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Permanent link (DOI): https://doi.org/10.7939/R3K127

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An Autobiographical Narrative Inquiry into the lived tensions between Familial and School Curriculum-Making Worlds Open Access

Descriptions

Other title
Subject/Keyword
Lived tensions
Identity
Familial curriculum-making world
Shifting teacher practice
Attending to children's lives
Familial curriculum making
Autobiographical Narrative Inquiry
Stories to live by
Narrative Inquiry
Belonging
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Swanson, Cindy Paula Ellen
Supervisor and department
Clandinin, D. Jean (Elementary Education)
Examining committee member and department
Caine, Vera (Faculty of Nursing)
Glanfield, Florence (Secondary Education)
Department
Department of Elementary Education
Specialization

Date accepted
2013-01-31T10:45:57Z
Graduation date
2013-06
Degree
Master of Education
Degree level
Master's
Abstract
This autobiographical narrative inquiry explores my lived experiences in both the familial curriculum-making and school curriculum-making worlds. Drawing on Huber, Murphy & Clandinin’s (2011) reconceptualization of curriculum-making as occurring in two worlds, I inquire into my own tensions and bumping places as I travelled between home and school, both as student and teacher. The research puzzle explores the importance of remaining attentive to the familial curriculum-making worlds children live in. My field texts include conversational transcripts and handwritten notes alongside my granny, photographs, and written stories of lived experience, as granddaughter, student and teacher. Using the methodology of narrative inquiry, I was able focus on how the tensions and bumping places shaped, and continue to shape, tensions in my stories to live by as teacher. Using a paper format, this thesis includes two papers for publication with a beginning and closing chapter. The first paper inquired into the lived experiences alongside my granny where I wonder of the costs to my familial curriculum-making world when the school curriculum-making world is privileged. The second paper inquired into my tensions and bumping places as a teacher as I continued to privilege the dominant school curriculum and explored how I learned to attend to children’s lives in their familial and school curriculum-making worlds. The findings in my autobiographical narrative inquiry have allowed me to shift my curriculum making practices by awakening to my lived tensions, and by highlighting the importance of attending to children’s familial curriculum-making worlds in classroom settings as ways to imagine new possibilities, together.
Language
English
DOI
doi:10.7939/R3K127
Rights
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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