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Skip to Search Results- 3Narrative Inquiry
- 2Identity
- 2Stories to live by
- 1"world" travel
- 1Aboriginal youth and families
- 1Attending to children's lives
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A Narrative Inquiry alongside the Familial Curriculum Making Experiences of Urban Indigenous Children and Families
DownloadSpring 2019
This narrative inquiry is shaped by my experiences as an Indigenous Cree-Métis early childhood educator and expands upon my master’s autobiographical narrative inquiry thesis in which I make visible the importance of remaining attentive to familial curriculum-making worlds. My doctoral research...
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A Narrative Inquiry into Aboriginal Youth and Families' Experiences of Belonging as Interwoven with Identity Making
DownloadFall 2016
My doctoral research is shaped by my life puzzles, where as a child and youth, I searched to make sense of belonging and who I was, and wanted to be, in multiple landscapes. Research suggests that when youth do not feel a sense of belonging, they may experience disengagement from school, mental...
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Composing Lives: A Narrative Inquiry into Aboriginal Youth and Families' Stories to Live By
DownloadSpring 2014
Throughout my life I have heard stories about what it means to be an Aboriginal person, yet no story captured the richness and complexities of my experience. As an Indigenous scholar seeking a deeper understanding of Aboriginal education in and out of schools, I continue to hear stories about...
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An Autobiographical Narrative Inquiry into the lived tensions between Familial and School Curriculum-Making Worlds
DownloadSpring 2013
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...
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Imagined Stories Interrupted: A narrative inquiry into the experiences of teachers who do not teach
DownloadFall 2012
This two year long narrative inquiry, part of a larger study, inquires into experiences of teachers who have graduated but not assumed classroom teaching positions. The work draws on the conceptual framework of early landscapes, imagined stories, forward looking stories, and stories to live by. ...