subject:(narrative inquiry)

University of Georgia

1. Collier, Nicole Denise. Stories of stance: exploring dialogue in elementary literacy classrooms.

Degree: PhD, Instructional Technology, 2010, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/collier_nicole_d_201012_phd

► The purpose of this narrative inquiry study was to explore what happens when teachers facilitate dialogue in standards-based literacy classrooms. This work was grounded in… (more)

▼ The purpose of this narrative inquiry study was to explore what happens when teachers facilitate dialogue in standards-based literacy classrooms. This work was grounded in critical theory, which considers issues of power and justice and how they impact individuals as well as groups. Critical educators assume all education is political; accordingly, they work to make visible what are often invisible power structures. Critical educators take an inquiry stance on their own classrooms; in so doing they consider their own power as well as the diversity of their students’ positioning in the learning environment (Freire, 2000; Giroux, 2007; Kincheloe, 2008; McLaren & Kincheloe, 2007). Four teachers participated in a five-month investigation. Participants wrote narratives regarding their use of dialogue during instruction. We met to interrogate their narratives considering teacher power as well as the challenges of facilitating dialogue. I conducted 30 observations to provide context and a point of triangulation for the interpretation of the narratives. The data were analyzed from a critical theoretical stance, using a descriptive oral inquiry process, induction, and narrative analysis. Findings suggested that teachers’ mindful positioning and purposeful moves to encourage dialogue are crucial. As many researchers have suggested, teachers have to decide they want to change traditional recitation patterns in order to embrace more dialogic ones (Barnes & Todd, 1995; John, 2009; Mehan, 1979; Schuh, 2003). They then have to actively support students as they learn new ways and reasons to communicate in class. Findings also illuminated potential challenges involved in facilitating dialogue in standards-based classes. Most notably, teachers may unwittingly sanction silence rather than dialogue, especially when students are working independently. Teachers who want to sanction dialogue in the classroom may consider techniques such as: welcoming, active listening, inquiring, scaffolding, and/or authentic questioning. Advisors/Committee Members: Janette Hill.

Subjects/Keywords: narrative inquiry

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APA (6^th Edition):

Collier, N. D. (2010). Stories of stance: exploring dialogue in elementary literacy classrooms. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/collier_nicole_d_201012_phd

Chicago Manual of Style (16^th Edition):

Collier, Nicole Denise. “Stories of stance: exploring dialogue in elementary literacy classrooms.” 2010. Doctoral Dissertation, University of Georgia. Accessed February 18, 2020. http://purl.galileo.usg.edu/uga_etd/collier_nicole_d_201012_phd.

MLA Handbook (7^th Edition):

Collier, Nicole Denise. “Stories of stance: exploring dialogue in elementary literacy classrooms.” 2010. Web. 18 Feb 2020.

Vancouver:

Collier ND. Stories of stance: exploring dialogue in elementary literacy classrooms. [Internet] [Doctoral dissertation]. University of Georgia; 2010. [cited 2020 Feb 18]. Available from: http://purl.galileo.usg.edu/uga_etd/collier_nicole_d_201012_phd.

Council of Science Editors:

Collier ND. Stories of stance: exploring dialogue in elementary literacy classrooms. [Doctoral Dissertation]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/collier_nicole_d_201012_phd

University of Georgia

2. Maddox, Candace Eugenia. The cognition of intersubjectivity: neo collective narratives for black students at a predominantly white institution.

Degree: PhD, Counseling and Student Personnel Services, 2011, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/maddox_candace_e_201105_phd

► While previous research exist concerning the racial identity development of Black student within various environments, the perceptions of Black current students participating in a predominantly… (more)

