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AUT University
1.
Smith, Amanda Helen.
First-time pregnancy: a journey into the psychological experiences of the first 12 weeks
.
Degree: 2012, AUT University
URL: http://hdl.handle.net/10292/4537
► Adjustment to pregnancy can vary significantly (Handley, 2006). Even when pregnancy is planned, the process of adapting to such a life-changing event is often difficult,…
(more)
▼ Adjustment to pregnancy can vary significantly (Handley, 2006). Even when pregnancy is planned, the process of adapting to such a life-changing event is often difficult, and women may struggle to feel as though their pregnancy is legitimate (Handley, 2006). Previous local and international research related to first-time motherhood is largely quantitative with a focus on the postnatal period, with little attention paid to the experiences of the first 12 weeks of pregnancy (Swallow, Lindow, Masson & Hay, 2004, Barnett, 2010).
This study explores the experiences of the first 12 weeks of pregnancy for first-time mothers, through the use of
narrative interviews. Transcripts were analysed for themes that emerged from the data. The analytical process was approached using an inductive stance of not knowing, and was guided by Crossley’s (2000) six step method to analyzing personal narratives.
The findings from this study indicated that the pregnancy journey can begin prior to conception, and that first-time mothers may require psychological support throughout the process of trying to conceive. During the first 12 weeks, they may also benefit from the opportunity to experience tangible appraisals as well as support around identity change. The opportunity to ask questions and obtain pregnancy-related information from healthcare professionals might also support a more positive pregnancy experience and address some of the difficulties associated with such change. Furthermore, psychological screening tools are not being used throughout antenatal care, which seems to be the ideal opportunity for screening and prevention as most pregnant women are in regular contact with health care professionals (Dennis & Ross, 2006). Even if a first-time mother does not meet the criteria for anxiety or depression during pregnancy, the screening process may provide an opportunity to discuss less distressing pregnancy related concerns, which may prevent psychological issues from developing and lead to a more positive pregnancy experience.
Future study recommendations include: the investigation of a larger scale study with wider demographics, the exploration of the psychological experiences of men/partners involved, and the outlook and experiences of healthcare professionals working in the field of pregnancy. As more research is conducted, it is hoped that an increased understanding of the first-12 weeks of pregnancy will promote a more positive psychological adaptation into the pregnancy journey.
Advisors/Committee Members: Goedeke, Sonja (advisor), Bright, Charmaine (advisor).
Subjects/Keywords: Pregnancy;
Narrative inquiry
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APA ·
Chicago ·
MLA ·
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APA (6th Edition):
Smith, A. H. (2012). First-time pregnancy: a journey into the psychological experiences of the first 12 weeks
. (Thesis). AUT University. Retrieved from http://hdl.handle.net/10292/4537
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Smith, Amanda Helen. “First-time pregnancy: a journey into the psychological experiences of the first 12 weeks
.” 2012. Thesis, AUT University. Accessed March 04, 2021.
http://hdl.handle.net/10292/4537.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Smith, Amanda Helen. “First-time pregnancy: a journey into the psychological experiences of the first 12 weeks
.” 2012. Web. 04 Mar 2021.
Vancouver:
Smith AH. First-time pregnancy: a journey into the psychological experiences of the first 12 weeks
. [Internet] [Thesis]. AUT University; 2012. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/10292/4537.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Smith AH. First-time pregnancy: a journey into the psychological experiences of the first 12 weeks
. [Thesis]. AUT University; 2012. Available from: http://hdl.handle.net/10292/4537
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Alberta
2.
Lessard, Sean Michael.
"Two-stones" stories: shared teachings
through the narrative experiences of early school leavers.
Degree: MEd, Department of Educational Psychology, 2010, University of Alberta
URL: https://era.library.ualberta.ca/files/mw22v577v
► The purpose of the research study was to inquire into the experiences of youth who leave school before graduating with a high school diploma. Through…
(more)
▼ The purpose of the research study was to inquire into
the experiences of youth who leave school before graduating with a
high school diploma. Through the narrative inquiries into the life
and school stories of the participants, several threads are
identified, providing opportunity for further reflection on current
school policies and practices. The research study shows that the
life and the school stories of youth are not separate but are
interrelated in ways that add to the complexity of the issues
facing youth in contemporary school settings.
Subjects/Keywords: aboriginal; narrative; school leavers; inquiry
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APA (6th Edition):
Lessard, S. M. (2010). "Two-stones" stories: shared teachings
through the narrative experiences of early school leavers. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/mw22v577v
Chicago Manual of Style (16th Edition):
Lessard, Sean Michael. “"Two-stones" stories: shared teachings
through the narrative experiences of early school leavers.” 2010. Masters Thesis, University of Alberta. Accessed March 04, 2021.
https://era.library.ualberta.ca/files/mw22v577v.
MLA Handbook (7th Edition):
Lessard, Sean Michael. “"Two-stones" stories: shared teachings
through the narrative experiences of early school leavers.” 2010. Web. 04 Mar 2021.
Vancouver:
Lessard SM. "Two-stones" stories: shared teachings
through the narrative experiences of early school leavers. [Internet] [Masters thesis]. University of Alberta; 2010. [cited 2021 Mar 04].
Available from: https://era.library.ualberta.ca/files/mw22v577v.
Council of Science Editors:
Lessard SM. "Two-stones" stories: shared teachings
through the narrative experiences of early school leavers. [Masters Thesis]. University of Alberta; 2010. Available from: https://era.library.ualberta.ca/files/mw22v577v

University of Alberta
3.
LeMay, Lenora M.
A Narrative Inquiry Into Teachers’ Experiences of Working
With Hope.
Degree: PhD, Department of Elementary Education, 2014, University of Alberta
URL: https://era.library.ualberta.ca/files/5138jg11t
► The research puzzle, in this study, evolved as I made sense of making hope visible in my interactions at a centre that studied how intentionally…
(more)
▼ The research puzzle, in this study, evolved as I made
sense of making hope visible in my interactions at a centre that
studied how intentionally using hope enhances quality of life. Over
a period of 12 years I developed a set of five hope-focused
practices (LeMay, Edey, & Larsen, 2008). In this
dissertation I considered three conceptions or ways of working with
hope and hoping in education alongside a fourth conception, which I
named a Deweyan-inspired narrative conception of hope. Following
that I outlined the hope-focused practices (LeMay et al., 2008)
along with other theoretical considerations. My research puzzle
asked: What are teachers’ experiences with hope-focused practices
in their curriculum making (Clandinin & Connelly, 1992)? I
invited two teachers from two different school districts who were
participants in ongoing professional development sessions to work
alongside me to make sense of their experiences of working with
hope-focused practices. Sheila, Carmen and I attended to their
stories to live by (Connelly & Clandinin, 1999) using the
commonplaces of narrative inquiry: temporality, sociality and place
(Clandinin & Connelly, 2000) from January 2012 to July
2013. As we moved from field texts to research texts, we
co-composed narrative accounts of their experiences. After looking
across their narrative accounts, I identified four resonant
threads. The first thread was learning to live with hope in early
childhood. The second resonant thread was being in the midst of
embodying hope. The third thread was sharpening an embodied way of
being with hope. The fourth resonant thread was the courage to be
with hope (Tillich, 1952). By engaging in this inquiry I learned
that hope matters but it cannot be imposed; the commonplaces of
narrative inquiry inspire an understanding of a narrative
conception of hope as an embodied lived experience; and the
Deweyan-inspired narrative conception of hope makes it possible to
live alongside the dominant conceptions of hope in
education.
Subjects/Keywords: hope; education; narrative inquiry
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
LeMay, L. M. (2014). A Narrative Inquiry Into Teachers’ Experiences of Working
With Hope. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/5138jg11t
Chicago Manual of Style (16th Edition):
LeMay, Lenora M. “A Narrative Inquiry Into Teachers’ Experiences of Working
With Hope.” 2014. Doctoral Dissertation, University of Alberta. Accessed March 04, 2021.
https://era.library.ualberta.ca/files/5138jg11t.
MLA Handbook (7th Edition):
LeMay, Lenora M. “A Narrative Inquiry Into Teachers’ Experiences of Working
With Hope.” 2014. Web. 04 Mar 2021.
Vancouver:
LeMay LM. A Narrative Inquiry Into Teachers’ Experiences of Working
With Hope. [Internet] [Doctoral dissertation]. University of Alberta; 2014. [cited 2021 Mar 04].
Available from: https://era.library.ualberta.ca/files/5138jg11t.
Council of Science Editors:
LeMay LM. A Narrative Inquiry Into Teachers’ Experiences of Working
With Hope. [Doctoral Dissertation]. University of Alberta; 2014. Available from: https://era.library.ualberta.ca/files/5138jg11t

University of Alberta
4.
Jack-Malik, Sandra.
Literacies and Three Women's On-Going Stories to Shift
Identities: A Narrative Inquiry.
Degree: PhD, Department of Elementary Education, 2012, University of Alberta
URL: https://era.library.ualberta.ca/files/8049g700s
► This study is a narrative inquiry. The study follows a recursive, reflexive process which allowed me to move between telling, retelling and reliving of stories…
(more)
▼ This study is a narrative inquiry. The study follows a
recursive, reflexive process which allowed me to move between
telling, retelling and reliving of stories while engaging alongside
relationships. The participants and I created a variety of field
texts and then moved to interim and finally research texts. I used
the commonplaces of temporality, sociality and place which afforded
me a conceptual framework to inquire into, and write about, our
stories of experience. Having inquired into my narrative beginnings
I came to understood I wanted to deepen understandings of how
literacies less than a woman desires shapes, her identities and to
understand how and if shifts in literacies would influence
identities. Therefore, this study involved an intervention carried
out over 6 months. The participants and I met 3 times per week for
90 minute. During this time I tutored the women in English Language
Arts. There were two participants; two women for whom English was
the language of instruction at school and who knew and named
themselves as wanting to improve their literacies. Before beginning
the tutoring we engaged in research conversations. We did this in
efforts to know and name identity threads. Throughout the tutoring
we met once a month for research conversations where I asked the
women to share stories of how the tutoring was influencing their
lives. I have written narrative accounts for each of us. These
accounts tell remembered stories and they tell stories of our
shared experiences. In laying our stories side by each, I pulled
forward narrative threads which reverberated across the accounts.
The first thread was the importance of living alongside
relationships as we struggled to shift our identities while
maintaining narrative coherence. Next, was the importance of
inquiring into stories from our early, pre-reflective landscapes. A
third thread was the importance of place in our efforts to shift
our identities and the final thread was the ongoing efforts to
live, retell and relive our stories to live by. In the final
chapter I noted the significance of this work and I also outlined
wonders which continue to linger with me.
Subjects/Keywords: Literacies, Identities, Women, narrative inquiry
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Jack-Malik, S. (2012). Literacies and Three Women's On-Going Stories to Shift
Identities: A Narrative Inquiry. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/8049g700s
Chicago Manual of Style (16th Edition):
Jack-Malik, Sandra. “Literacies and Three Women's On-Going Stories to Shift
Identities: A Narrative Inquiry.” 2012. Doctoral Dissertation, University of Alberta. Accessed March 04, 2021.
https://era.library.ualberta.ca/files/8049g700s.
MLA Handbook (7th Edition):
Jack-Malik, Sandra. “Literacies and Three Women's On-Going Stories to Shift
Identities: A Narrative Inquiry.” 2012. Web. 04 Mar 2021.
Vancouver:
Jack-Malik S. Literacies and Three Women's On-Going Stories to Shift
Identities: A Narrative Inquiry. [Internet] [Doctoral dissertation]. University of Alberta; 2012. [cited 2021 Mar 04].
Available from: https://era.library.ualberta.ca/files/8049g700s.
Council of Science Editors:
Jack-Malik S. Literacies and Three Women's On-Going Stories to Shift
Identities: A Narrative Inquiry. [Doctoral Dissertation]. University of Alberta; 2012. Available from: https://era.library.ualberta.ca/files/8049g700s

