Living and teaching in rural southern Alberta : connecting curriculum, place, and identity

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dc.contributor.authorHierath, Sharon A.
dc.contributor.authorUniversity of Lethbridge. Faculty of Education
dc.contributor.supervisorHasebe-Ludt, Erika
dc.date.accessioned2016-06-17T16:19:25Z
dc.date.available2016-06-17T16:19:25Z
dc.date.issued2016
dc.degree.levelMastersen_US
dc.description.abstractIt is not uncommon to search for one’s ancestral roots, to explore the history of those who came before us. By engaging in this process, we also gain insight into our own identity, our shared histories, and our life stories. The graduate project, Living and Teaching in Rural Southern Alberta: Connecting Curriculum, Place, and Identity, considers how a specific topos (the place) and its terroir (the conditions under which food is grown or produced) are significant factors in exploring one’s identity and examining one’s currere (curriculum). This qualitative narrative inquiry focuses on memory work, in the forms of life writing and original autoethnography. The project is multimodal and consists of a variety of texts—personal stories, poems, sounds, and images. The author constructs a curriculum of place based upon the challenges outlined by Chambers (1999), as well as the research of Hurren and Hasebe-Ludt (2011) regarding the significance of terroir in curriculum studies. Applying Pinar’s (1975) method of currere, the author returns to her past, re/visiting significant places. This provides opportunities for multi-dimensional reflection, both personal and professional, resulting in a deeper understanding of the author’s identity. The author considers the works of various narrative researchers, such as Fowler, Clandinin, and Ellis. The project demonstrates Pinar’s reconceptualization of curriculum and makes the case that narrative inquiry is essentially a “complicated conversation” (2004). This includes autobiographical inquiry, understood as both phenomena and method, which can be useful to students, educators, and curriculum scholars.en_US
dc.identifier.urihttps://hdl.handle.net/10133/4524
dc.language.isoen_CAen_US
dc.publisherLethbridge, Alta : University of Lethbridge, Faculty of Educationen_US
dc.publisher.facultyEducationen_US
dc.relation.ispartofseriesProject (University of Lethbridge. Faculty of Education)en_US
dc.subjectnarrative inquiryen_US
dc.subjectlife writingen_US
dc.subjectcurriculum of placeen_US
dc.subjectqualitative inquiryen_US
dc.subjectoriginal autoenthnographyen_US
dc.titleLiving and teaching in rural southern Alberta : connecting curriculum, place, and identityen_US
dc.typeProjecten_US
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