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dc.contributor.supervisor Fowler, Leah
dc.contributor.author Fuller, David
dc.contributor.author University of Lethbridge. Faculty of Education
dc.date.accessioned 2016-06-14T16:36:59Z
dc.date.available 2016-06-14T16:36:59Z
dc.date.issued 2016
dc.identifier.uri https://hdl.handle.net/10133/4514
dc.description.abstract Students from refugee contexts coming to Canada often do not have the necessary foundations to be placed into mainstream classes successfully. Restorative Teaching Practices for Students from Refugee Contexts challenge common practices of teaching and instead offer a more democratic way that engages all stake-holders in classroom decision making. Restorative teaching practices that include teatime, morning pages, and home visits present an alternate curriculum that meets teaching needs more effectively. Through an autoethnographic study, I take on the role of investigating my own practice to ask: how do restorative teaching practices (morning pages, teatime, and home visits) affect my teaching? My conclusions demonstrate that Restorative Teaching Practices for Students from Refugee Contexts have helped me and perhaps others to build positive relationships, and recognise and begin to address the diverse and profound needs of the teaching self and learners in the high school classroom. en_US
dc.language.iso en_CA en_US
dc.publisher Lethbridge, Alta. : University of Lethbridge, Faculty of Education
dc.relation.ispartofseries Thesis (University of Lethbridge. Faculty of Education)
dc.subject alternate curriculum
dc.subject democratic education
dc.subject refugee students
dc.subject restorative education
dc.subject student-teacher relationships
dc.title A curriculum of tea : restorative teaching practices for students from refugee contexts en_US
dc.type Thesis en_US
dc.publisher.faculty Faculty of Education en_US
dc.degree.level Masters en_US
dc.proquest.subject 0282
dc.proquest.subject 0279
dc.proquest.subject 0727
dc.proquestyes Yes en_US
dc.embargo No en_US


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