University of Alberta
5.
De Padua, Anthony V.
A Narrative Inquiry into the Experiences of Aboriginal
People Living with HIV and Previous Incarceration.
Degree: PhD, Faculty of Nursing, 2015, University of Alberta
URL: https://era.library.ualberta.ca/files/pz50h000q
► HIV and AIDS are diseases that are increasingly diagnosed in incarcerated and previously incarcerated Aboriginal persons with little academic inquiry having been done in this…
(more)
▼ HIV and AIDS are diseases that are increasingly
diagnosed in incarcerated and previously incarcerated Aboriginal
persons with little academic inquiry having been done in this
field. In this study, I engaged four previously incarcerated
Aboriginal men and women in order to understand their experiences
of living with HIV and AIDS through personal, human, cultural, and
healing domains of being. The four participants resided in
Saskatchewan, Canada at the time of the study. I utilized a form of
narrative inquiry (Clandinin, 2014; Clandinin & Connelly,
2000) as a relational methodology to guide the research. Through
the use of narrative inquiry, I co-constructed multiple stories
about HIV and AIDS and determined factors that contributed to the
strength and resiliency of my participants. I engaged in 5-6
audio-taped conversations with each participant, lasting between
1-2 hours per conversation. Through a process of moving back and
forth through field, interim, and research texts, a synthesis of
the 4 participants’ life stories is presented. The dissertation is
divided into 8 chapters. The first chapter provides a recount of my
first exposure to HIV, Aboriginal people, and reasons why I have
chosen to engage in this research. My second chapter is a review of
the literature. The third chapter provides a discussion on the use
of narrative inquiry as a methodology and a discussion on the
relevant issues that arose with this methodology. The fourth,
fifth, and sixth chapters are my findings chapters. In these
findings chapters, I share my four participants’ stories as well as
present beginning narrative threads at the end of each chapter. In
the seventh chapter, narrative threads from the findings chapters
are pulled together in three common overarching narrative threads.
The three threads are traumatization, stigma, and transformation.
In the eighth chapter I provide four important key insights from my
analytical interpretations. These insights are: 1) that health care
providers and participants come from different worlds; 2) children
are motivators for the participants to improve their life
situations; 3) institutions and historical use of power have
contributed to the powerlessness that participants have
experienced; 4) culture and healing are linked together. Finally, I
provide recommendations for nursing practice, corrections,
education, and research.
Subjects/Keywords: Aboriginal; HIV; Incarceration; Narrative Inquiry
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
De Padua, A. V. (2015). A Narrative Inquiry into the Experiences of Aboriginal
People Living with HIV and Previous Incarceration. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/pz50h000q
Chicago Manual of Style (16th Edition):
De Padua, Anthony V. “A Narrative Inquiry into the Experiences of Aboriginal
People Living with HIV and Previous Incarceration.” 2015. Doctoral Dissertation, University of Alberta. Accessed March 04, 2021.
https://era.library.ualberta.ca/files/pz50h000q.
MLA Handbook (7th Edition):
De Padua, Anthony V. “A Narrative Inquiry into the Experiences of Aboriginal
People Living with HIV and Previous Incarceration.” 2015. Web. 04 Mar 2021.
Vancouver:
De Padua AV. A Narrative Inquiry into the Experiences of Aboriginal
People Living with HIV and Previous Incarceration. [Internet] [Doctoral dissertation]. University of Alberta; 2015. [cited 2021 Mar 04].
Available from: https://era.library.ualberta.ca/files/pz50h000q.
Council of Science Editors:
De Padua AV. A Narrative Inquiry into the Experiences of Aboriginal
People Living with HIV and Previous Incarceration. [Doctoral Dissertation]. University of Alberta; 2015. Available from: https://era.library.ualberta.ca/files/pz50h000q

Cornell University
6.
O'Connell, Daniel.
In The Struggle: Pedagogies Of Politically Engaged Scholarship In The San Joaquin Valley Of California.
Degree: PhD, Education, 2011, Cornell University
URL: http://hdl.handle.net/1813/30631
► A handful of scholars conducted research and advocated for change in the San Joaquin Valley of California during twentieth century. Six social scientists, who I…
(more)
▼ A handful of scholars conducted research and advocated for change in the San Joaquin Valley of California during twentieth century. Six social scientists, who I refer to as "politically engaged scholars," engaged in struggles for social justice, economic equity and democratic governance, both as scholars who produced knowledge and constructed theory and as political actors who aimed to advance particular interests and ends. In the Valley's adversarial contexts, they varied their roles as scholars by leading strikes, organizing underserved communities, founding community development programs, creating non-profit institutions, in addition to working as traditional social scientists. Their intellectual work illustrated the political dimensions of social science and the educational praxis of engaged scholarship as the scholars deviated from the conventional role of detached observers into active participants in highly charged debates. The concept of pedagogy frames my research because it allows an alternative understanding of these scholars who entered research settings as change agents and openly admitted values into their scholarship. Since social scientists produce knowledge for cultural and professional consumption, and sometimes explicitly for public purposes, their work occupies an educational nexus between the academy and the broader society where research findings and academic knowledge are produced, disseminated and represented in particular ways. In order to understand their pedagogical practice, I use a
narrative structure comprised of the scholar's first person stories and my interpretation of a variety of texts including their academic papers. The resulting
narrative informs pedagogies of political engagement through scholarship. The scholars' experiences, values and findings blend together as the harassment they experienced and politicization of their scientific findings become subplots in larger struggles for economic justice and the defense of democracy in the San Joaquin Valley. Their stories and this
narrative find that democracy is fundamentally linked to a just, sustaining and egalitarian economic system.
Advisors/Committee Members: Peters, Scott (chair), Villenas, Sofia A (committee member), Gillespie Jr, Gilbert W. (committee member).
Subjects/Keywords: engaged scholarship; narrative inquiry
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APA ·
Chicago ·
MLA ·
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CSE |
Export
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APA (6th Edition):
O'Connell, D. (2011). In The Struggle: Pedagogies Of Politically Engaged Scholarship In The San Joaquin Valley Of California. (Doctoral Dissertation). Cornell University. Retrieved from http://hdl.handle.net/1813/30631
Chicago Manual of Style (16th Edition):
O'Connell, Daniel. “In The Struggle: Pedagogies Of Politically Engaged Scholarship In The San Joaquin Valley Of California.” 2011. Doctoral Dissertation, Cornell University. Accessed March 04, 2021.
http://hdl.handle.net/1813/30631.
MLA Handbook (7th Edition):
O'Connell, Daniel. “In The Struggle: Pedagogies Of Politically Engaged Scholarship In The San Joaquin Valley Of California.” 2011. Web. 04 Mar 2021.
Vancouver:
O'Connell D. In The Struggle: Pedagogies Of Politically Engaged Scholarship In The San Joaquin Valley Of California. [Internet] [Doctoral dissertation]. Cornell University; 2011. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/1813/30631.
Council of Science Editors:
O'Connell D. In The Struggle: Pedagogies Of Politically Engaged Scholarship In The San Joaquin Valley Of California. [Doctoral Dissertation]. Cornell University; 2011. Available from: http://hdl.handle.net/1813/30631

Cornell University
7.
Armstrong, John.
Engaging Stories: Meanings, Goodness, And Identity In Daily Life.
Degree: PhD, Education, 2015, Cornell University
URL: http://hdl.handle.net/1813/41098
► With this dissertation I've attempted to encircle the idea of engagement-a term that's becoming more and more popular of late as public institutions attempt to…
(more)
▼ With this dissertation I've attempted to encircle the idea of engagement-a term that's becoming more and more popular of late as public institutions attempt to frame how exactly they work with, for, or on, the public. In this work, I address four questions. What is engagement, institutionally speaking? How might institutions need to reconsider engagement? What is engagement for me? And ultimately, so what? The short answer is that engagement is a story. It's a story we tell ourselves about how people (should) interact with one another to make the world as it is, the way it should be. That being said, there are many different stories of engagement that fit this rubric-from unjust wars to happy marriages. They develop different characters, different settings, and different meanings, and in the end these stories have different morals with different consequences. These differences matter. With this dissertation I try to do away with some of the muddle between these different stories. I am not trying to do away with difference-just trying to give difference fair play. I also tell a very different story of engagement gleaned from my own experience and the experiences of a number of others in Tompkins County, NY. It's not the right story, it's just a different story that I think holds promise. Lastly, I discuss how all of these stories might change the way we think about our own work, and the work of institutions, in democratic society. As you come to read further, you'll notice that I've framed this dissertation around choices we each have and make. I hope this framing facilitates further discussion around engagement. In that spirit, the dissertation has been fully published on a website that includes comment-ready text and enhanced multi-media. It's my intention that this website, and the interactive conversation it can allow, be an experiment in a type of public scholarship it seeks to promote. If you'd like to read the dissertation in that format, go to www.pokesalad.info/engagingstories. Ultimately, I hope our conversations might help me, and us, understand this idea of engagement in our daily lives.
Advisors/Committee Members: Peters,Scott (chair), Kiely,Richard (committee member), Villenas,Sofia A (committee member).
Subjects/Keywords: public engagement; narrative inquiry
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Armstrong, J. (2015). Engaging Stories: Meanings, Goodness, And Identity In Daily Life. (Doctoral Dissertation). Cornell University. Retrieved from http://hdl.handle.net/1813/41098
Chicago Manual of Style (16th Edition):
Armstrong, John. “Engaging Stories: Meanings, Goodness, And Identity In Daily Life.” 2015. Doctoral Dissertation, Cornell University. Accessed March 04, 2021.
http://hdl.handle.net/1813/41098.
MLA Handbook (7th Edition):
Armstrong, John. “Engaging Stories: Meanings, Goodness, And Identity In Daily Life.” 2015. Web. 04 Mar 2021.
Vancouver:
Armstrong J. Engaging Stories: Meanings, Goodness, And Identity In Daily Life. [Internet] [Doctoral dissertation]. Cornell University; 2015. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/1813/41098.
Council of Science Editors:
Armstrong J. Engaging Stories: Meanings, Goodness, And Identity In Daily Life. [Doctoral Dissertation]. Cornell University; 2015. Available from: http://hdl.handle.net/1813/41098