▼ While previous research exist concerning the racial identity development of Black student within various environments, the perceptions of Black current students participating in a predominantly White institution (PWI) environment on their racial development may have adjusted over time. As students evolve, it becomes increasingly important for student affairs professionals to gain a better awareness of current students’ understanding of their racial identity through the students’ stories. This study sought to address the exploratory question: how are Black students making sense of their racial identity development within a PWI? The theoretical framework for this study incorporated the intersection of social constructionism and intersubjectivity with an underlying awareness of the racial identity stages outlined in Sellers, Shelton, Cooke, Chavous, Rowley, & Smith’s (1998) Multidimensional Model of Racial Identity. Using narrative inquiry and drawing on discourse analysis and the recursive nature of the constant comparative method, the data gleaned eight themes that help to describe the collective story of the 10 participants through their neo collective narrative of Blackness layered with their college experience at a PWI. These themes are labeled: family ties, ancestry, social construction, Blackness, navigating multiple identities, developing own racial identity, socialization, and regeneration. Some implications from this study included focusing on the cultural climate of the institution, supporting academic success centers for Black students, fostering family/parent partner programs, developing first year experience programs focused on Black student engagement, and promoting a campus wide initiative and culture that fosters communication in an out of the classroom on the topic of race. In sum, student affairs professionals should continue to provide the campus with strategies that build inclusive communities through utilizing their sound multicultural competencies. Advisors/Committee Members: Diane L. Cooper.

Subjects/Keywords: Narrative Inquiry

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APA (6^th Edition):

Maddox, C. E. (2011). The cognition of intersubjectivity: neo collective narratives for black students at a predominantly white institution. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/maddox_candace_e_201105_phd

Chicago Manual of Style (16^th Edition):

Maddox, Candace Eugenia. “The cognition of intersubjectivity: neo collective narratives for black students at a predominantly white institution.” 2011. Doctoral Dissertation, University of Georgia. Accessed February 18, 2020. http://purl.galileo.usg.edu/uga_etd/maddox_candace_e_201105_phd.

MLA Handbook (7^th Edition):

Maddox, Candace Eugenia. “The cognition of intersubjectivity: neo collective narratives for black students at a predominantly white institution.” 2011. Web. 18 Feb 2020.

Vancouver:

Maddox CE. The cognition of intersubjectivity: neo collective narratives for black students at a predominantly white institution. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2020 Feb 18]. Available from: http://purl.galileo.usg.edu/uga_etd/maddox_candace_e_201105_phd.

Council of Science Editors:

Maddox CE. The cognition of intersubjectivity: neo collective narratives for black students at a predominantly white institution. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/maddox_candace_e_201105_phd

AUT University

3. 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 (6^th 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 (16^th Edition):

Smith, Amanda Helen. “First-time pregnancy: a journey into the psychological experiences of the first 12 weeks .” 2012. Thesis, AUT University. Accessed February 18, 2020. 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 (7^th Edition):

Smith, Amanda Helen. “First-time pregnancy: a journey into the psychological experiences of the first 12 weeks .” 2012. Web. 18 Feb 2020.

Vancouver:

Smith AH. First-time pregnancy: a journey into the psychological experiences of the first 12 weeks . [Internet] [Thesis]. AUT University; 2012. [cited 2020 Feb 18]. 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 Manitoba

4. MacKay, Cameron. Stories of play in a grade four and five classroom: a narrative inquiry.

Degree: Curriculum, Teaching and Learning, 2018, University of Manitoba

URL: http://hdl.handle.net/1993/33439

► This narrative inquiry examines the value of play in upper-elementary schooling. It is guided by the research puzzle, “What does play look like in a… (more)

Subjects/Keywords: Play; Inquiry; Education; Narrative inquiry; Social constructivism

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APA (6^th Edition):

MacKay, C. (2018). Stories of play in a grade four and five classroom: a narrative inquiry. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/33439

Chicago Manual of Style (16^th Edition):

MacKay, Cameron. “Stories of play in a grade four and five classroom: a narrative inquiry.” 2018. Masters Thesis, University of Manitoba. Accessed February 18, 2020. http://hdl.handle.net/1993/33439.

MLA Handbook (7^th Edition):

MacKay, Cameron. “Stories of play in a grade four and five classroom: a narrative inquiry.” 2018. Web. 18 Feb 2020.

Vancouver:

MacKay C. Stories of play in a grade four and five classroom: a narrative inquiry. [Internet] [Masters thesis]. University of Manitoba; 2018. [cited 2020 Feb 18]. Available from: http://hdl.handle.net/1993/33439.

Council of Science Editors:

MacKay C. Stories of play in a grade four and five classroom: a narrative inquiry. [Masters Thesis]. University of Manitoba; 2018. Available from: http://hdl.handle.net/1993/33439

University of Ontario Institute of Technology

5. 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)

Subjects/Keywords: Tutor; Nursing; Disability; Narrative inquiry

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APA (6^th 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 (16^th 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 February 18, 2020. 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 (7^th Edition):

Kruczek, Nicole. “A narrative inquiry into the experience of a practical nursing graduate with private tutoring.” 2016. Web. 18 Feb 2020.

