I think this may have been one of the most difficult years of my life. It was just one financial struggle after the next. The school I have been teaching at has spiraled slowly into complete chaos. Sometimes I feel like the only person that still has any hope left. Needless to say, I have not made much progress in the dissertation. I tried to take a few courses in ethnomusicology, just to feed my needs as a scholar, but even that turned out to be a disaster. I just haven't had the fortitude. And yet, I remain full of hope. Anthony Howell called me some weeks ago to invite me to help open a new school! The Eagle Academy of Newark! I pray that all goes well and that we will see that victorious event take place in September! Bruce Bukiet, who hopes to publish with me soon, has encouraged me to use his spare office and focus on my writing. I am taking him up on his offer. Good friends in academia are so very important. Here is the outline for my dissertation, with DEADLINES! Hooray! Note to self: It is much too aggressive, but I want to at least try to get this mostly written over the summer. Here we go:

• Two more interviews with the three participating teachers about how they view themselves and whether "putting themselves under a microscope" had any affect on their discursive exchanges with students. Due date: May 31, 2012
• Completion of analytical memos and identification of critical events: June 15, 2012.
• Completion of coding: June 30, 2012
• Completion of Introduction and Conceptual/Theoretical Framework (Chapter 1): April 15th
• Completion of Literature Review (Chapter 2): April 30th
• Completion of special chapter on identity and how it shapes us as facilitators of discourse (Chapter 3): May 15th
• Completion of chapter on the identities of the three participating teachers (Chapter 4): May 15th
• Completion of special chapter on Bloomfield High School history and polity from participating teachers' points of view (Chapter 5): May 31st
• Completion of chapter on perception of student identities by participating teachers and what they attribute student identities to (Chapter 6): June 15th
• Completion of Methods and Analysis (Chapter 7): June 30th
• Completion of chapter where analyzed data is presented July 15th
• Completion of chapter on findings July 31st
• Completion of epilogue on what happened at one alternative school where I taught 5 students who were thrown out of Bloomfield High School. August 15th
• Completion of chapter on how this research can be used to aid teachers who seek to use conflict during discursive exchanges as a window to teacher and student identities and an opportunity to reveal the causes of identity conflicts. The chapter will include suggestions for further research. August 31st