University of Houston
8.
-6246-2532.
Their Exits and Their Entrances: Stories of Coming and Going from For.
Degree: PhD, Curriculum and Instruction, 2016, University of Houston
URL: http://hdl.handle.net/10657/4859
► This dissertation is a collection of related papers anchored by a narrative inquiry with three former teacher educators in the field. The work explores and…
(more)
▼ This dissertation is a collection of related papers anchored by a
narrative inquiry with three former teacher educators in the field. The work explores and maps the educators’ career trajectories within, and across their stories of experience. All participants resigned from their posts in public education within the three years preceding the interviews and exited the field from a public school system in one of the most diverse urban metroplex areas in the United States. The collected ‘stories to leave by’ reveal resonances rooted in the areas of place, community, and identity.
The work begins by addressing the lack of literature surrounding the life-cycles of teacher educators in the field and the researcher’s personal experiences and intrigue with the topic, and presents a literary epilogue which contextualizes the structure of the subsequent chapters. Elements from the epilogue are investigated in a scholarly literature review which includes
narrative identity,
narrative therapy (Adams, Josselson & Lieblich, 2006; Combs & Freedman, 2012; Phipps & Vorster, 2015), and
narrative inquiry (Clandinin & Connelly, 2000; Conle, 1996; Craig, 2013, 2014)
This paper-based dissertation presents interpreted truths in the “thick” and “thin” participant stories of coming, going and staying in the field. Through
narrative interspersion, the researcher presents multiple truths and selves authored by the participants (Akkerman & Meijer, 2011; Polanco, 2011; Clandinin, 2013a, 2013b; Phipps & Vorster, 2015). The dissertation research ends with the researcher’s reflections on her own journey of re-storied experiences, wonderings, and tensions met and wrestled with during the stages of data collection and interpretation.
Advisors/Committee Members: Craig, Cheryl J. (advisor), White, Cameron S. (committee member), Mountain, Mignonette (committee member), McDonald, Denise (committee member).
Subjects/Keywords: Narrative inquiry; Teachers; Attrition
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
-6246-2532. (2016). Their Exits and Their Entrances: Stories of Coming and Going from For. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/4859
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Chicago Manual of Style (16th Edition):
-6246-2532. “Their Exits and Their Entrances: Stories of Coming and Going from For.” 2016. Doctoral Dissertation, University of Houston. Accessed March 04, 2021.
http://hdl.handle.net/10657/4859.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
MLA Handbook (7th Edition):
-6246-2532. “Their Exits and Their Entrances: Stories of Coming and Going from For.” 2016. Web. 04 Mar 2021.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Vancouver:
-6246-2532. Their Exits and Their Entrances: Stories of Coming and Going from For. [Internet] [Doctoral dissertation]. University of Houston; 2016. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/10657/4859.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Council of Science Editors:
-6246-2532. Their Exits and Their Entrances: Stories of Coming and Going from For. [Doctoral Dissertation]. University of Houston; 2016. Available from: http://hdl.handle.net/10657/4859
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
9.
Zibell, Linda.
Teacher pedagogies of dialogic imagination - A narrative inquiry.
Degree: PhD, 2016, Federation University Australia
URL: http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/157642
;
https://library.federation.edu.au/record=b2721695
► This thesis is a narrative inquiry to investigate teachers’ meanings for imagination and its potency for teaching and learning. Six teachers who identified it as…
(more)
▼ This thesis is a narrative inquiry to investigate teachers’ meanings for imagination and its potency for teaching and learning. Six teachers who identified it as central to their practice shared stories of how imagination is an effective pedagogy through in-depth, semi-structured interviews. Imagination is a living, mercurial phenomenon contested in philosophical circles yet taken-for-granted amongst the populace. Consequently, imagination in teaching and learning is under researched and widely regarded as mere decoration - helpful for engagement but unrelated to cognition. The literature review situates the research in international discussions concerning imagination’s value for teaching and learning. Several conceptualisations of meaning for imagination lead to a theoretical framework which re-conceptualises Bakhtin’s dialogic imagination and combines his philosophy of discourse with Ricoeur’s philosophy of imagination, and Brockmeier’s narrative imagination. Data analysis to compare and contrast the teachers’ meanings to the framework strongly suggests that, contrary to existing stereotypes, imagination is cognitive: it catalyses metaphoric meaning-making events as dialogic imagination. Since an open living discourse and narrative imagination are conditions for such meaning events, the teachers’ pedagogical choices are consequently rational and supportive of learning. Australian educational policy-makers have increasingly leveraged a closed classroom discourse over past decades: teachers must ensure students comply with national testing regimes that demand monologic responses tied to finalised syllabus requirements. Over that period students’ accomplishment has either seriously declined or flatlined. The teachers in this narrative inquiry keep living discourse and imagination open and alive but in spite of, not because of existing policy: the research presented here permits their understandings and professional art to be given voice in educational debates on effective teaching. I conclude policy makers might seriously consider the impacts of policy dynamics and whether they are slowly suffocating opportunities for a living atmosphere that invites imagination – a powerhouse of learning – into their lives.
Doctor of Philosophy
Subjects/Keywords: Teacher pedagogies; Narrative inquiry; Imagination
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APA ·
Chicago ·
MLA ·
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to Zotero / EndNote / Reference
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APA (6th Edition):
Zibell, L. (2016). Teacher pedagogies of dialogic imagination - A narrative inquiry. (Doctoral Dissertation). Federation University Australia. Retrieved from http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/157642 ; https://library.federation.edu.au/record=b2721695
Chicago Manual of Style (16th Edition):
Zibell, Linda. “Teacher pedagogies of dialogic imagination - A narrative inquiry.” 2016. Doctoral Dissertation, Federation University Australia. Accessed March 04, 2021.
http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/157642 ; https://library.federation.edu.au/record=b2721695.
MLA Handbook (7th Edition):
Zibell, Linda. “Teacher pedagogies of dialogic imagination - A narrative inquiry.” 2016. Web. 04 Mar 2021.
Vancouver:
Zibell L. Teacher pedagogies of dialogic imagination - A narrative inquiry. [Internet] [Doctoral dissertation]. Federation University Australia; 2016. [cited 2021 Mar 04].
Available from: http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/157642 ; https://library.federation.edu.au/record=b2721695.
Council of Science Editors:
Zibell L. Teacher pedagogies of dialogic imagination - A narrative inquiry. [Doctoral Dissertation]. Federation University Australia; 2016. Available from: http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/157642 ; https://library.federation.edu.au/record=b2721695

Victoria University of Wellington
10.
Robertson, Sally Louise.
Stories of Young Migrants' Cross-Cultural Educational Transitions.
Degree: 2012, Victoria University of Wellington
URL: http://hdl.handle.net/10063/2405
► New Zealand society can benefit socially, culturally and economically when migrants feel as if they belong and are included. Given that Aotearoa/New Zealand is becoming…
(more)
▼ New Zealand society can benefit socially, culturally and economically when migrants feel as if they belong and are included. Given that Aotearoa/New Zealand is becoming increasingly multicultural, it is important that the education system meets the needs of migrants and makes them feel that they are included. Previous research has shown that this is not always the case – that migrants do not always feel that they belong at school in New Zealand.
Much of the literature that has investigated migrants’ educational transition experiences has conceptualised “belonging” and “identity” as fixed states. This research took a different approach and used a
narrative inquiry method underpinned by social constructionism.
The purpose of this research was to contribute to our understandings of migrants’ transitions into the New Zealand education system. The study had three aims. The first was to investigate the stories young migrants told about their transition to secondary school in New Zealand; the second was to look at how belonging and inclusion were narrated by the participants; the third was to examine how the education system could better develop a culture of inclusion.
Seven young migrants who moved to New Zealand when they were secondary school age took part in this research. The participants were from countries in South East Asia, East Asia and the Pacific Islands. Their stories were gathered through
narrative interviews.
The interviews were initially analysed individually and were presented as summaries. Next, analysis across the interviews was conducted, with a particular focus on looking at how the stories were performed. Based on my interaction with the stories, I described three of the stories as “opening up” stories and four as “closing down” stories. Those who told “opening up” stories had many connections to people and opportunities to tell their stories. They positioned themselves as belonging at school. Those who told “closing down” stories appeared to have had fewer opportunities to share their stories with others compared to those who told “opening up” stories. These individuals positioned themselves as socially isolated. The way the participants’ stories were performed in the interviews was also related to the previous storytelling opportunities the participants had access to. Some of the stories participants told about their lives in their home countries became unavailable to tell in the New Zealand context and, as a result, these stories had to change when they migrated. This study suggests that, in order to tell new stories, migrants need opportunities to interact with other New Zealanders to create and practise new storylines. Furthermore, New Zealanders also need to be able to tell new stories about themselves and find ways to connect with migrants in order to promote a culture of belonging.
A relational view of identity and belonging is presented, in which these are conceptualised as negotiated processes that can occur through stories. It is suggested that it would be beneficial if spaces within the…
Advisors/Committee Members: Cornforth, Sue, Gilbert, Jane.
Subjects/Keywords: Narrative inquiry; Migrants; Transitions
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Robertson, S. L. (2012). Stories of Young Migrants' Cross-Cultural Educational Transitions. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/2405
Chicago Manual of Style (16th Edition):
Robertson, Sally Louise. “Stories of Young Migrants' Cross-Cultural Educational Transitions.” 2012. Masters Thesis, Victoria University of Wellington. Accessed March 04, 2021.
http://hdl.handle.net/10063/2405.
MLA Handbook (7th Edition):
Robertson, Sally Louise. “Stories of Young Migrants' Cross-Cultural Educational Transitions.” 2012. Web. 04 Mar 2021.
Vancouver:
Robertson SL. Stories of Young Migrants' Cross-Cultural Educational Transitions. [Internet] [Masters thesis]. Victoria University of Wellington; 2012. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/10063/2405.
Council of Science Editors:
Robertson SL. Stories of Young Migrants' Cross-Cultural Educational Transitions. [Masters Thesis]. Victoria University of Wellington; 2012. Available from: http://hdl.handle.net/10063/2405

University of North Carolina – Greensboro
11.
Hassell Ritola, Tonya.
Writing program administration and institutional
narratives.
Degree: 2011, University of North Carolina – Greensboro
URL: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=8125
► Arguing that narrative serves as a powerful tool for university administration, my dissertation provides new rhetoric and composition professionals with an analytical framework for understanding…
(more)
▼ Arguing that
narrative serves as a powerful tool for
university administration, my dissertation provides new rhetoric
and composition professionals with an analytical framework for
understanding how to navigate university life. Because our current
academic climate of accountability requires universities and their
individual academic units to offer
narrative accounts that
demonstrate institutional effectiveness,
narrative is a useful lens
for navigating the intricacies of institutional relations among
individual academic units and among units within the university at
large. On a practical note, most of the work we do in the
institution, from grading to annual reports to faculty governance,
relies on
narrative.
Narrative shapes our understanding of the
institution and also comprises a majority of the artifacts we
associate with it. However, unlike these artifacts, narratives are
not static; they are living, changing entities, just like people.
From this perspective, writing program administrators can
understand the institution and their role within it in a synergetic
way and begin to imagine how to direct and redirect the
consequences of narratives. I term this process
narrative logic,
and I offer classical pragmatism as a theoretical framework for
understanding the relationship between
narrative and consequences.
Through a case study of a mid-sized liberal arts school in the
South, I isolates
narrative's role in institutional assessment,
programmatic change, and disciplinary identity in order to show how
narrative effects material change.;
Narrative, Pragmatism,
Rhetoric, Writing Program Administration
Advisors/Committee Members: Stephen Yarbrough (advisor).
Subjects/Keywords: Narrative inquiry (Research method)
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Hassell Ritola, T. (2011). Writing program administration and institutional
narratives. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=8125
Chicago Manual of Style (16th Edition):
Hassell Ritola, Tonya. “Writing program administration and institutional
narratives.” 2011. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed March 04, 2021.
http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=8125.
MLA Handbook (7th Edition):
Hassell Ritola, Tonya. “Writing program administration and institutional
narratives.” 2011. Web. 04 Mar 2021.
Vancouver:
Hassell Ritola T. Writing program administration and institutional
narratives. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2011. [cited 2021 Mar 04].
Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=8125.
Council of Science Editors:
Hassell Ritola T. Writing program administration and institutional
narratives. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2011. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=8125