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 2020 Feb 18]. 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

6. 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)

Subjects/Keywords: aboriginal; narrative; school leavers; inquiry

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APA (6^th 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 (16^th Edition):

Lessard, Sean Michael. “"Two-stones" stories: shared teachings through the narrative experiences of early school leavers.” 2010. Masters Thesis, University of Alberta. Accessed February 18, 2020. https://era.library.ualberta.ca/files/mw22v577v.

MLA Handbook (7^th Edition):

Lessard, Sean Michael. “"Two-stones" stories: shared teachings through the narrative experiences of early school leavers.” 2010. Web. 18 Feb 2020.

Vancouver:

Lessard SM. "Two-stones" stories: shared teachings through the narrative experiences of early school leavers. [Internet] [Masters thesis]. University of Alberta; 2010. [cited 2020 Feb 18]. 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

7. 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 (6^th 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 (16^th Edition):

LeMay, Lenora M. “A Narrative Inquiry Into Teachers’ Experiences of Working With Hope.” 2014. Doctoral Dissertation, University of Alberta. Accessed February 18, 2020. https://era.library.ualberta.ca/files/5138jg11t.

MLA Handbook (7^th Edition):

LeMay, Lenora M. “A Narrative Inquiry Into Teachers’ Experiences of Working With Hope.” 2014. Web. 18 Feb 2020.

Vancouver:

LeMay LM. A Narrative Inquiry Into Teachers’ Experiences of Working With Hope. [Internet] [Doctoral dissertation]. University of Alberta; 2014. [cited 2020 Feb 18]. 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

8. 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 (6^th 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 (16^th 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 February 18, 2020. https://era.library.ualberta.ca/files/8049g700s.

MLA Handbook (7^th Edition):

Jack-Malik, Sandra. “Literacies and Three Women's On-Going Stories to Shift Identities: A Narrative Inquiry.” 2012. Web. 18 Feb 2020.

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 2020 Feb 18]. 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

9. 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 (6^th 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 (16^th 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 February 18, 2020. https://era.library.ualberta.ca/files/pz50h000q.

MLA Handbook (7^th Edition):

De Padua, Anthony V. “A Narrative Inquiry into the Experiences of Aboriginal People Living with HIV and Previous Incarceration.” 2015. Web. 18 Feb 2020.

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 2020 Feb 18]. 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

Victoria University of Wellington

10. Ozturk, Kassandra Jane Littlejohn. Becoming a Homebirther, Smooth Sailing or Rocky Road? An Exploration of Pakeha Women's Experience on the Path to Homebirth.

Degree: 2010, Victoria University of Wellington

URL: http://hdl.handle.net/10063/1455

► This study explores the experiences of primiparous women on the path to planning the homebirth of their first child. There are many challenges along the… (more)

Subjects/Keywords: Narrative inquiry; Homebirth; Midwifery

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APA (6^th Edition):

Ozturk, K. J. L. (2010). Becoming a Homebirther, Smooth Sailing or Rocky Road? An Exploration of Pakeha Women's Experience on the Path to Homebirth. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/1455

Chicago Manual of Style (16^th Edition):

Ozturk, Kassandra Jane Littlejohn. “Becoming a Homebirther, Smooth Sailing or Rocky Road? An Exploration of Pakeha Women's Experience on the Path to Homebirth.” 2010. Masters Thesis, Victoria University of Wellington. Accessed February 18, 2020. http://hdl.handle.net/10063/1455.

MLA Handbook (7^th Edition):

Ozturk, Kassandra Jane Littlejohn. “Becoming a Homebirther, Smooth Sailing or Rocky Road? An Exploration of Pakeha Women's Experience on the Path to Homebirth.” 2010. Web. 18 Feb 2020.

Vancouver:

Ozturk KJL. Becoming a Homebirther, Smooth Sailing or Rocky Road? An Exploration of Pakeha Women's Experience on the Path to Homebirth. [Internet] [Masters thesis]. Victoria University of Wellington; 2010. [cited 2020 Feb 18]. Available from: http://hdl.handle.net/10063/1455.

