Abstract

This thesis is an investigation of the relationship between education, freedom and the teaching self. Adopting the paradigm of qualitative research, it integrates an autobiographical perspective in which, drawing on the author's experience and perceptions of the shortcomings of traditional teaching attitudes and practices, the thesis aims to explore concepts and approaches which identify possible educational alternatives. The writings of educational philosopher, Maxine Greene, provide the theoretical framework for this study. Based on central themes identified in her work, a theoretical analysis of the principal concepts of freedom, community, imagination, narrative and identity is provided.