University of Ontario Institute of Technology
12.
Kruczek, Nicole.
A narrative inquiry into the experience of a practical nursing graduate with private tutoring.
Degree: 2016, University of Ontario Institute of Technology
URL: http://hdl.handle.net/10155/683
► Disability studies are an established area of scholarship in education and this has been my passion for the last decade. Students living with disabilities in…
(more)
▼ Disability studies are an established area of scholarship in education and this has been my passion for the last decade. Students living with disabilities in healthcare profession education (including nursing, personal support, occupational and physical therapy), as well as the use of professional tutors as an educational support among this population, is under researched. Throughout my practice as a professional health sciences tutor, I have wondered how this population of students experiences both one to one tutoring over time and educational accommodations. In this
Narrative Inquiry (Clandinin & Connelly, 2000), my co-participant and I go on a journey together to explore how a graduate from an Ontario Registered Practical Nursing program with a diagnosed disability impacting her learning experienced individualized tutoring. Through a series of five semi-structured
narrative interviews and self-reflection, the co-participant???s story was re-constructed and analyzed using the
Narrative Inquiry three-dimensional space (temporality, sociality, and place). This
Narrative Inquiry highlights the temporal connections of life events and how social conditions mutually shape and change personal conditions. Four
narrative threads: barriers to access, stigmatization, individuality in education, and paradoxical conflicts among caring professions. It also highlights the importance of reflective practice, barrier-free inclusive education, and the need for further research into tutoring practice, education and policy. Tutors must establish a relationship that allows for exploration of context and building of a contextually-meaningful program, one in which learning is fostered.
Advisors/Committee Members: Lindsay, Gail.
Subjects/Keywords: Tutor; Nursing; Disability; Narrative inquiry
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Kruczek, N. (2016). A narrative inquiry into the experience of a practical nursing graduate with private tutoring. (Thesis). University of Ontario Institute of Technology. Retrieved from http://hdl.handle.net/10155/683
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Kruczek, Nicole. “A narrative inquiry into the experience of a practical nursing graduate with private tutoring.” 2016. Thesis, University of Ontario Institute of Technology. Accessed March 04, 2021.
http://hdl.handle.net/10155/683.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Kruczek, Nicole. “A narrative inquiry into the experience of a practical nursing graduate with private tutoring.” 2016. Web. 04 Mar 2021.
Vancouver:
Kruczek N. A narrative inquiry into the experience of a practical nursing graduate with private tutoring. [Internet] [Thesis]. University of Ontario Institute of Technology; 2016. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/10155/683.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Kruczek N. A narrative inquiry into the experience of a practical nursing graduate with private tutoring. [Thesis]. University of Ontario Institute of Technology; 2016. Available from: http://hdl.handle.net/10155/683
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Alberta
13.
Compton, Roslyn M.
Listening Deeply: A Narrative Inquiry into the Experiences
of Older Adults in Relation to Place.
Degree: PhD, Faculty of Nursing, 2014, University of Alberta
URL: https://era.library.ualberta.ca/files/rv042v36x
► While living alongside Grandma’s stories of growing older in a small rural town in Australia, I became interested in the stories she told in her…
(more)
▼ While living alongside Grandma’s stories of growing
older in a small rural town in Australia, I became interested in
the stories she told in her living room and what it meant to grow
older in a place Grandma called home. As I thought narratively
about her stories, I woke to the possibility that her stories of
experience were being told within places which also reflected their
social, cultural, and institutional significance. The opportunity
to explore these experiences drew me further into narrative inquiry
and a study in which I engaged with three women—Pauline, Alison,
and Sue—who were 80 years and older. My research puzzles, informed
by the stories I lived alongside Grandma, both as a granddaughter
and nurse, included seeking meaning and understanding in older
adults’ stories of experience, particularly those relevant to
growing older, stories to live by, and place. As part of the
conversations with participants, I gathered field texts which
consisted of transcripts, photographs, and memory box items. The
narrative accounts were co-composed with participants. Laying the
narrative accounts alongside each other, I identified narrative
threads which spoke to stories of remembering, imagination and
playfulness, stories to live by, personal belongings, moving,
feeling safe, and a sense of “not yet”. Together, these threads
weave the fabric of place. It was equally important that the
stories that participants and I co-composed and chose to tell in
the final research texts challenged the status quo of perceiving
older adults as a burden, and spoke creatively to the personal,
practical, and social significance of our negotiated research
texts. The research text describes the tensions in stories between
my Grandmas’, my professional stories, and society’s and
participants’ stories of what it means to grow older in relation to
place. I realized at times I perceived older adults arrogantly, and
the stories I lived alongside Grandma of “aging in place” and
successful aging became my personal stories of what growing older
in relation to place should look like. However, my relationships
with Pauline, Alison, and Sue called me to pay attention to my
arrogance, and by living alongside their stories, my past
understandings shifted significantly and I realized who we are is
deeply connected to place. I learned to embrace change within
myself and to accept it as ongoing; not only in myself but also in
people who surround me. Finally, I learned it is through
co-composing stories with participants that I was able to shift
narrative care to core care in my nursing practice. By doing so,
care begins with experience rather than a person’s age, clinical
disease, or diagnosis.
Subjects/Keywords: Place; Narrative inquiry; Older adults; Narrative care
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Compton, R. M. (2014). Listening Deeply: A Narrative Inquiry into the Experiences
of Older Adults in Relation to Place. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/rv042v36x
Chicago Manual of Style (16th Edition):
Compton, Roslyn M. “Listening Deeply: A Narrative Inquiry into the Experiences
of Older Adults in Relation to Place.” 2014. Doctoral Dissertation, University of Alberta. Accessed March 04, 2021.
https://era.library.ualberta.ca/files/rv042v36x.
MLA Handbook (7th Edition):
Compton, Roslyn M. “Listening Deeply: A Narrative Inquiry into the Experiences
of Older Adults in Relation to Place.” 2014. Web. 04 Mar 2021.
Vancouver:
Compton RM. Listening Deeply: A Narrative Inquiry into the Experiences
of Older Adults in Relation to Place. [Internet] [Doctoral dissertation]. University of Alberta; 2014. [cited 2021 Mar 04].
Available from: https://era.library.ualberta.ca/files/rv042v36x.
Council of Science Editors:
Compton RM. Listening Deeply: A Narrative Inquiry into the Experiences
of Older Adults in Relation to Place. [Doctoral Dissertation]. University of Alberta; 2014. Available from: https://era.library.ualberta.ca/files/rv042v36x

University of Ontario Institute of Technology
14.
Thavakugathasalingam, Megalai.
Reconstructing experience of childhood cancer: a narrative inquiry.
Degree: 2016, University of Ontario Institute of Technology
URL: http://hdl.handle.net/10155/743
► Many childhood cancer survivors experience long-term effects from their illness long after their treatments are over. In order to more fully understand the impact these…
(more)
▼ Many childhood cancer survivors experience long-term effects from their illness long
after their treatments are over. In order to more fully understand the impact these effects
have on a young person???s life, there is a need for more patient illness narratives. Using
Connelly and Clandinin???s
Narrative Inquiry methodology, I explored the experience of a
young adult survivor of childhood cancer. My co-participant and I engaged in
narrative
interviews and creative self-expression activities. To reconstruct and critically examine
the story of her childhood cancer experience, I used two theoretical frameworks,
Erikson???s (1968) Psychosocial Stages of Development and Cellular Memory, based on
Porges??? Polyvagal Theory (1995). The
narrative patterns that emerge are: relationships,
identity and the embodied experience. The co-participant???s story is re-presented in a
letter, accompanied by a poem, addressed to healthcare professionals. Implications for
healthcare practice include the need for increased sensitivity to patient???s lived experience
of the illness. More specifically, there is a need for further education of healthcare
professionals on the long-term effects of childhood cancer that include mind-body-spirit.
Advisors/Committee Members: Sanchez, Otto, Schwind, Jasna.
Subjects/Keywords: Narrative inquiry; Childhood cancer; Patient illness narrative
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Thavakugathasalingam, M. (2016). Reconstructing experience of childhood cancer: a narrative inquiry. (Thesis). University of Ontario Institute of Technology. Retrieved from http://hdl.handle.net/10155/743
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Thavakugathasalingam, Megalai. “Reconstructing experience of childhood cancer: a narrative inquiry.” 2016. Thesis, University of Ontario Institute of Technology. Accessed March 04, 2021.
http://hdl.handle.net/10155/743.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Thavakugathasalingam, Megalai. “Reconstructing experience of childhood cancer: a narrative inquiry.” 2016. Web. 04 Mar 2021.
Vancouver:
Thavakugathasalingam M. Reconstructing experience of childhood cancer: a narrative inquiry. [Internet] [Thesis]. University of Ontario Institute of Technology; 2016. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/10155/743.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Thavakugathasalingam M. Reconstructing experience of childhood cancer: a narrative inquiry. [Thesis]. University of Ontario Institute of Technology; 2016. Available from: http://hdl.handle.net/10155/743
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas State University – San Marcos
15.
Schiely, Lauren E.
Sharing Our Stories: Using Narrative Inquiry to Examine Our Writing Centers.
Degree: MA, Rhetoric and Composition, 2013, Texas State University – San Marcos
URL: https://digital.library.txstate.edu/handle/10877/4540
An argument for the use of narrative inquiry as a viable and valuable research method in studying the themes of community and exclusion in writing centers.
Advisors/Committee Members: Jackson, Rebecca (advisor), Balzhiser, Deborah (committee member), Wilson, Nancy (committee member).
Subjects/Keywords: Narrative; Narrative inquiry; Writing centers; Community; Exclusion; Writing centers – Evaluation; Narrative inquiry (Research method)
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Schiely, L. E. (2013). Sharing Our Stories: Using Narrative Inquiry to Examine Our Writing Centers. (Masters Thesis). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/4540
Chicago Manual of Style (16th Edition):
Schiely, Lauren E. “Sharing Our Stories: Using Narrative Inquiry to Examine Our Writing Centers.” 2013. Masters Thesis, Texas State University – San Marcos. Accessed March 04, 2021.
https://digital.library.txstate.edu/handle/10877/4540.
MLA Handbook (7th Edition):
Schiely, Lauren E. “Sharing Our Stories: Using Narrative Inquiry to Examine Our Writing Centers.” 2013. Web. 04 Mar 2021.
Vancouver:
Schiely LE. Sharing Our Stories: Using Narrative Inquiry to Examine Our Writing Centers. [Internet] [Masters thesis]. Texas State University – San Marcos; 2013. [cited 2021 Mar 04].
Available from: https://digital.library.txstate.edu/handle/10877/4540.
Council of Science Editors:
Schiely LE. Sharing Our Stories: Using Narrative Inquiry to Examine Our Writing Centers. [Masters Thesis]. Texas State University – San Marcos; 2013. Available from: https://digital.library.txstate.edu/handle/10877/4540

