First Nation educators' stories of school experiences: reclaiming resiliency
| dc.contributor.author | West, Colleen Sarah | |
| dc.contributor.examiningcommittee | Wallin, Dawn (Educational Administration, Foundations and Psychology) Morin, Francine (Curriculum, Teaching and Learning) | en_US |
| dc.contributor.supervisor | Fitznor, Laara (Educational Administration, Foundations and Psychology) | en_US |
| dc.date.accessioned | 2012-09-11T13:11:52Z | |
| dc.date.available | 2012-09-11T13:11:52Z | |
| dc.date.issued | 2012-09-11 | |
| dc.degree.discipline | Educational Administration, Foundations and Psychology | en_US |
| dc.degree.level | Master of Education (M.Ed.) | en_US |
| dc.description.abstract | This thesis presents the results of a qualitative research study that examined the resilience development with six Anishinabe (Ojibway) women. This study examined from the women’s perspectives, “What meaning(s) do First Nation graduates of secondary or post-secondary education make about risk and/or protective factors that may have affected their success in completing their degree/diploma requirements?” In this research, I closely examined the historical accounts and progressive educational changes of six successful Anishinabe women who attended either the residential, provincial or band operated schools. The narrative/storywork voiced by the women was gathered by one in-depth interview and were analyzed in two parts. First, the Western idea of resilience (Benard, 2004) was examined. Second, the development of resilience utilizing Indigenous narrative/storywork (Archibald, 2008; Thomas, 2008; Wilson, 2008) and the cultural framework of the Medicine Wheel teachings (Bopp, Bopp, Brown, & Lane, 1988; Medicine Wheel Evaluation Framework, 2012) was explored. The findings from this thesis revealed that through protective factors and/or supports of their community, environment, school, and family and restored Indigenous philosophy, maintained culture, language, spirituality and traditional worldviews, a process of resilience emerged and/or was developed and overpowered risk factors, challenges and/or adversities. The amalgamation of findings supports what research suggests that Aboriginal people exist in two worlds, their world and mainstream world (Fitznor, 2005). Co-existance, acceptance, and a balance of both worlds are supports and fundamental keys to resiliency and educational success. | en_US |
| dc.description.note | October 2012 | en_US |
| dc.identifier.uri | http://hdl.handle.net/1993/8763 | |
| dc.language.iso | eng | en_US |
| dc.rights | open access | en_US |
| dc.subject | resiliency | en_US |
| dc.subject | anishinabe women | en_US |
| dc.subject | indigenous storywork | en_US |
| dc.subject | medicine wheel framework | en_US |
| dc.title | First Nation educators' stories of school experiences: reclaiming resiliency | en_US |
| dc.type | master thesis | en_US |
| local.subject.manitoba | yes | en_US |