This qualitative study aimed to enhance our understanding of youth engagement experiences from the perspective of Aboriginal youth living in the Canadian North, as positive youth development programs can foster community engagement among youth and may have implications for Aboriginal youth involvement in community healing. With an asset-based orientation that recognizes that youths’ strengths co-exist with, and are understood in relation to, environmental challenges, narrative inquiry was used to explore the experiences of six Aboriginal youth who participated in a program that promotes community engagement. Rich participant accounts resulted in better understanding youth engagement as a profound culture-bound process rather than simple participation in a program, and illuminates the importance of positive relationships, adult support, and pre-program community involvement to building subsequent engagement. This study has implications specific to Aboriginal youth as having a role in promoting health and healing in their communities through their engagement.

Orientador: Dione Lucchesi de Carvalho / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-27T12:30:29Z (GMT). No. of bitstreams: 1 GoncalvesJunior_MarcosAntonio_D.pdf: 7234019 bytes, checksum: 033616069cae738395a0ecbc5937dd10 (MD5) Previous issue date: 2015 / Resumo: De 2008 a 2010, recebi, em minhas aulas de matemática, alunos de um curso de licenciatura que cursavam o Estágio Supervisionado II. Supervisionei-os em seu estágio e orientei-os em seu Trabalho Final de Curso. Tal processo me levou a desenvolver com eles um trabalho conjunto, olhando nossas aulas numa perspectiva de investigação-ação e colaboração. Assim, juntos, escrevemos um diário de aula descritivo e reflexivo sobre as aulas em todas as etapas do estágio: observação, semirregência e regência. Passados alguns anos, passei a perscrutar esses diários de aula, procurando investigar esse processo de formação, narrando-o, contando sobre o processo de constituição identitária dos futuros professores, descrevendo o trivial simples do dia a dia da sala de aula, bem como as tensões da prática de colaborar e investigar a própria prática. Em certa altura, por figurar como personagem nas histórias que contava, dei-me conta de que não investigava os estagiários, mas, sim, a mim mesmo, minhas contradições, minhas identidades no papel de professor de matemática, de supervisor (formador de professores) e de pesquisador em Educação Matemática. Desse modo, desenvolvi uma investigação sobre mim mesmo, por meio de uma pesquisa narrativa em que meus "eus" são objeto de estudo. Por meio de uma conversa comigo mesmo, procuro construir uma narrativa como forma de compartilhar uma experiência, de produzir uma experiência e como forma de compreender o vivido em relação à formação de professores de matemática durante o estágio supervisionado / Abstract: Between 2008 and 2010, I received prospective mathematics teachers in my math classes who were attending Student Teaching II, a course in a program that prepares mathematics teachers. As their student teaching supervisor, I also was their Final Project advisor. Together, with those student teachers, we approached a perspective of action research and collaboration in our teaching practice. Thus, we wrote a descriptive and reflective class diary regarding all student teaching periods: Observation, Pre-teaching and Teaching. After a few years, I began to peering into those class diaries inquiring this teacher preparation process by narrating it, by giving an account about the prospective teacher's process of identity construction, by describing the commonplace's everyday life of our classes and also the tensions of this collaborative practice of investigate our own practice. Unexpectedly, once I was a character in the stories I was telling about what we experienced, I realized that I was not only investigating the future teachers, but myself, my contradictions, may identities as a mathematics teacher, as a cooperating teacher, as a Mathematics Education researcher. So I made a self-study by a narrative inquiry about my 'selves'. By talking with myself I wrote a narrative as a way to share an experience, to create an experience and as a way to understand what we live in this process of become a teacher during the Student Teaching Course / Doutorado / Ensino e Práticas Culturais / Doutor em Educação

