Life writing as truth-telling : a reflection of one teacher's practice

dc.contributor.authorAdserballe, Connie L
dc.contributor.authorUniversity of Lethbridge. Faculty of Education
dc.contributor.supervisorHasebe-Ludt, Erika
dc.descriptionviii, 53 leaves ; 29 cmen_US
dc.description.abstractTHIS ITEM HAS BEEN REMOVED AT THE REQUEST OF THE AUTHOR. This graduate project, Life Writing as Truth-Telling: A Reflection of One Teacher’s Practice researches the author’s own teaching practice using narrative inquiry and autobiographical writing as qualitative research praxis. Through observation notes, journal writing, memoir, poetry, and prose, the author seeks to know how her practice has been informed, what stories need to be told and why it is important to tell them. Using Schön’s (1983) theory of reflective practice as a framework, and van Manen’s (1990) approach to qualitative research methodology in education, the lived experience of teaching is considered. The project findings reveal the difficulty of contemporary classrooms and consider the importance of providing opportunities for students to express themselves through new and multiple literacies such as creative art projects, performance, and life writing to promote healing and empathy in these troubled times. As well, the impact of mentorship and sharing through story telling is explored as a way to create a place of belonging.en_US
dc.publisherLethbridge, Alta. : University of Lethbridge, Faculty of Education, c2012en_US
dc.relation.ispartofseriesProject (University of Lethbridge. Faculty of Education)en_US
dc.subjectReflective teachingen_US
dc.subjectTeachers -- Self rating ofen_US
dc.subjectAutobiographical memoryen_US
dc.titleLife writing as truth-telling : a reflection of one teacher's practiceen_US
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