresses how the participants' language shows resistance to, alignment with, or integration of the widely-accepted cultural models of success and failure in schools. In addition, this study investigates if and how participants discuss success and failure in ways that are not taken up in the official practices and policies of schooling.

Ph.D., Antioch University, 2020, Leadership and Change

This thesis explored social worker discourses to learn what they could reveal about professional workplace practices and experiences with race and racism. The study traced the subtle and elusive racism often found in everyday professional conversations that are not considered racist by dominant consensus. Using tools of thematic and critical discourse analysis (CDA), and van Dijk's (1993, 2001, 2008, 2009, 2011) general theory of racism and denial (1992, 2008), data from 14 semistructured interviews and one focus group with a racially diverse group of social workers was analyzed in two ways. First, thematic analysis offered a horizontal or flat exploration that illustrated various manifestations of racism, denial, and whiteness. The second, vertical critical discourse analysis took a sociocognitive approach to examine underlying discourse structures that hold racism and whiteness in place. Findings suggest the presence of subtle and nuanced racism and whiteness in social worker discourses, and I discuss how these forces work in tandem to produce dynamics that preserve hegemonic structures and support dominant status. This power analyses brought attention to often overlooked forms of counter-power and resistance embedded in participant narratives. Inferences from focus group discourse illustrated four interpersonal capacities that supported constructive racial dialogue. Findings revealed vastly different racial experiences between Black, biracial, and White social workers in their professional settings. Implications for social work (and more broadly the helping professions) education, training, and leadership and change practices are provided. This dissertation is available in open access at AURA: Antioch University Repository and Archive, http://aura.antioch.edu/ and OhioLINK ETD Center, https://etd.ohiolink.edu/

PHD, Kent State University, 2018, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

Informed by critical discourse analysis, this purpose of this study was to examine presidential transitions in the U.S. van Leeuwen's Social Actor Approach was used as the conceptual framework to understand how texts are used to recreate, shape and transform a social practice, such as college and university presidential leadership during times of transition. Data, covering presidential transitions in 2015 and 2016, were collected from The Chronicle of Higher Education. Data were analyzed using a three-phase analytic process that helped identify patterns and themes in the articles to uncover social actors (images) of college and university presidents in transition. The process also allowed for an analysis of the discursive structures at play, leading to findings of predominant discourses of professionalism, femininity, masculinity, and autonomy, giving rise to images of college and university presidents that remain traditional, masculine and at times heroic. Further, the intersection of discourses and images come together through our discussions to make visible discursive tensions between the president of yesteryear and the president of today/future. Implications and recommendations for practice are discussed.

Doctor of Philosophy, The Ohio State University, 1981, Graduate School

Master of Arts, The Ohio State University, 2015, Educational Studies

American institutions of higher education are increasingly utilizing internationalization as a technology of competition. One of the most prominent techniques of internationalization is the promotion of study abroad program participation amongst undergraduate students. On the other hand, students are increasingly demanding opportunities for international education as they seek to make themselves more competitive in the job market. This study uses Foucauldian discourse theory and the concept of governmentality to analyze how the growing importance of study abroad is illustrative of the larger trends of neoliberalism and neocolonial mentalities within U.S. higher education and dominant society. The findings of this study indicate that while the more nefarious aspects of governmentality are in play in study abroad, there are also opportunities for transformative international and cross-cultural learning if particular care is put into program design and content.