“Live and Let Learn” Student Perceptions of Educational Stratification: An Arts-informed, Narrative Inquiry
| dc.contributor.author | Greenough, Jacqueline A. | |
| dc.date.accessioned | 2024-07-19T14:53:32Z | |
| dc.date.available | 2024-07-19T14:53:32Z | |
| dc.date.issued | 2024-07 | |
| dc.description.abstract | This inquiry offers adult students an opportunity to story their childhood experiences within urban public schools in Atlantic Canada (Nova Scotia and New Brunswick) to seek a greater understanding of how student identities are shaped through participation in public education. An ontology of critical pedagogy and an epistemology of anti-oppressive/strengths-based discourse is used to co-construct researcher and participant accounts of school story. Creativity and depth of conversation is invited through usage of arts-informed, narrative methodologies to inform person-centred dialogue; with collage making serving as the introductory method to open researcher and participant exchange. Space is given to enable the participant articulation of their story pictorially, thus unconventionally. The purpose of this inquiry is to glean insight into the personal impact of school-based oppression (named in this study as educational stratification) from the perspective of the student participant. This study likewise serves to facilitate and demonstrate anti-oppressive possibilities to research, learning, and relating in spheres of research, pedagogy, and beyond. Most importantly, student voice is invited to inform and possibly reform education practices. | |
| dc.identifier.uri | https://ec.msvu.ca/handle/10587/2288 | |
| dc.language.iso | en_US | |
| dc.publisher | Mount Saint Vincent University | |
| dc.title | “Live and Let Learn” Student Perceptions of Educational Stratification: An Arts-informed, Narrative Inquiry | |
| dc.type | Thesis |