What does it mean to be a “monkey-bird"?: mixed-race students’ educational experiences in the Manitoban K-12 public education system and their sense of identity

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dc.contributor.authorBradley, Michelle
dc.contributor.examiningcommitteeFitznor, Laara (Educational Administration, Foundations and Psychology) Honeyford, Michelle (Curriculum, Teaching and Learning)en_US
dc.contributor.supervisorPiquemal, Nathalie (Educational Administration, Foundations and Psychology)en_US
dc.date.accessioned2017-01-13T14:53:20Z
dc.date.available2017-01-13T14:53:20Z
dc.date.issued2016
dc.degree.disciplineEducational Administration, Foundations and Psychologyen_US
dc.degree.levelMaster of Education (M.Ed.)en_US
dc.description.abstractThis thesis explores three main questions: (1) How is diversity and equity in education in Manitoban schools addressed and does this include mixed-raced students?, (2) What are mixed-race students’ experiences with and perceptions of ethnocultural equity in the Manitoban secondary school system and how do these experiences impact their personal and collective identities in the following areas: Social (relationships with peers and family members), Political (notions of Canadian identity and citizenship), Identity (sense of cultural and racial identity and social positioning), Cultural (influences of related cultural groups and communities), and Pedagogical (instructional materials, relationships with teachers and staff, teaching practices and pedagogies, school policies and initiatives) and (3) What can educators and teacher-educators learn from this research that could be used toward a more informed and successful practice? Conclusions are that more work needs to be done to develop a provincial antiracism and ethnocultural policy document for development and implementation that will help establish a system of accountability and consistency, assist our leaders in understanding the complexities of mixedness, establish relationships with different relevant community groups and families, critically examine the curricula for bias, investigate student placement, provide opportunities for counselling staff, explore how to prepare staff to deal with racial and ethnocultural harassment, and consider the representation of mixedness in the staff population.en_US
dc.description.noteFebruary 2017en_US
dc.identifier.urihttp://hdl.handle.net/1993/32031
dc.language.isoengen_US
dc.rightsopen accessen_US
dc.subjectCritical mixed-race pedagogyen_US
dc.subjectActing raceen_US
dc.subjectBlood quantumen_US
dc.subjectCritical mixed-race theoryen_US
dc.subjectEcological framework for identity developmenten_US
dc.subjectHidden curriculumen_US
dc.subjectIdentity developmenten_US
dc.subjectIdentity formationen_US
dc.subjectKinship journeyen_US
dc.subjectMicro-aggressionen_US
dc.subjectMixed-raceen_US
dc.subjectMulticultural educationen_US
dc.subjectNull curriculumen_US
dc.subjectOvert curriculumen_US
dc.subjectRacial took kiten_US
dc.subjectWhite privilegeen_US
dc.titleWhat does it mean to be a “monkey-bird"?: mixed-race students’ educational experiences in the Manitoban K-12 public education system and their sense of identityen_US
dc.typemaster thesisen_US
local.subject.manitobayesen_US
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