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Permanent link (DOI): https://doi.org/10.7939/R3SH9K

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Exploring students’ experiences of arts-based pedagogy: An a/r/tographical journey Open Access

Descriptions

Other title
Subject/Keyword
Disabilities
Greene
A/r/tography
Curriculum
Arts-based
Pedagogy
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Purton, Fiona L
Supervisor and department
Wimmer, Randolph (Educational Policy Studies)
Examining committee member and department
Spencer, Brenda (Educational Policy Studies)
Wallace, Janice (Educational Policy Studies)
Pente, Patti (Elementary Education)
Wimmer, Randolph (Educational Policy Studies)
Department
Department of Educational Policy Studies
Specialization
Theoretical Cultural and International Studies in Education
Date accepted
2013-01-31T14:53:59Z
Graduation date
2013-06
Degree
Master of Education
Degree level
Master's
Abstract
My research seeks to understand the experience of students who were labeled with learning disabilities and/or behavioural issues and subsequently transferred to an arts-based school. Specifically, I focused on students’ sense of belonging and self-efficacy, their willingness to take academic risks and their aspirations for their future. The methods employed to collect the students’ stories were one-on-one, semi-structured interviews and an arts-based focus group. My methodology is arts-based. I practice métissage as a/r/tography by weaving together life writing, visual and textual metaphor, and theory and research. The findings of this research suggested that in the arts-based context 1) students feel confidence, hope and aspiration; 2) the students’ current arts-based school is a supportive community; and 3) students feel recognition and appreciation of their strengths and efforts. I situate my discussion primarily in the work of Maxine Greene while also drawing on central tenets of constructivism and critical theory.
Language
English
DOI
doi:10.7939/R3SH9K
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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File title: Final post defence
File author: Fiona Purton
Page count: 136
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