Council of Science Editors:

Ozturk KJL. Becoming a Homebirther, Smooth Sailing or Rocky Road? An Exploration of Pakeha Women's Experience on the Path to Homebirth. [Masters Thesis]. Victoria University of Wellington; 2010. Available from: http://hdl.handle.net/10063/1455

Victoria University of Wellington

11. 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 (6^th 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 (16^th Edition):

Robertson, Sally Louise. “Stories of Young Migrants' Cross-Cultural Educational Transitions.” 2012. Masters Thesis, Victoria University of Wellington. Accessed February 18, 2020. http://hdl.handle.net/10063/2405.

MLA Handbook (7^th Edition):

Robertson, Sally Louise. “Stories of Young Migrants' Cross-Cultural Educational Transitions.” 2012. Web. 18 Feb 2020.

Vancouver:

Robertson SL. Stories of Young Migrants' Cross-Cultural Educational Transitions. [Internet] [Masters thesis]. Victoria University of Wellington; 2012. [cited 2020 Feb 18]. 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

Cornell University

12. O'Connell, Daniel. In The Struggle: Pedagogies Of Politically Engaged Scholarship In The San Joaquin Valley Of California .

Degree: 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: Villenas, Sofia A (committeeMember), Gillespie Jr, Gilbert W. (committeeMember).

Subjects/Keywords: engaged scholarship; narrative inquiry

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APA (6^th Edition):

O'Connell, D. (2011). In The Struggle: Pedagogies Of Politically Engaged Scholarship In The San Joaquin Valley Of California . (Thesis). Cornell University. Retrieved from http://hdl.handle.net/1813/30631

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

O'Connell, Daniel. “In The Struggle: Pedagogies Of Politically Engaged Scholarship In The San Joaquin Valley Of California .” 2011. Thesis, Cornell University. Accessed February 18, 2020. http://hdl.handle.net/1813/30631.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

O'Connell, Daniel. “In The Struggle: Pedagogies Of Politically Engaged Scholarship In The San Joaquin Valley Of California .” 2011. Web. 18 Feb 2020.

Vancouver:

O'Connell D. In The Struggle: Pedagogies Of Politically Engaged Scholarship In The San Joaquin Valley Of California . [Internet] [Thesis]. Cornell University; 2011. [cited 2020 Feb 18]. Available from: http://hdl.handle.net/1813/30631.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

O'Connell D. In The Struggle: Pedagogies Of Politically Engaged Scholarship In The San Joaquin Valley Of California . [Thesis]. Cornell University; 2011. Available from: http://hdl.handle.net/1813/30631

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Cornell University

13. Armstrong, John. Engaging Stories: Meanings, Goodness, And Identity In Daily Life .

Degree: 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: Kiely,Richard (committeeMember), Villenas,Sofia A (committeeMember).

Subjects/Keywords: public engagement; narrative inquiry

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APA (6^th Edition):

Armstrong, J. (2015). Engaging Stories: Meanings, Goodness, And Identity In Daily Life . (Thesis). Cornell University. Retrieved from http://hdl.handle.net/1813/41098

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Armstrong, John. “Engaging Stories: Meanings, Goodness, And Identity In Daily Life .” 2015. Thesis, Cornell University. Accessed February 18, 2020. http://hdl.handle.net/1813/41098.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Armstrong, John. “Engaging Stories: Meanings, Goodness, And Identity In Daily Life .” 2015. Web. 18 Feb 2020.

Vancouver:

Armstrong J. Engaging Stories: Meanings, Goodness, And Identity In Daily Life . [Internet] [Thesis]. Cornell University; 2015. [cited 2020 Feb 18]. Available from: http://hdl.handle.net/1813/41098.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Armstrong J. Engaging Stories: Meanings, Goodness, And Identity In Daily Life . [Thesis]. Cornell University; 2015. Available from: http://hdl.handle.net/1813/41098

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Carolina – Greensboro

14. 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)

Subjects/Keywords: Narrative inquiry (Research method)

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APA (6^th 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 (16^th Edition):

Hassell Ritola, Tonya. “Writing program administration and institutional narratives.” 2011. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed February 18, 2020. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=8125.

MLA Handbook (7^th Edition):

Hassell Ritola, Tonya. “Writing program administration and institutional narratives.” 2011. Web. 18 Feb 2020.