Royal Roads University
16.
Gray, Emily.
Discovering my stories : a narrative of a matriotic mother in nature
.
Degree: 2015, Royal Roads University
URL: http://hdl.handle.net/10170/854
► Now, seemingly more than ever, we are facing actual and impending consequences of climate change. The health of the non-human world and of our own…
(more)
▼ Now, seemingly more than ever, we are facing actual and impending consequences of climate change. The health of the non-human world and of our own species depends on our ability to develop a new story: one that is intergenerational and captures the essence of a humanity that respects the interconnectedness of all life on planet Earth.
Using the environmental autobiography process, I rediscovered personal stories from my childhood of time spent in nature. Each story became a unique insight into a current concept or theory in the environmental field, what I called environmental connective (t)issues (ECT). I found that through reminiscence and an examination of the learning we experienced as a child, we find insight into the truths we know as adults. Our stories, if we offer them to our children, can help forge strong ties to each other and to our natural world.
Advisors/Committee Members: Henderson, Bob (advisor), Ling, Chris (advisor).
Subjects/Keywords: environmental autobiography;
matriotism;
narrative inquiry;
nature;
storytelling
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Gray, E. (2015). Discovering my stories : a narrative of a matriotic mother in nature
. (Thesis). Royal Roads University. Retrieved from http://hdl.handle.net/10170/854
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Gray, Emily. “Discovering my stories : a narrative of a matriotic mother in nature
.” 2015. Thesis, Royal Roads University. Accessed March 04, 2021.
http://hdl.handle.net/10170/854.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Gray, Emily. “Discovering my stories : a narrative of a matriotic mother in nature
.” 2015. Web. 04 Mar 2021.
Vancouver:
Gray E. Discovering my stories : a narrative of a matriotic mother in nature
. [Internet] [Thesis]. Royal Roads University; 2015. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/10170/854.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Gray E. Discovering my stories : a narrative of a matriotic mother in nature
. [Thesis]. Royal Roads University; 2015. Available from: http://hdl.handle.net/10170/854
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

NSYSU
17.
Chiang, Yu-Hung.
none.
Degree: Master, Business Management, 2010, NSYSU
URL: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0705110-230203
► The majority of the existing studies on the entrepreneurship tend to adopt the quantitative approaches to explore the effect of the preset variables and/or to…
(more)
▼ The majority of the existing studies on the entrepreneurship tend to adopt the quantitative approaches to explore the effect of the preset variables and/or to examine the relationships between different variables. However, such an approach is too static and neglects the dynamics and complexity of the environment. Therefore this research tempts to analyze the entrepreneurship story by the
narrative inquiry method in the hope to explain a different landscape of entrepreneurship researches and entrepreneurial organizations. The case of this research is a chain cram school. Based on the experiences and stories from the cram schoolâs founder, managers and teachers, accompanying with the points of view adopted from âHuman Playful Entrepreneuningâ as well as the explanation and introspection of the author, five features of an entrepreneurial organization are uncovered. That is, an entrepreneurial organization is an ever-changing organization; an organization playing with boundaries; a changing organization with regularity; a âGong-hoâ organization; and an organization with a group of knowledge workers who are organizationally assimilated.
An entrepreneurial organization could only survive and accommodate to a dynamic environment by attracting new employees with various knowledge, by accumulating and exploiting internal resources, and by continuous interaction with the external environment. An entrepreneurial organization is able to keep some principles despite of its continuous changes, and to keep its entrepreneurship from the facultyâs partnership. When it assimilates the faculty it helps them attract each other but still maintain an innovative thinking and the ability of execution at the same time.
Advisors/Committee Members: Ping-Yi Chao (chair), Stephen D. Tsai (committee member), Jack Wang (chair).
Subjects/Keywords: Cram School; Entrepreneurship; Entrepreneurial Organization; Narrative Inquiry
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to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Chiang, Y. (2010). none. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0705110-230203
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Chiang, Yu-Hung. “none.” 2010. Thesis, NSYSU. Accessed March 04, 2021.
http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0705110-230203.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Chiang, Yu-Hung. “none.” 2010. Web. 04 Mar 2021.
Vancouver:
Chiang Y. none. [Internet] [Thesis]. NSYSU; 2010. [cited 2021 Mar 04].
Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0705110-230203.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Chiang Y. none. [Thesis]. NSYSU; 2010. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0705110-230203
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

NSYSU
18.
Hsu, Che-Pei.
The Exploration of Phronesis- in Five Cases.
Degree: Master, Business Management, 2013, NSYSU
URL: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0110113-074948
► In Nicomachean Ethics, Aristotle proposed the idea of âphronesisâ. Phronesis means someone can tell different situation before he makes a decision, and he knows how…
(more)
▼ In Nicomachean Ethics, Aristotle proposed the idea of âphronesisâ. Phronesis means someone can tell different situation before he makes a decision, and he knows how to analyze the priority from many things. In this thesis I chose five stories through
narrative inquiry approach, and the research findings are:
1. Identity change:
When identity or position starts transforming, few of people can perceive the difference of the identity changing sensitively and make proper decision accordingly. By perceiving problems, self-reflecting and solving problems, individual would be capable to realize the necessity of changing identity and the best way of adapting which will lead to solution to problems. That is, the transformation of identity is phronesis.
2. Awareness:
Observation is one of essential elements to make best decision during various contexts. Cultivating this ability to become a prominent sales person through discovering object's preference and speculating ideas. Awareness is accomplished by observation through practice in every workplace.
3. Learning from practice:
According to Aristotleâs description on phronesis, it is accumulated from the experience of practice. However, a genuine phronesis needs introspection and continuous trial and learning as well to complete the concept rather than the practice alone.
Advisors/Committee Members: Dun-Hou Tsai (committee member), Ching-fang Lee (chair), Yu-Chung Liu (committee member), Chihyuan Wang (chair).
Subjects/Keywords: Aristotle; Practice; Identity; Narrative Inquiry; Phronesis
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Hsu, C. (2013). The Exploration of Phronesis- in Five Cases. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0110113-074948
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Hsu, Che-Pei. “The Exploration of Phronesis- in Five Cases.” 2013. Thesis, NSYSU. Accessed March 04, 2021.
http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0110113-074948.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Hsu, Che-Pei. “The Exploration of Phronesis- in Five Cases.” 2013. Web. 04 Mar 2021.
Vancouver:
Hsu C. The Exploration of Phronesis- in Five Cases. [Internet] [Thesis]. NSYSU; 2013. [cited 2021 Mar 04].
Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0110113-074948.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Hsu C. The Exploration of Phronesis- in Five Cases. [Thesis]. NSYSU; 2013. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0110113-074948
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Alberta
19.
Lessard, Sean Michael.
Red Worn Runners A Narrative Inquiry into the Stories of
Aboriginal Youth and Families in Urban Settings.
Degree: PhD, Department of Elementary Education, 2014, University of Alberta
URL: https://era.library.ualberta.ca/files/zp38wc863
► Drawing on an earlier narrative inquiry with youth who left school prior to graduating and an experience with creating a responsive summer school program for…
(more)
▼ Drawing on an earlier narrative inquiry with youth who
left school prior to graduating and an experience with creating a
responsive summer school program for Aboriginal youth, the present
study explored research puzzles into the educational experiences of
Aboriginal youth and their families both in and outside of schools.
Drawing on a conception of narrative inquiry as both methodology
and phenomenon (Clandinin & Connelly, 2000) and on concepts
of school curriculum making and familial curriculum making (Huber
et al. 2011) I designed a study in which I engaged with three
aboriginal youth in their early teens and their families over 2
years.
Subjects/Keywords: Narrative Inquiry; Indigenous Curriculum; Aboriginal Education
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Lessard, S. M. (2014). Red Worn Runners A Narrative Inquiry into the Stories of
Aboriginal Youth and Families in Urban Settings. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/zp38wc863
Chicago Manual of Style (16th Edition):
Lessard, Sean Michael. “Red Worn Runners A Narrative Inquiry into the Stories of
Aboriginal Youth and Families in Urban Settings.” 2014. Doctoral Dissertation, University of Alberta. Accessed March 04, 2021.
https://era.library.ualberta.ca/files/zp38wc863.
MLA Handbook (7th Edition):
Lessard, Sean Michael. “Red Worn Runners A Narrative Inquiry into the Stories of
Aboriginal Youth and Families in Urban Settings.” 2014. Web. 04 Mar 2021.
Vancouver:
Lessard SM. Red Worn Runners A Narrative Inquiry into the Stories of
Aboriginal Youth and Families in Urban Settings. [Internet] [Doctoral dissertation]. University of Alberta; 2014. [cited 2021 Mar 04].
Available from: https://era.library.ualberta.ca/files/zp38wc863.
Council of Science Editors:
Lessard SM. Red Worn Runners A Narrative Inquiry into the Stories of
Aboriginal Youth and Families in Urban Settings. [Doctoral Dissertation]. University of Alberta; 2014. Available from: https://era.library.ualberta.ca/files/zp38wc863

University of Alberta
20.
Burwash, Susan C.
Doing occupation: A narrative inquiry into occupational
therapists’ stories of occupation-based practice.
Degree: PhD, Faculty of Rehabilitation Medicine, 2013, University of Alberta
URL: https://era.library.ualberta.ca/files/k643b209f
► This narrative inquiry explores occupational therapists’ experiences of doing occupation – attempting to work in ways that are congruent with their professional commitment to using…
(more)
▼ This narrative inquiry explores occupational
therapists’ experiences of doing occupation – attempting to work in
ways that are congruent with their professional commitment to using
activities (occupations) as therapy, and focusing on enabling
clients to participate in their valued occupations as the goal for
therapy. The inquiry emerged from my own experiences as an
occupational therapy clinician, manager and educator. Four
occupational therapists with diverse experiences as occupational
therapists shared their experiences of doing occupation during
individual conversations with me and group discussions, over an
eleven-month period in 2010 - 2011. Field texts included
tape-recorded and transcribed conversations of individual and group
discussions, field notes related to these conversations, a digital
story created by one participant, journal entries, research poems
and images, and collages made by two of the participants. Research
texts were composed with each participant, in the form of narrative
accounts that inquire into participants’ experiences, using the
three-dimensional narrative inquiry space with dimensions of
temporality, sociality, and place. Four wonders related to doing
occupation that I marked as I looked across the four narrative
accounts for resonance and for bumping up places are discussed
further: (1) reaching for the real in practice, (2) identities, (3)
complex issues related to the heart, mind and soul of occupational
therapy (Wood, 2004) and, (4) participants’ strategies for
resisting or escaping systemic pressures to practice in ways which
are not compatible with their personal practical knowledge. These
were explored through further inquiry into participants’
experiences and through looking at the occupational
therapy/occupational science literature. The personal, practical
and social implications of this inquiry are discussed – how my
practices as an educator will change, how educators and clinicians
might be able to use this inquiry to reflect on their practice
experiences, and why and how narrative inquiry may provide a
valuable methodological approach for occupational therapy and
occupational sciences researchers.
Subjects/Keywords: occupation-based; occupational therapy; narrative inquiry
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Burwash, S. C. (2013). Doing occupation: A narrative inquiry into occupational
therapists’ stories of occupation-based practice. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/k643b209f
Chicago Manual of Style (16th Edition):
Burwash, Susan C. “Doing occupation: A narrative inquiry into occupational
therapists’ stories of occupation-based practice.” 2013. Doctoral Dissertation, University of Alberta. Accessed March 04, 2021.
https://era.library.ualberta.ca/files/k643b209f.
MLA Handbook (7th Edition):
Burwash, Susan C. “Doing occupation: A narrative inquiry into occupational
therapists’ stories of occupation-based practice.” 2013. Web. 04 Mar 2021.
Vancouver:
Burwash SC. Doing occupation: A narrative inquiry into occupational
therapists’ stories of occupation-based practice. [Internet] [Doctoral dissertation]. University of Alberta; 2013. [cited 2021 Mar 04].
Available from: https://era.library.ualberta.ca/files/k643b209f.
Council of Science Editors:
Burwash SC. Doing occupation: A narrative inquiry into occupational
therapists’ stories of occupation-based practice. [Doctoral Dissertation]. University of Alberta; 2013. Available from: https://era.library.ualberta.ca/files/k643b209f

