Despite non-formal education being introduced into the international discourse on education policy in 1972, there has since been relatively little research devoted to exploring this concept and, in particular, to the experiences of educators who lead non-formal educational processes. This thesis documents a phenomenological inquiry into the educational beliefs held by leaders working in non-formal educational settings within Canada. The purpose of this inquiry was to determine the existence of a shared set of educational beliefs among leaders in non-formal educational settings. The research included an emergent qualitative inquiry design that drew on hermeneutic and phenomenological philosophies as well as critical theory. Research methods involved narrative inquiry, auto-ethnography, and photo-elicitation. Data elicited by this investigation revealed that participants subscribe to a shared set of educational beliefs, the essence of which involves the interaction and interchange between elements of praxis, service, and concern for the develop of whole beings.
| Identifer | oai:union.ndltd.org:uvic.ca/oai:dspace.library.uvic.ca:1828/2876 |
| Date | 25 June 2010 |
| Creators | Thomas, Tieja |
| Contributors | Crippen, Carolyn |
| Source Sets | University of Victoria |
| Language | English, English |
| Detected Language | English |
| Type | Thesis |
| Rights | Available to the World Wide Web |
Page generated in 0.0017 seconds