My Thesis Defense: Friday, May 28

Katie D.

May 23, 2010 - 9:09 PM

It's the focus of every single day.

My thesis defense is drawing near at an alarming, exhilarating rate. By this time next week I'll be done with my thesis.

On Tuesday of last week, I turned in the edited draft of my thesis to my committee of three faculty thesis advisors. The draft was one hundred and thirty-one pages of content, plus the works cited and appendices. I edited, rewrote, redrafted, rearranged, and edited again. I surrendered an idea of absolute perfection.

I am extremely proud of what I have written.

Now I have what's left of this week to prepare for an oral presentation and questioning by my three faculty advisors. My thesis defense is at 3:00 pm on Friday, May 28th in Chapman 303. As I already described for my friends' defenses, I will present my topic for fifteen to twenty minutes, then my advisors will ask questions for about half an hour, then my audience will have a short opportunity to ask questions, and then my committee will discuss whether or no I pass.

I'm nervous, but I'm mostly excited. As things have drawn to a close, I have realized that I am extremely prepared. I don't know everything there is to know about wide issues and questions of incarceration, education in prisons, and pedagogical theory. However, within the scope of my specific topic, I really can't imagine a question I wouldn't be able to answer. I know the Inside-Out Program without any hesitation or confusion. I have lived this thesis for a year: it is my passion, my employment, my hobby, and my aspirations for the future. If my committee has questions about aspects of Program rules, about the classroom dynamics, about the impact of these classes on my fellow classmates, etc, I will have an answer. I think I'll even have a good answer.

For four years, I've had this thesis project on the horizon. When you apply to the Honors College, you know there will be a huge research project at the end of the four years. When you tour the Honors College, you walk through the library and see generations of CHC student theses lining the walls.

It is both intimidating and inspiring.

If you've been following my blog for long, you know that my thesis has been a focal point for all of senior year. I started my serious research in July, months and months ago.

I want to send on my table of contents for my thesis. Mostly because I worked darn hard on this document, but also because it shows what I have done. It's a testament to the scope and detail of my thesis.

TABLE OF CONTENTS

I. INTRODUCTION..........................................................................................1
      What is Inside-Out?  2
      Program Philosophy  3
      Testimony    3
      Positionality  5
      Methodology 7
II. BACKGROUND.............................................................................................10
       History 10
       Mission and Vision 12
       Foundational Literature 15
          Pedagogy of the Oppressed 16
          Teaching to Transgress 21
          We Make the Road by Walking 26
          Conclusion to Foundational Literature 31
       Program Structure 32
          Steering Committee 33
          Individual Instructors 33
          Think Tank 34
          Training Institute 36
          Rules 42
          Inside-Out at the University of Oregon 47
          Conclusion 52
III. CLASSROOM METHODS................................................................................53
         Description of Classroom Methods 53
            Briefing and Debriefing Meeting 53
            First Class Meeting 57
            Developing Course Guidelines 61
            Weekly Class structure 64
            Circle 64
            Weekly Response Papers 66
            Final Group Projects 67
            Prison Tour 70
            Graduation Ceremony 73
         Course Content: Literature and Inside-Out 78
             Literature in Inside-Out Context 80
             Prism of Prison Applied to Literature 87
             Crime and Punishment 88
             Don Quixote 92
             Conclusion 95
IV. PRAXIS: PRACTICING THE PEDAGOGY......................................................96
          Acknowledgements 98
          Turned Mission and Vision 98
          Inside-Out Ideology and Turned 102
          Proceedure 104
          Selection of Editors 104
          Others involved 105
          Selection Process 107
          Introductory Pieces 109
          Format and Layout 111
          Creative Pieces 113
          Contributors' Profiles 117
          Division of Labor 117
          Challenges 120
          Discussion 123
          Turned Conclusion 130
V. CONCLUSION......................................................................................................131

          Works Cited 134
          Works Referenced 135

          APPENDIX A Turned Inside-Out 137
          APPENDIX B Turned Inside-Out Proposal 138
          APPENDIX C Inside Looking Out 140

So, friends and readers, this is it! Friday at 3:00 is the defense. I'll have an opportunity to make small rewrites and adjustments, based on the feedback of my faculty committee. Then I'll do some final formatting, print it on high-quality paper, and send it to the Honors College to be bound and placed on the library shelves. I'll be a permanent part of this place, and my thesis might be read again years from now.

I can't wait. Can't wait to defend, can't wait to be done.

Please send good luck and confidence vibes on Friday. Come watch my defense if you'd like. And then get ready to celebrate-it's all downhill from here!