University of Alberta
21.
Pinnegar, Eliza A.
Imagined Stories Interrupted: A narrative inquiry into the
experiences of teachers who do not teach.
Degree: MEd, Department of Elementary Education, 2012, University of Alberta
URL: https://era.library.ualberta.ca/files/sq87bt869
► This two year long narrative inquiry, part of a larger study, inquires into experiences of teachers who have graduated but not assumed classroom teaching positions.…
(more)
▼ This two year long narrative inquiry, part of a larger
study, inquires into experiences of teachers who have graduated but
not assumed classroom teaching positions. The work draws on the
conceptual framework of early landscapes, imagined stories, forward
looking stories, and stories to live by. Field texts included
transcripts of conversations, artifacts, and annals. This work
includes three narrative accounts with an opening and closing
chapter. The study highlights the importance of early landscapes in
composing imagined stories, experiences when imagined stories are
interrupted, and forward looking stories that are congruent with
stories to live by. The study illuminates how forward looking
stories are composed after the imagined story of teaching is
interrupted.
Subjects/Keywords: Teacher Attrition; Narrative Inquiry; Imagined Stories
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Pinnegar, E. A. (2012). Imagined Stories Interrupted: A narrative inquiry into the
experiences of teachers who do not teach. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/sq87bt869
Chicago Manual of Style (16th Edition):
Pinnegar, Eliza A. “Imagined Stories Interrupted: A narrative inquiry into the
experiences of teachers who do not teach.” 2012. Masters Thesis, University of Alberta. Accessed March 04, 2021.
https://era.library.ualberta.ca/files/sq87bt869.
MLA Handbook (7th Edition):
Pinnegar, Eliza A. “Imagined Stories Interrupted: A narrative inquiry into the
experiences of teachers who do not teach.” 2012. Web. 04 Mar 2021.
Vancouver:
Pinnegar EA. Imagined Stories Interrupted: A narrative inquiry into the
experiences of teachers who do not teach. [Internet] [Masters thesis]. University of Alberta; 2012. [cited 2021 Mar 04].
Available from: https://era.library.ualberta.ca/files/sq87bt869.
Council of Science Editors:
Pinnegar EA. Imagined Stories Interrupted: A narrative inquiry into the
experiences of teachers who do not teach. [Masters Thesis]. University of Alberta; 2012. Available from: https://era.library.ualberta.ca/files/sq87bt869

University of Alberta
22.
Goudman, Angela M.
Many Gifts: A Narrative Inquiry Study into Urban Aboriginal
Women’s Experiences of Breastfeeding.
Degree: Master of Nursing, Faculty of Nursing, 2014, University of Alberta
URL: https://era.library.ualberta.ca/files/q524jp69n
► Aboriginal populations constitute one of the largest ethnic populations in Canada. After initial contact with Europeans, these populations were frequently subjected to colonial treatment, including…
(more)
▼ Aboriginal populations constitute one of the largest
ethnic populations in Canada. After initial contact with Europeans,
these populations were frequently subjected to colonial treatment,
including the creation of residential schools. The purpose of
colonial treatment was to assimilate Aboriginal people into Western
culture and prevent the transmission of their languages and
cultural traditions. However, this has resulted in significant
disenfranchisement in subsequent generations. In recent years,
Aboriginal peoples have encouraged cultural reclamation and
emphasized the need for the transmission of cultural knowledge and
beliefs. Currently, little is known about Aboriginal traditions and
practices surrounding breastfeeding by Aboriginal women. It is
known that breastfeeding rates are lower in Aboriginal mothers, and
that Aboriginal people are predisposed to the development of
obesity and diabetes, two conditions that may be prevented or
mitigated through breastfeeding. Consequently, the purpose of this
research was to learn about cultural traditions and practices
associated with the decision to breastfeed, with the intent of
developing a framework for providing culturally appropriate pre-
and postnatal support for breastfeeding by Aboriginal women. A
narrative inquiry methodology was used, and two Aboriginal women
co-participated with the researcher in developing narratives about
themselves while breastfeeding and how breastfeeding was situated
in the context of their life stories. The three-dimensional
narrative inquiry space was used, with its aspects of time,
environment, and interaction. A fourth dimension of bodily
experience was added due to the fact that breastfeeding is a
physical act. The participants told stories of how breastfeeding
became a gift for them to give their children. It assisted them in
connecting with spiritual traditions and with the natural world.
One participant spoke of how she was adopted as a child and raised
outside her traditional culture, only connecting with her birth
family and her cultural traditions as an adult. Breastfeeding and
childbearing were influenced by her desire to learn more about her
culture and pass her cultural traditions on to her children. The
other participant spoke of how breastfeeding became a choice that
she could make, and how she asserted her independence by making her
own choices about breastfeeding and childrearing. Both spoke of the
importance of including Aboriginal cultural traditions in order to
encourage and empower women, and the necessity of recognizing the
impact of colonial treatment on Aboriginal culture and Aboriginal
peoples today in regards to breastfeeding and health decisions.
Underlying threads of identity, recognition of and respect for
Aboriginal ways of knowing, and breastfeeding as a natural
experience emerged. This research may provide the foundation for
the development of a new framework for Aboriginal women’s health
and culturally appropriate health education.
Subjects/Keywords: Aboriginal health; Breastfeeding; Postcolonialism; Narrative Inquiry
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Goudman, A. M. (2014). Many Gifts: A Narrative Inquiry Study into Urban Aboriginal
Women’s Experiences of Breastfeeding. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/q524jp69n
Chicago Manual of Style (16th Edition):
Goudman, Angela M. “Many Gifts: A Narrative Inquiry Study into Urban Aboriginal
Women’s Experiences of Breastfeeding.” 2014. Masters Thesis, University of Alberta. Accessed March 04, 2021.
https://era.library.ualberta.ca/files/q524jp69n.
MLA Handbook (7th Edition):
Goudman, Angela M. “Many Gifts: A Narrative Inquiry Study into Urban Aboriginal
Women’s Experiences of Breastfeeding.” 2014. Web. 04 Mar 2021.
Vancouver:
Goudman AM. Many Gifts: A Narrative Inquiry Study into Urban Aboriginal
Women’s Experiences of Breastfeeding. [Internet] [Masters thesis]. University of Alberta; 2014. [cited 2021 Mar 04].
Available from: https://era.library.ualberta.ca/files/q524jp69n.
Council of Science Editors:
Goudman AM. Many Gifts: A Narrative Inquiry Study into Urban Aboriginal
Women’s Experiences of Breastfeeding. [Masters Thesis]. University of Alberta; 2014. Available from: https://era.library.ualberta.ca/files/q524jp69n

University of Alberta
23.
Rossow-Kimball, Brenda A.
A Narrative Inquiry into the Lives of Older Adults Labelled
with Intellectual Disabilities: The Significance of Place as a
Means to Story Retirement.
Degree: PhD, Physical Education and Recreation, 2014, University of Alberta
URL: https://era.library.ualberta.ca/files/m613mz968
► This narrative inquiry engaged the author in the storied lives of three older gentlemen labelled with intellectual disabilities (the inquirers) as they lived out a…
(more)
▼ This narrative inquiry engaged the author in the
storied lives of three older gentlemen labelled with intellectual
disabilities (the inquirers) as they lived out a story of
retirement in their community in a mid-sized city in Western
Canada. The author walked alongside the inquirers for nearly a year
in search of coherence in their shared experiences. Although the
grand narrative suggests that these gentlemen are likely to
experience a lonely, isolated, and inactive retirement, it is with
confidence and pride that they live a competing story in which they
are engaged with their community; they enjoy spending time with new
friends, participating in new activities, and venturing into new
territory. Seemingly, place proved to be of most significance to
the inquirers as they lived out their stories of retirement.
However, their storied past drives their current and future
retirement prospects as they search to relive moments which provide
meaning, structure, and familiarity, specifically seeking out
opportunities to serve others in their community at church and the
local senior centre, for example. In light of their success, the
author suggests that perhaps a lack of structured retirement
programming can actually enhance opportunities for growth as older
adults labelled with intellectual disabilities are pushed to live a
self-determined retirement as they seek out meaningful
opportunities for success. Throughout the paper, the author
reflects on her own experiences on the professional knowledge
landscape as she questions her positioning as a researcher,
professor, student, support person, advocate, and friend. During
her time walking alongside the inquirers in the three-dimensional
space, she became awakened to/was reminded of/experienced tensions
in relation to the grand narrative surrounding her own life and
that of her inquirers. She relives/retells personal stories in an
attempt to find coherence and live in an educative way amongst the
tensions.
Subjects/Keywords: narrative inquiry; ethics; retirement; intellectual disability
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Rossow-Kimball, B. A. (2014). A Narrative Inquiry into the Lives of Older Adults Labelled
with Intellectual Disabilities: The Significance of Place as a
Means to Story Retirement. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/m613mz968
Chicago Manual of Style (16th Edition):
Rossow-Kimball, Brenda A. “A Narrative Inquiry into the Lives of Older Adults Labelled
with Intellectual Disabilities: The Significance of Place as a
Means to Story Retirement.” 2014. Doctoral Dissertation, University of Alberta. Accessed March 04, 2021.
https://era.library.ualberta.ca/files/m613mz968.
MLA Handbook (7th Edition):
Rossow-Kimball, Brenda A. “A Narrative Inquiry into the Lives of Older Adults Labelled
with Intellectual Disabilities: The Significance of Place as a
Means to Story Retirement.” 2014. Web. 04 Mar 2021.
Vancouver:
Rossow-Kimball BA. A Narrative Inquiry into the Lives of Older Adults Labelled
with Intellectual Disabilities: The Significance of Place as a
Means to Story Retirement. [Internet] [Doctoral dissertation]. University of Alberta; 2014. [cited 2021 Mar 04].
Available from: https://era.library.ualberta.ca/files/m613mz968.
Council of Science Editors:
Rossow-Kimball BA. A Narrative Inquiry into the Lives of Older Adults Labelled
with Intellectual Disabilities: The Significance of Place as a
Means to Story Retirement. [Doctoral Dissertation]. University of Alberta; 2014. Available from: https://era.library.ualberta.ca/files/m613mz968

