The purpose of this study is to explore tensions and themes that have influenced my activist identity. Drawing on theories of reflective practice, self study and autoethnography I use a narrative inquiry approach to trace significant experiences in my life, from student to high school teacher, to teacher educator. Themes that arise include a shift from a political to a “student voice”-focused approach to educational activism, the ongoing influence of my privileged identities, the importance of mentorship, the recognition that social change is possible, and the awareness and embracing of my “unfinishedness”. This study attempts to add to literature on educational or teacher activism and speak to the value of narrative inquiry approaches in teacher education and professional development programs.
| Identifer | oai:union.ndltd.org:TORONTO/oai:tspace.library.utoronto.ca:1807/30087 |
| Date | 29 November 2011 |
| Creators | Goodreau, Jill Catherine |
| Contributors | Joshee, Reva |
| Source Sets | University of Toronto |
| Language | en_ca |
| Detected Language | English |
| Type | Thesis |
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