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Educating for Democratic Citizenship: A Narrative Inquiry into Teacher Experiences Open Access


Other title
Type of item
Degree grantor
University of Alberta
Author or creator
Paszek, Ted A
Supervisor and department
Peters, Frank (Educational Policy Studies)
Examining committee member and department
Norris, Joe (External Examiner, Brock University)
Shultz, Lynette (Educational Policy Studies)
da Costa, Joe (Educational Policy Studies)
Abdi, Ali (Educational Policy Studies)
Clandinin, Jean (Elementary Education)
Department of Educational Studies
Educational Administration and Leadership
Date accepted
Graduation date
Doctor of Philosophy
Degree level
This narrative inquiry was designed to enter into the conversation about what it means to educate for democratic citizenship. The introduction and literature review probe the meanings of democracy and citizenship and the role of education in creating democratic citizens. I used narrative inquiry as the method of exploring what schools and teachers do to develop democratic citizenship in students. The participants were me and three other teachers. I looked for participants who would be willing to investigate their own practice and who were willing to contribute to knowledge in the area of educating for democratic citizenship. This is a study of how we storied ourselves on the professional knowledge landscape within the context of educating for democratic citizenship. This study is situated in the Deweyan view of experience and education. I present four narratives that emerged as a result of research conversations over the time period of a school year. Our conversations were focused on how we work as teachers to foster the democratic spirit. Each of the narratives stands alone as my interpretation of the recorded conversations and my field notes. Each of the participants read a draft of their narrative and gave it his or her approval. Upon rereading the narratives, I saw some common threads, on which I have commented in chapter eight. I have also commented on some individual strands that caught my interest. Chapter eight contains elements of a retelling after the experiences of research conversations, field texts, and composition of the research texts. The final chapter contains further reflections upon my own experiences and the narratives of the three other participants. The theorizing in chapter nine is based upon ideas that emerge out of the whole experience of coursework, literature review, and the encounter with the participants.
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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