University of Alberta
24.
Burgess-Pinto, Elizabeth.
Fathers of Daughters: A Narrative Inquiry Into Their
Experiences of Migration and Settlement.
Degree: PhD, Faculty of Nursing, 2014, University of Alberta
URL: https://era.library.ualberta.ca/files/bk128c50r
► The process of migration produces transitions and disruptions in the dynamics of family life including changes in roles and relationships. In general, there is very…
(more)
▼ The process of migration produces transitions and
disruptions in the dynamics of family life including changes in
roles and relationships. In general, there is very little research
on father/daughter relationships from the perspective of the
father. I sought to understand the research puzzle: How do newcomer
fathers story and re-story their relationships with their
adolescent daughters during the processes of migration and
settlement? I collaborated with three newcomer fathers using
conversation and dialogue to develop a storied view of their
experiences. The focus of the study is on the fathers’ experiences
with their daughters prior to and after settlement in Canada.
Narrative Inquiry (Clandinin & Connelly, 2000) was the
methodology that guided the research. The inquiry followed a
recursive, reflexive process within the conceptual framework of the
commonplaces of temporality, sociality and place. Conversations
with the participants took place over a timespan of a year and a
half. The fathers shared their stories of being the father of a
daughter transitioning through adolescence and to Canada. In
keeping with the relational ontology of narrative inquiry I shared
memories of my immigration experiences and of my memories of my
father. From the narrative accounts of the fathers, from the
experiences they shared, I pulled narrative threads that
reverberated across their stories. Four common threads emerged: 1)
liminality, 2) the resonance of mothers, 3) fatherhood as an
intimate relationship, and 4) information and communication
technologies (ICTs). The fathers’ stories highlight the need to
focus on making space for voices that are rarely heard in research
and nursing. The relational process of narrative inquiry which
focuses on the discovery of insight and understanding can influence
nursing which is also a reflective, negotiated practice.
Subjects/Keywords: migration; relationships; fathers; narrative inquiry; daughters; settlement
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Burgess-Pinto, E. (2014). Fathers of Daughters: A Narrative Inquiry Into Their
Experiences of Migration and Settlement. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/bk128c50r
Chicago Manual of Style (16th Edition):
Burgess-Pinto, Elizabeth. “Fathers of Daughters: A Narrative Inquiry Into Their
Experiences of Migration and Settlement.” 2014. Doctoral Dissertation, University of Alberta. Accessed March 04, 2021.
https://era.library.ualberta.ca/files/bk128c50r.
MLA Handbook (7th Edition):
Burgess-Pinto, Elizabeth. “Fathers of Daughters: A Narrative Inquiry Into Their
Experiences of Migration and Settlement.” 2014. Web. 04 Mar 2021.
Vancouver:
Burgess-Pinto E. Fathers of Daughters: A Narrative Inquiry Into Their
Experiences of Migration and Settlement. [Internet] [Doctoral dissertation]. University of Alberta; 2014. [cited 2021 Mar 04].
Available from: https://era.library.ualberta.ca/files/bk128c50r.
Council of Science Editors:
Burgess-Pinto E. Fathers of Daughters: A Narrative Inquiry Into Their
Experiences of Migration and Settlement. [Doctoral Dissertation]. University of Alberta; 2014. Available from: https://era.library.ualberta.ca/files/bk128c50r

University of Alberta
25.
Houle, Sonia T.
A Narrative Inquiry into the Lived Curriculum of Grade 1
Children Identified as Struggling Readers: Experiences of Children,
Parents, and Teachers.
Degree: PhD, Department of Elementary Education, 2012, University of Alberta
URL: https://era.library.ualberta.ca/files/cf95jc22z
► My daughter’s experiences as a struggling reader awakened me to difficulties children live when they do not learn as expected in schools; she inspired this…
(more)
▼ My daughter’s experiences as a struggling reader
awakened me to difficulties children live when they do not learn as
expected in schools; she inspired this study. My research puzzle
focused on the experiences of children identified as struggling
readers in Grade 1 and on those of their parents and teachers who
lived alongside them. This narrative inquiry explored how children,
parents, and teachers experienced living in the midst of tensions
created between the lived curriculum of a struggling reader and
expectations of the mandated curriculum. This study is situated in
the literature of curriculum studies, in the concepts of lived
curriculum and curriculum making. Two boys identified as struggling
readers by their Grade 1 teacher participated in the study along
with their parents and their Grade 1 and Grade 2 teachers. I spent
a total of seven months as a participant observer in the boys’
Grade 1 and Grade 2 classrooms. I had one-on-one conversations with
the children, their parents, and their teachers to learn about
their experiences. My field texts included field notes of my
observations in the two classrooms, transcripts of one-on-one
conversations with each participant, artefacts of the children’s
classroom work and drawings, school documents, and a research
journal. I wrote two narrative accounts of each child (one per
grade) intertwined with their parents’ and teachers’ stories.
Looking across the narrative accounts, I inquired into silences on
school and home landscapes. Children, parents, and teachers kept
silent some of their stories of experiences as they moved between
landscapes. I examined these silences through the lens of sacred,
secret, and cover stories. Additionally, I inquired into one
family’s familial curriculum making around home reading,
highlighting a mother’s knowledge of the four curriculum
commonplaces (teacher, learner, milieu, subject matter). The
relational ethics and multiple perspectives of this study provided
information on children’s, parents’, and teachers’ experiences in
school and at home that might otherwise have remained untold.
Attending to relationships, tensions, and silences in school
curriculum making and recognizing familial curriculum making in
children’s lives helped me imagine forward looking stories as a
teacher, a teacher educator, and an educational
researcher.
Subjects/Keywords: reading; curriculum studies; narrative inquiry; families
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APA ·
Chicago ·
MLA ·
Vancouver ·
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Export
to Zotero / EndNote / Reference
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APA (6th Edition):
Houle, S. T. (2012). A Narrative Inquiry into the Lived Curriculum of Grade 1
Children Identified as Struggling Readers: Experiences of Children,
Parents, and Teachers. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/cf95jc22z
Chicago Manual of Style (16th Edition):
Houle, Sonia T. “A Narrative Inquiry into the Lived Curriculum of Grade 1
Children Identified as Struggling Readers: Experiences of Children,
Parents, and Teachers.” 2012. Doctoral Dissertation, University of Alberta. Accessed March 04, 2021.
https://era.library.ualberta.ca/files/cf95jc22z.
MLA Handbook (7th Edition):
Houle, Sonia T. “A Narrative Inquiry into the Lived Curriculum of Grade 1
Children Identified as Struggling Readers: Experiences of Children,
Parents, and Teachers.” 2012. Web. 04 Mar 2021.
Vancouver:
Houle ST. A Narrative Inquiry into the Lived Curriculum of Grade 1
Children Identified as Struggling Readers: Experiences of Children,
Parents, and Teachers. [Internet] [Doctoral dissertation]. University of Alberta; 2012. [cited 2021 Mar 04].
Available from: https://era.library.ualberta.ca/files/cf95jc22z.
Council of Science Editors:
Houle ST. A Narrative Inquiry into the Lived Curriculum of Grade 1
Children Identified as Struggling Readers: Experiences of Children,
Parents, and Teachers. [Doctoral Dissertation]. University of Alberta; 2012. Available from: https://era.library.ualberta.ca/files/cf95jc22z

University of Alberta
26.
Dubnewick, Michael J.
Seeds Sown into Me: An Autobiographical Narrative Inquiry
into the Leisure Experiences of one Community Gardener.
Degree: MA, Physical Education and Recreation, 2013, University of Alberta
URL: https://era.library.ualberta.ca/files/vh53wv79n
► This autobiographical narrative inquiry takes the reader alongside my familial stories of gardening and my lived experiences across three community gardens in Edmonton. By focusing…
(more)
▼ This autobiographical narrative inquiry takes the
reader alongside my familial stories of gardening and my lived
experiences across three community gardens in Edmonton. By focusing
on my experiences of gardening I demonstrate the power of narrative
inquiry (Clandinin & Connelly, 2000) as an approach that
tends to the descriptive and paradoxical dynamics of leisure
practice by providing alternative narratives to dominant
conceptualizations of gardening. The institutional, community and
personal narratives of gardening that wove in and through my
experiences of gardening are used to show how leisures are
polythetic constructions situated in contexts with people, cultures
and communities (Fox & Klaiber, 2006). As the narratives in
this thesis illustrate, gardeners continually negotiate tensious
landscapes and stories of gardening. To ignore the rich and
multivariate experiences of gardeners amongst the meta-narratives
of gardening is to silence the moments of discomfort, dissent and
alternatives in the diversity of lives lived.
Subjects/Keywords: community gardens; leisure; narrative inquiry; community
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Dubnewick, M. J. (2013). Seeds Sown into Me: An Autobiographical Narrative Inquiry
into the Leisure Experiences of one Community Gardener. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/vh53wv79n
Chicago Manual of Style (16th Edition):
Dubnewick, Michael J. “Seeds Sown into Me: An Autobiographical Narrative Inquiry
into the Leisure Experiences of one Community Gardener.” 2013. Masters Thesis, University of Alberta. Accessed March 04, 2021.
https://era.library.ualberta.ca/files/vh53wv79n.
MLA Handbook (7th Edition):
Dubnewick, Michael J. “Seeds Sown into Me: An Autobiographical Narrative Inquiry
into the Leisure Experiences of one Community Gardener.” 2013. Web. 04 Mar 2021.
Vancouver:
Dubnewick MJ. Seeds Sown into Me: An Autobiographical Narrative Inquiry
into the Leisure Experiences of one Community Gardener. [Internet] [Masters thesis]. University of Alberta; 2013. [cited 2021 Mar 04].
Available from: https://era.library.ualberta.ca/files/vh53wv79n.
Council of Science Editors:
Dubnewick MJ. Seeds Sown into Me: An Autobiographical Narrative Inquiry
into the Leisure Experiences of one Community Gardener. [Masters Thesis]. University of Alberta; 2013. Available from: https://era.library.ualberta.ca/files/vh53wv79n

