This study sought to understand the lived experience of disengagement from formal schooling of five young Aboriginal women in a mid-Northern community. Using the qualitative methodology of narrative inquiry, and through a series of guided open-ended interviews, this research explored each participant’s experiences as a learner; informally and in school. Analysis of the personal histories of learning shared by the participants enabled the identification of attributes of best-remembered learning experiences and also elements that contributed to marginalization and dis-continuing of school. Key elements for each learner clustered around relationship and connectedness. Contexts of optimal learning as revealed in the narratives can be characterized as authentic, situated, experiential, guided, and often culturally-relevant. Marginalization and dis-continuing of school were related to: a sense of emotional insecurity in the school, the need for community and a sense of belonging, disrespectful treatment and relational bullying by teachers and/or peers, administrative policy related to placement and psycho-social needs, and restrictive curricular decisions. The participants’ desire to learn and continuing pursuit of learning goals, although out of school, is expressed in the title of this thesis by Participant A as she speaks for all in saying, “I’m still learning” (PA#1, p. 3). Recommendations for formal schooling are made based on the needs and preferences expressed by the participants and by the institutional circumstances revealed in the narratives that affected engagement and dis-engagement. / Thesis (Master, Education) -- Queen's University, 2007-08-09 15:48:56.987

The purpose of the study is to contribute to knowledge and understanding of how young people with dyslexia think, feel and act. Another aim is to spread knowledge about how young peoples’ schooling, self-concept, academic self-concept and self-esteem are effected by obtaining a dyslexia diagnosis.How was school experienced prior to being diagnosed with dyslexia? How was the period during which the youths received their dyslexia diagnosis experienced? How did students experience school after being diagnosed with dyslexia?The study is theoretically grounded in Anthony Giddens socialization-process, Erving Goffman's dramaturgy and stigmatization as well as Maarit Johnson's dynamic model of self-esteem.The study has a narrative approach where young people's life stories have been in focus. Three in-depth interviews were conducted with adolescents aged 22 who all received a dyslexia diagnosis during their time in secondary school.The stories show that young people periodically was unable to live up to the expectations that the school had on them, which meant that the young people's self-image and self-esteem were affected negatively. Throughout the youths’ time in school they have been met with a social support structure in the form of one or more persons, significant others, who paid attention to their needs which meant that their motivation and academic self-concept significantly increased. The treatment from the people in their surroundings has been decisive for if they would experience themselves as stigmatized or not. The stigmatization caused them to experience lower self-esteem and in two of their stories they express that they experienced emotional strain, which expressed itself in an aggressive or deviant behaviour. They also point out social pressure as a factor, where the youths compared themselves with their classmates and the norms, values and expectations that existed within the school culture; which meant that they perceived themselves as deviants. It appears that the young people during theirschooling, before, during and after being diagnosed with dyslexia, never fully understood the meaning of it. It was not until they got older that they accepted and understood the meaning of dyslexia.