Vancouver:

Hassell Ritola T. Writing program administration and institutional narratives. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2011. [cited 2020 Feb 18]. 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

15. 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 (6^th 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 (16^th Edition):

Zibell, Linda. “Teacher pedagogies of dialogic imagination - A narrative inquiry.” 2016. Doctoral Dissertation, Federation University Australia. Accessed February 18, 2020. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/157642 ; https://library.federation.edu.au/record=b2721695.

MLA Handbook (7^th Edition):

Zibell, Linda. “Teacher pedagogies of dialogic imagination - A narrative inquiry.” 2016. Web. 18 Feb 2020.

Vancouver:

Zibell L. Teacher pedagogies of dialogic imagination - A narrative inquiry. [Internet] [Doctoral dissertation]. Federation University Australia; 2016. [cited 2020 Feb 18]. 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

16. Hassell Ritola, Tonya. Writing program administration and institutional narratives.

Degree: 2011, NC Docks

URL: http://libres.uncg.edu/ir/uncg/f/HassellRitola_uncg_0154D_10754.pdf

► 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)

Subjects/Keywords: Narrative inquiry (Research method)

Record Details Similar Records Cite « Share

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Hassell Ritola, T. (2011). Writing program administration and institutional narratives. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/uncg/f/HassellRitola_uncg_0154D_10754.pdf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hassell Ritola, Tonya. “Writing program administration and institutional narratives.” 2011. Thesis, NC Docks. Accessed February 18, 2020. http://libres.uncg.edu/ir/uncg/f/HassellRitola_uncg_0154D_10754.pdf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hassell Ritola, Tonya. “Writing program administration and institutional narratives.” 2011. Web. 18 Feb 2020.

Vancouver:

Hassell Ritola T. Writing program administration and institutional narratives. [Internet] [Thesis]. NC Docks; 2011. [cited 2020 Feb 18]. Available from: http://libres.uncg.edu/ir/uncg/f/HassellRitola_uncg_0154D_10754.pdf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hassell Ritola T. Writing program administration and institutional narratives. [Thesis]. NC Docks; 2011. Available from: http://libres.uncg.edu/ir/uncg/f/HassellRitola_uncg_0154D_10754.pdf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Ontario Institute of Technology

17. 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)

Subjects/Keywords: Narrative inquiry; Childhood cancer; Patient illness narrative

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APA (6^th 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 (16^th Edition):

Thavakugathasalingam, Megalai. “Reconstructing experience of childhood cancer: a narrative inquiry.” 2016. Thesis, University of Ontario Institute of Technology. Accessed February 18, 2020. 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 (7^th Edition):

Thavakugathasalingam, Megalai. “Reconstructing experience of childhood cancer: a narrative inquiry.” 2016. Web. 18 Feb 2020.

Vancouver:

Thavakugathasalingam M. Reconstructing experience of childhood cancer: a narrative inquiry. [Internet] [Thesis]. University of Ontario Institute of Technology; 2016. [cited 2020 Feb 18]. 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

University of Alberta

18. 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 (6^th 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 (16^th 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 February 18, 2020. https://era.library.ualberta.ca/files/rv042v36x.

MLA Handbook (7^th Edition):

Compton, Roslyn M. “Listening Deeply: A Narrative Inquiry into the Experiences of Older Adults in Relation to Place.” 2014. Web. 18 Feb 2020.

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 2020 Feb 18]. 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

Texas State University – San Marcos

19. 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 (6^th 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 (16^th Edition):

Schiely, Lauren E. “Sharing Our Stories: Using Narrative Inquiry to Examine Our Writing Centers.” 2013. Masters Thesis, Texas State University – San Marcos. Accessed February 18, 2020. https://digital.library.txstate.edu/handle/10877/4540.

MLA Handbook (7^th Edition):

Schiely, Lauren E. “Sharing Our Stories: Using Narrative Inquiry to Examine Our Writing Centers.” 2013. Web. 18 Feb 2020.

Vancouver:

Schiely LE. Sharing Our Stories: Using Narrative Inquiry to Examine Our Writing Centers. [Internet] [Masters thesis]. Texas State University – San Marcos; 2013. [cited 2020 Feb 18]. 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

University of Alberta

20. 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)

Subjects/Keywords: Narrative Inquiry; Indigenous Curriculum; Aboriginal Education

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APA (6^th 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 (16^th 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 February 18, 2020. https://era.library.ualberta.ca/files/zp38wc863.