University of Georgia
27.
Yother, Christina Cioci.
Mommy blogging.
Degree: 2014, University of Georgia
URL: http://hdl.handle.net/10724/28176
► Women’s leisure has typically been examined in terms of their family roles. An area of women’s leisure that has often been overlooked in the research…
(more)
▼ Women’s leisure has typically been examined in terms of their family roles. An area of women’s leisure that has often been overlooked in the research is the development of community and voice, specifically the opportunities for this within
the blogosphere. The purpose of this study investigates how mommy bloggers build community and explore notions of motherhood through writing and voice. This was a basic qualitative study. Data collection involved examining the blog archives of four top
mom bloggers on the 2010 Babble Top Mom list. Research questions centered on motivation for blogging, how blogging creates or facilitates community for mothers, how blogging provides a conduit for voice, and how blogging reinforces or recreates
traditional notions of motherhood. Motivating factors included having an outlet for expressing parenting experiences, a sense of vindication to those experiences, and appreciation for the community that formed. Women reported that their blogs became a
space where they felt a sense of ownership. Three conclusions emerged from this study. The first conclusion was that the purpose of blogging is fluid and changing as the women grow and develop their voices. The second conclusion was that blogging
provides a space to challenge the notions of motherhood through the embracing of authentic voice. The final conclusion was that community in this context is fostered from personal catharsis, ownership and voice, personal validation that builds
relationships, and motivation that shapes the relationships formed.
Subjects/Keywords: blogging; feminism; interpretivism; leisure; motherhood; narrative inquiry
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Yother, C. C. (2014). Mommy blogging. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/28176
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Yother, Christina Cioci. “Mommy blogging.” 2014. Thesis, University of Georgia. Accessed March 04, 2021.
http://hdl.handle.net/10724/28176.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Yother, Christina Cioci. “Mommy blogging.” 2014. Web. 04 Mar 2021.
Vancouver:
Yother CC. Mommy blogging. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/10724/28176.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Yother CC. Mommy blogging. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/28176
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Penn State University
28.
Hayduk, Dina.
USING TRANSFORMATIVE LEARNING AS A FRAMEWORK TO EXPLORE WOMEN AND RUNNING
.
Degree: 2011, Penn State University
URL: https://submit-etda.libraries.psu.edu/catalog/12074
► This qualitative narrative inquiry explored women‟s self-perceptions changed through regular participation in running. Transformative learning theory was considered as a possible explanation for the learning…
(more)
▼ This qualitative
narrative inquiry explored women‟s self-perceptions changed through regular participation in running. Transformative learning theory was considered as a possible explanation for the learning and changes adult women experienced. In-depth interviews of 11 adult women who have been running between 1 to 4 years were conducted. Based on the interviews, a unique
narrative was created for each participant. Using the lens of transformative learning, transcripts of the interviews were analyzed individually to see if the
subject had a deep paradigm shift in self-perception based on the description of their running experience.
The research focused on the participants‟ self-reports of how they have changed, specifically their self-perception since beginning running, and the role running played in this change. Each
narrative supplies rich descriptive data.
Findings indicated that all of the subjects did have a change in self-perspective that they contributed to running. Self-reflection was key to the process of change for most of the subjects while a few used the process of discernment. Additionally, some of the women reported the influence of being part of a supportive group, while only one woman engaged in rational dialogue. The rational aspect, although central, was only one part of the process.
Implications for health educators include infusing opportunities for self reflection in behavior change models to perhaps increase success rates. The study contributes to the field of adult education by demonstrating the importance of the individual‟s experiences to the process of transformative learning.
Advisors/Committee Members: Patricia Angelica Cranton, Dissertation Advisor/Co-Advisor, Patricia Angelica Cranton, Committee Chair/Co-Chair, Elizabeth Jean Tisdell, Committee Member, Samuel William Monismith, Committee Member, Carol A Smith, Committee Member, Gary Kuhne, Committee Member.
Subjects/Keywords: transformative learning; women; running; narrative inquiry
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Hayduk, D. (2011). USING TRANSFORMATIVE LEARNING AS A FRAMEWORK TO EXPLORE WOMEN AND RUNNING
. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/12074
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Hayduk, Dina. “USING TRANSFORMATIVE LEARNING AS A FRAMEWORK TO EXPLORE WOMEN AND RUNNING
.” 2011. Thesis, Penn State University. Accessed March 04, 2021.
https://submit-etda.libraries.psu.edu/catalog/12074.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Hayduk, Dina. “USING TRANSFORMATIVE LEARNING AS A FRAMEWORK TO EXPLORE WOMEN AND RUNNING
.” 2011. Web. 04 Mar 2021.
Vancouver:
Hayduk D. USING TRANSFORMATIVE LEARNING AS A FRAMEWORK TO EXPLORE WOMEN AND RUNNING
. [Internet] [Thesis]. Penn State University; 2011. [cited 2021 Mar 04].
Available from: https://submit-etda.libraries.psu.edu/catalog/12074.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Hayduk D. USING TRANSFORMATIVE LEARNING AS A FRAMEWORK TO EXPLORE WOMEN AND RUNNING
. [Thesis]. Penn State University; 2011. Available from: https://submit-etda.libraries.psu.edu/catalog/12074
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Otago
29.
Hooper, Carolyn May.
Belongingness: How neighbourhood gets under the skin
.
Degree: 2014, University of Otago
URL: http://hdl.handle.net/10523/4828
► A challenge facing researchers is to understand how neighbourhood ‘gets under the skin’, influencing the health and wellbeing of those who live there. There is…
(more)
▼ A challenge facing researchers is to understand how neighbourhood ‘gets under the skin’, influencing the health and wellbeing of those who live there. There is mixed evidence, and increasingly sophisticated theoretical explanations, concerning the health effects of neighbourhood characteristics. However, there is an empirical gap created by the emphasis on neighbourhood characteristics or experiences at a single point in time, with comparatively little attention given to the biographical accumulation of experiences in the varying residential contexts encountered throughout the lifecourse.
My research explored if and how experiences of neighbourhood are carried forward as people move from place to place; and if and how those experiences influence everyday habits that enable or undermine personal health and wellbeing.
Through a life-story
narrative inquiry, including structural analysis and both within-case and cross-case thematic analyses, the recollections and reflections of sixteen women living in Wellington, New Zealand, were explored to see how childhood experiences inform present-day perceptions, preferences, and practices towards their residential area and their attentiveness to health and wellbeing through active living and food.
Health and wellbeing were found to be enabled by the childhood experience of a sense of neighbourhood belonging. Participants’ narratively reconstructed recollections suggest that their childhood experiences of neighbourhood belonging came about through an everyday practice of unsupervised, unstructured play with nearby peers in public and private neighbourhood spaces. Their narratives suggest such spaces to be ‘third places’ of the children’s making, with as much relevance to their young lives as is claimed of third places in the lives of adults. A childhood engagement with third places of the local children’s making is shown to be related to the development and embodiment of knowledge about trustworthiness, resulting in an ability to form mutually beneficial social relations with children living nearby. As adults, participants who had experienced a sense of neighbourhood belonging in childhood consciously worked toward developing neighbourly reciprocal social relations in adulthood, in the expectation of convivial camaraderie that sometimes extended to practical support. The study suggests that belonging to such informal social networks is positively associated with everyday practices of self-care that benefit health and wellbeing. My research suggests the third places of childhood to be an important mechanism for the embodiment of neighbourhood that has hitherto been overlooked in the quest to understand how place gets under the skin, having enduring implications for health and wellbeing across the lifecourse.
Advisors/Committee Members: Ivory, Vivienne (advisor).
Subjects/Keywords: neighbourhood;
third place;
lifecourse;
belonging;
narrative inquiry
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Hooper, C. M. (2014). Belongingness: How neighbourhood gets under the skin
. (Doctoral Dissertation). University of Otago. Retrieved from http://hdl.handle.net/10523/4828
Chicago Manual of Style (16th Edition):
Hooper, Carolyn May. “Belongingness: How neighbourhood gets under the skin
.” 2014. Doctoral Dissertation, University of Otago. Accessed March 04, 2021.
http://hdl.handle.net/10523/4828.
MLA Handbook (7th Edition):
Hooper, Carolyn May. “Belongingness: How neighbourhood gets under the skin
.” 2014. Web. 04 Mar 2021.
Vancouver:
Hooper CM. Belongingness: How neighbourhood gets under the skin
. [Internet] [Doctoral dissertation]. University of Otago; 2014. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/10523/4828.
Council of Science Editors:
Hooper CM. Belongingness: How neighbourhood gets under the skin
. [Doctoral Dissertation]. University of Otago; 2014. Available from: http://hdl.handle.net/10523/4828

University of KwaZulu-Natal
30.
Pandaram, Desiree Sangeetha.
Stories of teacher leadership: lived experiences of English subject coordinators in public schools in Abu Dhabi.
Degree: 2018, University of KwaZulu-Natal
URL: https://researchspace.ukzn.ac.za/handle/10413/17478
► As the notion of teacher leadership becomes embedded in the educational arena, it begins to manifest in schools as a form of distributed or shared…
(more)
▼ As the notion of teacher leadership becomes embedded in the educational arena, it begins to manifest in schools as a form of distributed or shared leadership. The practice of teacher leadership in Abu Dhabi, one of the fastest growing cities in the United Arab Emirates, has begun to blossom. This qualitative study focusses on the storied narratives of three English
subject coordinators in three Abu Dhabi public schools. It examines three key questions surrounding the role of English
subject coordinators namely, How do the English
subject coordinators enact leadership on a day-to-day basis? Why do the English
subject coordinators enact leadership the way they do? and What challenges do the English
subject coordinators encounter in enacting leadership? The study is framed using distributed leadership theory and Crowther’s Model of teacher leadership.
Narrative inquiry is employed as methodology and data was generated using
narrative interviews, collage
inquiry and artefact
inquiry. Data analysis occurred at two levels. The first level was the
narrative analysis that involved the construction of the stories. The second level entailed analysis of narratives which entailed the deconstruction of the stories in order to answer the three critical questions. The findings of the study reveal that when teachers are given the chance to lead, they are committed to the process and inspire both their colleagues and their students. Their role however is not without challenges. They face the challenge of leading the English department which has both English 2nd language speakers as well as English native speakers. The English
subject coordinator does not hold a formal portfolio and as a result, their role fluctuates from teacher to teacher leader. One of the important recommendations that stem from this study is that the principals of Abu Dhabi public schools need to create the necessary professional milieu in order to allow teacher leadership to flourish.
Advisors/Committee Members: Naicker, Inbanathan. (advisor).
Subjects/Keywords: Teacher leadership.; English subject coordinators.; Narrative inquiry.
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Pandaram, D. S. (2018). Stories of teacher leadership: lived experiences of English subject coordinators in public schools in Abu Dhabi. (Thesis). University of KwaZulu-Natal. Retrieved from https://researchspace.ukzn.ac.za/handle/10413/17478
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Pandaram, Desiree Sangeetha. “Stories of teacher leadership: lived experiences of English subject coordinators in public schools in Abu Dhabi.” 2018. Thesis, University of KwaZulu-Natal. Accessed March 04, 2021.
https://researchspace.ukzn.ac.za/handle/10413/17478.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Pandaram, Desiree Sangeetha. “Stories of teacher leadership: lived experiences of English subject coordinators in public schools in Abu Dhabi.” 2018. Web. 04 Mar 2021.
Vancouver:
Pandaram DS. Stories of teacher leadership: lived experiences of English subject coordinators in public schools in Abu Dhabi. [Internet] [Thesis]. University of KwaZulu-Natal; 2018. [cited 2021 Mar 04].
Available from: https://researchspace.ukzn.ac.za/handle/10413/17478.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Pandaram DS. Stories of teacher leadership: lived experiences of English subject coordinators in public schools in Abu Dhabi. [Thesis]. University of KwaZulu-Natal; 2018. Available from: https://researchspace.ukzn.ac.za/handle/10413/17478
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
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