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Disabilities, Greene, A-r-tography, Curriculum, Arts-based, Pedagogy

Purton, Fiona L

Supervisor and department: Wimmer, Randolph Educational Policy Studies

Examining committee member and department: Spencer, Brenda Educational Policy Studies Wallace, Janice Educational Policy Studies Pente, Patti Elementary Education Wimmer, Randolph Educational Policy Studies

Department: Department of Educational Policy Studies

Specialization: Theoretical Cultural and International Studies in Education

Date accepted: 2013-01-31T14:53:59Z

Graduation date: 2013-06

Degree: Master of Education

Degree level: Master's

Abstract: My research seeks to understand the experience of students who were labeled with learning disabilities and-or behavioural issues and subsequently transferred to an arts-based school. Specifically, I focused on students’ sense of belonging and self-efficacy, their willingness to take academic risks and their aspirations for their future. The methods employed to collect the students’ stories were one-on-one, semi-structured interviews and an arts-based focus group. My methodology is arts-based. I practice métissage as a-r-tography by weaving together life writing, visual and textual metaphor, and theory and research. The findings of this research suggested that in the arts-based context 1 students feel confidence, hope and aspiration; 2 the students’ current arts-based school is a supportive community; and 3 students feel recognition and appreciation of their strengths and efforts. I situate my discussion primarily in the work of Maxine Greene while also drawing on central tenets of constructivism and critical theory.

Language: English

DOI: doi:10.7939-R3SH9K

Rights: Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.





Author: Purton, Fiona L

Source: https://era.library.ualberta.ca/


Teaser



Ring the bells that still can ring Forget your perfect offering There is a crack, a crack in everything That’s how the light gets in Anthem – Leonard Cohen University of Alberta Exploring students’ experiences of arts-based pedagogy: An a-r-tographical journey by Fiona Laverne Purton A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Master of Education in Theoretical, Cultural, and International Studies in Education Educational Policy Studies ©Fiona Laverne Purton Spring 2013 Edmonton, Alberta Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only.
Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the authors prior written permission. Dedication This thesis is dedicated to the Baha’is of Iran who are currently being imprisoned and denied their right to higher education; and to the memory of Sherri Long, an esteemed educator, colleague and friend who passed away suddenly during the completion of this thesis. Abstract My research seeks to understand the experience of students who were labeled with learning disabilities and-or behavioural issues and subsequently transferred to an arts-based school.
Specifically, I focused on students’ sense of belonging and self-efficacy, their willingness to take academic risks and their aspirations for their future.
The methods employed to collect the students’ stories were one-onone, semi-structure...





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