The aim of this thesis is to study how self-narratives work as displaying identity construction and meaning making in school. The study draws from a theoretical frame made up by narrative inquiry, the theory of Communities of Practice and Ervin Goffman’s dramaturgical model of role-taking and positioning on the educational scene. The method used is narrative inquiry. In total, 96 sixth grade pupils in four different schools in Sweden, have written a text based on a PowerPoint presentation titled “Tell about yourself in school”. The data is analyzed with an emphasis on the organization and structure of the narrative as well as on its content. The findings reveal that the pupils in the study are active identity constructors and meaning makers when they are given the opportunity to tell about themselves and their experiences in school. These pupils position themselves in their narratives by choosing who they want to be and how they wish to be perceived by others. These roles are thus not solely selected by the narrator itself but are also influenced by the school community with its expectations, culture and social norms. Furthermore, the analyses yielded that pupils currently move within a complex landscape of communities of practice in the school’s context where they are continually compelled to make decisions, take stands and reflect upon their lives. To nurture meaningful relationships with peers and with others in school is viewed by the pupils in the study as the main element for meaning making in school.

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Constructions of race, reproductive health, and gender have been inextricably linked in the United States since the beginning of the nation. Today, these linkages remain evident in the marked racial and gender inequities in reproductive health outcomes that persist in the U.S. To better understand how these meanings and material outcomes are negotiated and produced by actors on the ground, this study asked: “How do reproductive healthcare providers (RHPs) communicate about the intersections of race, reproductive health, and policy?” I conducted semi- structures interviews with 24 RHPs, resulting in over 35 hours of recorded interviews. Drawing on critical-cultural communication, Reproductive Justice, Narrative Medicine, and Postcolonial theories, I developed a novel approach to narrative inquiry—Critical Narrative Analysis—to explore my data. Here, I present an in-depth analysis of 8 narratives shared by my participants. I conclude that participants communicated about race, reproductive health, and policy by engaging with dominant cultural narratives around these topics. While some participants contested dominant narratives, most upheld the foundational logics of oppressive systems in the stories they shared. To advance reproductive justice, I argue that new approaches to teaching clinicians, which engage with both narratives and sociopolitical structures affecting these narratives, are needed. By sharing my participants’ stories and contextualizing them within dominant narratives and social institutions, I aim to identify future research and practice opportunities for creating new stories about reproductive health and physician identity, stories which could suggest more equitable and just ways of doing reproductive health care.

Young Muslims growing up in the West face dichotomous narratives that fragment their being, creating internal divisiveness. Islamic spirituality, especially the notion of tawheed, promotes oneness and unity of being. In this thesis, I explore the spiritual development of young Muslims in the West through literature amidst these dichotomous narratives. Using sociocultural theory and narrative inquiry, I first explore the threads of dichotomous narratives throughout history that create a binary of Muslims and the West, proving them insubstantial. Then, I explore the lives of two young Muslims, a male, and a female, growing up in Toronto. I story their lives, rooting their spiritual development in the literature they read, which is socioculturally embedded. Finally, I reflect on the harmonies, and tensions that exist within the stories. Tensions signify third spaces of productive growth, in which young Muslims can contests meaning and open pathways for creative becoming(s).

No description available.

The relationship between qualitative data analysis software (QDAS) and the development of new methods remains underexplored. While scholars argue that software tactics are used only to implement analytic strategies, some strategies are made possible only with new software developments. Aligned with the Five-Level QDA method, we aim to address the gap in the literature by thoroughly presenting the methodological aspects of an existing narrative inquiry. To be systematic in our explanation of QDAS integration, we begin by offering background information about the original project, followed by an analytical plan, which was informed by our researcher’s subjectivity and generativity theory. We then introduce our translational process that merges our subjective narrative strategy with objective ATLAS.ti tactics into a comprehensive framework for analysis. The findings, presented as a conceptual mapping of the data, informed deeper metaphorical exploration of generativity which is discussed as a life-long process of intergenerational connectedness.

