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Heron, Jason AndrewThe Analogia Communitatis: Leo XIII and the Modern Quest for Fraternity
Doctor of Philosophy (Ph.D.), University of Dayton, 2016, Theology
This dissertation examines the social magisterium of Pope Leo XIII as it is developed in the aftermath of the French Revolution and during the nationalizing process of the liberal Italian state. The thesis of the dissertation is that Leo XIII provides Catholic social teaching with a proper vision of human relationship as a mode of analogical participation in the Lord’s goodness. In his own historical context, Leo’s analogical vision of social relations is developed in tension with the nation-state’s proposal of political citizenship as the social relation that relativizes every other relation – most especially one’s ecclesial relation. In our own context, Leo’s analogical vision of social relations stands in tension with the late-modern proposal of consumerism as the social reality that relativizes every other relation – including one’s matrimonial, familial, social, and ecclesial relations.


Kelly Johnson, Ph.D. (Advisor); Russell Hittinger, Ph.D. (Committee Member); William Portier, Ph.D. (Committee Member); Jana Bennett, Ph.D. (Committee Member); Michael Carter, Ph.D. (Committee Member)


History; Philosophy; Religious History; Social Structure; Theology


Catholic Social Teaching; social theory; political theory; citizenship; nationalism; consumerism; 19th century Catholicism; social Catholicism; Leo XIII; modern papal teaching; Catholic social magisterium; theological anthropology; social anthropology

Weatherwax, Amanda LukeBecoming Teacher: How Teacher Subjects Are Made and Remade in Little Turtle High School's Teacher Academy
Doctor of Philosophy, Miami University, 2010, Educational Leadership

Utilizing action research and other ethnographic methods and appealing to critical and post-structural theories on subjectivity and education, this study focuses on a pre-service, pre-collegiate teacher education classroom, called "The Teacher Academy" in a mid-western high school. The central research question asks how are teacher subjects made and remade and how can we construct educational experiences for pre-service, pre-collegiate teacher education students that highlight and challenge what Michel Foucault (1977) has termed “disciplinary power,” or that which seeks to produce docile subjects. The data indicate that teacher subjectivities are produced through various discursive practices and that the curriculum and pedagogy of the Little Turtle High School (pseudonym) Teacher Academy is one that simultaneously reproduces available teacher subjectivities while encouraging students to analyze the complicated ways in which subjects come to think of and experience themselves and others as "teachers."

The data in this study include student work, classroom observations, curriculum documents, teacher-researcher narratives, and interviews with student-participants as well as archival data from the first year of the Teacher Academy program.

In addition, this inquiry pays special attention to the complicated relationship between gender and the production of teacher subjects in and around the Teacher Academy site and employs feminist research practices and theories.


Thomas Poetter, Dr. (Committee Co-Chair); Richard Quantz, Dr. (Committee Co-Chair); Kathleen Knight-Abowitz, Dr. (Committee Member); Tammy Schwarz, Dr. (Committee Member)


Curricula; Education; Education History; Educational Sociology; Educational Theory


teacher subjectivity; teacher identity; teacher education; teacher research; social theory and education; curriculum of teacher education; feminist educational theory

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2006, Communication Studies

The journalistic issue addressed in this study is an ethical concern that editors were not providing detailed and unbiased accounts of a matter of public interest, that they were “shaping” the news by selectively omitting news content undesirable to the newspaper itself or its audience. The historical focus is the landmark 1960s precedent that strengthened freedom of the press: New York Times v. Sullivan. The study’s purpose, to determine whether regionalism had any influence in the editorial handling of constitutional rights rulings such as the Sullivan case, was affirmed by correlations to differences in article frequency, placement, headline wording, source type, and use of wire service articles.

The methodological approach relies on critical social theory to assess the content attributes of selected articles from four newsworthy Sullivan events collected from 29 Northern, 25 Southern and six national newspapers. The study reviews the legal aspects of the Sullivan case, while providing an overview of regional theory from political and sociological perspectives. A regional news model is proposed to rationalize the dynamics of the editorial decision-making process in midsize (25,000 to 100,000 circulation) daily newspapers, those that serve the majority of Americans, yet have been underrepresented in journalism studies.

An analysis for regional differences between northern and southern midsize newspaper coverage of Sullivan, as well as between midsize and national newspapers, considers editorial handling as found in article frequency, origin (source) , focus, type, placement, and size. Article size was found to be an insignificant factor between midsize newspapers, while the nationals allotted more space to Sullivan coverage and offered more original editorials. The northern papers published more editorials than the southern, as well. The nationals used external sources such as wire news articles less often than midsizes. Regional differences between northern and southern newspapers in source handling of the same wire news story(s) were discovered, with article frequency and article placement found to be significant factors.


John Makay (Advisor)


Times v. Sullivan; Regionalism; Critical Social Theory; Midsize Newspapers; Editorial Discretion; Press Libel; Newspaper Analysis; Southern Newspapers