MLA Handbook (7^th Edition):

Lessard, Sean Michael. “Red Worn Runners A Narrative Inquiry into the Stories of Aboriginal Youth and Families in Urban Settings.” 2014. Web. 18 Feb 2020.

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 2020 Feb 18]. 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

21. 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 (6^th 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 (16^th Edition):

Burwash, Susan C. “Doing occupation: A narrative inquiry into occupational therapists’ stories of occupation-based practice.” 2013. Doctoral Dissertation, University of Alberta. Accessed February 18, 2020. https://era.library.ualberta.ca/files/k643b209f.

MLA Handbook (7^th Edition):

Burwash, Susan C. “Doing occupation: A narrative inquiry into occupational therapists’ stories of occupation-based practice.” 2013. Web. 18 Feb 2020.

Vancouver:

Burwash SC. Doing occupation: A narrative inquiry into occupational therapists’ stories of occupation-based practice. [Internet] [Doctoral dissertation]. University of Alberta; 2013. [cited 2020 Feb 18]. 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

22. 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)

Subjects/Keywords: Teacher Attrition; Narrative Inquiry; Imagined Stories

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APA (6^th 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 (16^th 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 February 18, 2020. https://era.library.ualberta.ca/files/sq87bt869.

MLA Handbook (7^th Edition):

Pinnegar, Eliza A. “Imagined Stories Interrupted: A narrative inquiry into the experiences of teachers who do not teach.” 2012. Web. 18 Feb 2020.

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 2020 Feb 18]. 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

23. 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 (6^th 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 (16^th 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 February 18, 2020. https://era.library.ualberta.ca/files/q524jp69n.

MLA Handbook (7^th Edition):

Goudman, Angela M. “Many Gifts: A Narrative Inquiry Study into Urban Aboriginal Women’s Experiences of Breastfeeding.” 2014. Web. 18 Feb 2020.

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 2020 Feb 18]. 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

24. 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)

Subjects/Keywords: narrative inquiry; ethics; retirement; intellectual disability

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APA (6^th 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 (16^th 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 February 18, 2020. https://era.library.ualberta.ca/files/m613mz968.

MLA Handbook (7^th 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. 18 Feb 2020.

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 2020 Feb 18]. 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

25. 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)

Subjects/Keywords: migration; relationships; fathers; narrative inquiry; daughters; settlement

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APA (6^th 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 (16^th Edition):

Burgess-Pinto, Elizabeth. “Fathers of Daughters: A Narrative Inquiry Into Their Experiences of Migration and Settlement.” 2014. Doctoral Dissertation, University of Alberta. Accessed February 18, 2020. https://era.library.ualberta.ca/files/bk128c50r.

MLA Handbook (7^th Edition):

Burgess-Pinto, Elizabeth. “Fathers of Daughters: A Narrative Inquiry Into Their Experiences of Migration and Settlement.” 2014. Web. 18 Feb 2020.

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 2020 Feb 18]. 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

26. 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 (6^th 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 (16^th 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 February 18, 2020. https://era.library.ualberta.ca/files/cf95jc22z.

MLA Handbook (7^th 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. 18 Feb 2020.

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 2020 Feb 18]. 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

27. 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)

Subjects/Keywords: community gardens; leisure; narrative inquiry; community

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APA (6^th 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 (16^th 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 February 18, 2020. https://era.library.ualberta.ca/files/vh53wv79n.

MLA Handbook (7^th Edition):

Dubnewick, Michael J. “Seeds Sown into Me: An Autobiographical Narrative Inquiry into the Leisure Experiences of one Community Gardener.” 2013. Web. 18 Feb 2020.

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 2020 Feb 18]. 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 Louisville

28. Smith, Natesha L. Complexities of culture : understanding the identity of female veterans transitioning from military to college.