This study looks at issues of Bildung and vocational education from a biographical perspective. These issues are conceptualized in terms of Bildung in action, developed in relation to Schön’s concept reflection in action; Bildung through making as a way of thinking about processes of Bildung connected to crafts; and Bildung in vocational contexts, ie. contexts of vocational education and work. The concepts are enriched through an extensive auto/biographical case study of master craftsman Wolfgang B.’s educational biography focusing on stories of Bildung where processes and actions are described as well as the curricular structure of his training. Some of these stories and aspects of the case have then been analyzed in two articles, one dealing with questions of aesthetic Bildung in vocational education using Schiller as conceptual lens and one dealing with educating for vocational excellence using Aristotle’s concepts techne and phronesis to understand the narratives analyzed. The results are an increased and differentiated understanding of Bildung in vocational contexts, especially as related to the coexistence of skill training with education for Bildung and the unique perspectives that auto/biographical studies of retired or semi-retired craftspeople bring to the field of research connecting biography, Bildung in action and vocational education.

My experiences as a Canadian Muslim nurse wearing a hijab have sparked the question concerning the experiences of nurses who, in their daily practice, choose to wear a head cover, an immediate visual signifier of their Muslim identity. I wish to generate understanding of how this religious identity and its racialization intersect with gender to shape nurses’ experiences with anti-Muslim racism. Through listening to the stories of ten Canadian Muslim nurses who were recruited across Canada and who wear different types of the hijab, come from varied and diverse cultural and educational backgrounds, and practice in different healthcare settings and contexts, their experiences are highlighted, and their voices are illuminated, revealing valuable insights into the challenges they encounter in their daily nursing practice. I situate these experiences within a conceptualization of Islamophobia and, more specifically, gendered Islamophobia as a form of anti-Muslim racism that is often experienced by women and girls who are identifiable as Muslims. In this dissertation, I attend to the overarching question: What are the experiences of Canadian Muslim nurses wearing hijab and practicing within the Canadian healthcare system? This question encompasses three sub questions: 1) How do Muslim nurses’ social locations that are produced at the intersections of gender-race-religion converge in understanding their experiences? 2) What are the power relations enacted within the discipline of Canadian nursing that produce and sustain social locations experienced by nurses who wear a hijab? 3) What are the ways these nurses resist their racialization and push against master-narratives that are constructed about them? These questions are approached using narrative inquiry as a research methodology that is informed by critical race feminism and care ethics. These questions are also explored through intersectionality as an analytical lens to unpack the complexities of these nurses’ experiences. In this study I present the nurses’ counter-narrative that challenges the stereotypical assumptions about them and unveils the multilevel contextual power structures that preserve racism within the discipline of nursing and reproduce the processes of racialization experienced by nurses who wear a hijab. In doing so, my aim is to provide a vessel in which the nurses share their stories and to reclaim control over the reductionist Orientalist colonial narratives about them. It is my hope that knowledge gleaned from this study will inform the understanding of the structures and processes that produce and maintain racism within nursing with the goal of advancing transformational change in nursing to achieve social justice. I capture the counter-narrative of nurses who wear a hijab in three composite narratives that I constructed from their stories based on key storylines that I needed to unpack. By ‘composite narrative’ I refer to a technique where several interviews are combined and presented in one or more individual stories that are linked by a shared purpose or identity among research participants. The technique of using composite narratives to present and analyse complex and extensive data is congruent with analyzing stories as a whole instead of fragmenting them. The counter-narrative offers a point of resistance as an alternative discourse that uplifts the voices of the nurses through understanding and generating knowledge about their experiences from their standpoint. The stories of Muslim nurses who wear a hijab bridge a gap in the literature about Muslim nurses’ experiences within the current charged political environment, post 9/11 era, the COVID-19 pandemic, the Quebec ban on wearing religious symbols and the ensuing debates it generated in Canada. Their stories provide a needed and timely understanding of the implications for nursing research, policy, practice, and education to create an inclusive and supportive environment for nurses who wear a hijab. Given the interconnected nature between racism and colonialism, fostering such an environment is inherently anti-racist and decolonial. Importantly, doing the work to create safer, anti-racist spaces for nurses who wear a hijab and to decolonize nursing which would benefit all racialized nurses. / Graduate