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dc.contributor.supervisorSenehi, Jessica (Peace and Conflict Studies)en_US
dc.contributor.authorHyde, Julie Marie
dc.date.accessioned2021-09-09T21:41:18Z
dc.date.available2021-09-09T21:41:18Z
dc.date.copyright2021-08-31
dc.date.issued2021-08-01en_US
dc.date.submitted2021-08-26T20:21:02Zen_US
dc.date.submitted2021-08-31T11:06:50Zen_US
dc.identifier.urihttp://hdl.handle.net/1993/35941
dc.description.abstractThis multi-method qualitative study explores the educational and community experiences of middle years students attending one public school located in Winnipeg, Manitoba. The purpose of this work was to engage in a contrapuntal re-reading of the hegemonic map—as conceptualized in existing scholarship and policy—used to explain differentiated educational attainment rates between Indigenous and non-Indigenous populations in Canada. This map has provided the foundation for policy and practice meant to close statistical gaps in attainment—efforts which have largely failed to address the relative disparity between populations. This study presents an outline of this map and then reinscribes excluded perspectives to highlight aspects of the educational landscape which are commonly ignored or misconstrued. While methodologically committed to the non-prescriptive approaches common to grounded theory and narrative research, this study was influenced by the author’s own disciplinary background in Peace and Conflict Studies. It sought to press against the critical periphery of this field by engaging with the notion of “everyday peace” as well as postcolonial studies, educational studies, and childhood studies. It was designed as a methodological bricolage and draws together multiple research methods, including mind mapping; focus groups; semi-structured interviews; participant observation; and document analysis. These engagements offered insight into differently-situated vantage points from which the educational landscape is viewed. During these exchanges, participants told both stories about (definitional stories) and stories of (open, nuanced stories of lived experience). Examination of the former allowed for the identification of the sensemaking frames employed by participants while considering the latter provided counter-stories that challenge dominant understandings. Analysis of this data suggests that the existing map of the educational landscape tends to homogenize diverse experiences; constructs “mythical norms” of idealized studenthood, workerhood, and parenthood; and reverberates with neoliberal, colonial, and adultist discourses. Further, it excludes and/or contorts the perspectives and embodied experiences of young people, thereby rendering their capacity for agency as invisible, illegitimate, or pathological. Reinscribing these perspectives and experiences suggests a need to denaturalize and challenge not just the map, but also the educational landscape upon which it is based and the hegemonic storyscape which delegitimizes alternative conceptualizations.en_US
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectIndigenous educationen_US
dc.subjectEducationen_US
dc.subjectWinnipegen_US
dc.titleTroubling pathways: Exploring the schooling experiences of young people in Winnipeg’s inner city through a Peace & Conflict Studies frameen_US
dc.typedoctoral thesisen_US
dc.typeinfo:eu-repo/semantics/doctoralThesis
dc.degree.disciplinePeace and Conflict Studiesen_US
dc.contributor.examiningcommitteeFlaherty, Maureen (Peace and Conflict Studies) Wiens, John (Peace and Conflict Studies) Larocque, Emma (Native Studies) Lessard, Sean (University of Alberta)en_US
dc.degree.levelDoctor of Philosophy (Ph.D.)en_US
dc.description.noteOctober 2021en_US
local.subject.manitobayesen_US


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