Degree: PhD, Department of Educational and Counseling Psychology, 2012, University of Louisville

URL: 10.18297/etd/1353 ; https://ir.library.louisville.edu/etd/1353

► Through an exploration of identity and enculturation experiences, this narrative inquiry dissertation investigated how female veteran students make meaning of their experiences and renegotiate their… (more)

▼ Through an exploration of identity and enculturation experiences, this narrative inquiry dissertation investigated how female veteran students make meaning of their experiences and renegotiate their understandings of identity after transitioning from the military into the higher education environment. Eighteen female veteran students participated in data collection efforts, which included two interviews, discussion of military artifacts, and journaling. Five of the eighteen individual narratives are presented at length in the study to illustrate the diversity found amongst the study population. Findings for the five were synthesized into individual narratives and poetic representations of identity. Emerging across the stories of the eighteen participants are shared narratives of renegotiating identity, regaining control, social justice advocacy, and engagement. They are presented and described by using detailed excerpts from the participants' journals and interview transcripts. The discussion of renegotiated identity describes the process by which the female veteran students have started to recreate understandings of their identity after exiting from the dominant role of active duty service-member. Framing the shared narratives in a discussion of regaining control and social justice advocacy, provides a way to understand the need of the students to reclaim their sense of ownership over their understandings of self and continued experiences. The shared narrative of engagement explores the commitment of female veterans to higher education. This dissertation is divided into six chapters. Chapters One and Two highlight the significance of my personal narrative to the subject of this study and situate the narratives of female veterans in current literature respectively. Chapter Three discusses the rationale for approaching the female veteran students' experiences and understandings of identity through a narrative inquiry lens; which provides an opportunity to look beyond the dominant discourse of veteran students to consider the voice of the silenced female veteran. Chapter Four focuses on the individual narratives and acknowledges the female veteran students' reflections on the perceived differences and changes to identity experienced after transitioning from military to college life. Chapter Five fully discusses the shared narratives of identity, regaining control, becoming social justice advocates, and engagement. Implications for both the military and higher education communities are discussed in Chapter Six. Advisors/Committee Members: Cuyjet, Michael J..

Subjects/Keywords: Female veterans; Engagement; Identity; Narrative inquiry

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APA (6^th Edition):

Smith, N. L. (2012). Complexities of culture : understanding the identity of female veterans transitioning from military to college. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/1353 ; https://ir.library.louisville.edu/etd/1353

Chicago Manual of Style (16^th Edition):

Smith, Natesha L. “Complexities of culture : understanding the identity of female veterans transitioning from military to college.” 2012. Doctoral Dissertation, University of Louisville. Accessed February 18, 2020. 10.18297/etd/1353 ; https://ir.library.louisville.edu/etd/1353.

MLA Handbook (7^th Edition):

Smith, Natesha L. “Complexities of culture : understanding the identity of female veterans transitioning from military to college.” 2012. Web. 18 Feb 2020.

Vancouver:

Smith NL. Complexities of culture : understanding the identity of female veterans transitioning from military to college. [Internet] [Doctoral dissertation]. University of Louisville; 2012. [cited 2020 Feb 18]. Available from: 10.18297/etd/1353 ; https://ir.library.louisville.edu/etd/1353.

Council of Science Editors:

Smith NL. Complexities of culture : understanding the identity of female veterans transitioning from military to college. [Doctoral Dissertation]. University of Louisville; 2012. Available from: 10.18297/etd/1353 ; https://ir.library.louisville.edu/etd/1353

Royal Roads University

29. 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)

Subjects/Keywords: environmental autobiography; matriotism; narrative inquiry; nature; storytelling

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APA (6^th 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 (16^th Edition):

Gray, Emily. “Discovering my stories : a narrative of a matriotic mother in nature .” 2015. Thesis, Royal Roads University. Accessed February 18, 2020. 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 (7^th Edition):

Gray, Emily. “Discovering my stories : a narrative of a matriotic mother in nature .” 2015. Web. 18 Feb 2020.

Vancouver:

Gray E. Discovering my stories : a narrative of a matriotic mother in nature . [Internet] [Thesis]. Royal Roads University; 2015. [cited 2020 Feb 18]. 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

30. 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)

Subjects/Keywords: Cram School; Entrepreneurship; Entrepreneurial Organization; Narrative Inquiry

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APA (6^th 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 (16^th Edition):

Chiang, Yu-Hung. “none.” 2010. Thesis, NSYSU. Accessed February 18, 2020. 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 (7^th Edition):

Chiang, Yu-Hung. “none.” 2010. Web. 18 Feb 2020.

Vancouver:

Chiang Y. none. [Internet] [Thesis]. NSYSU; 2010. [cited 2020 Feb 18]. 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

Open Access Theses and Dissertations