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dc.contributor.supervisor Teetzel, Sarah (Kinesiology and Recreation Management) Petherick, LeAnne (Kinesiology and Recreation Management) en_US
dc.contributor.author Tilly, Janice
dc.date.accessioned 2016-04-11T15:49:34Z
dc.date.available 2016-04-11T15:49:34Z
dc.date.issued 2016
dc.identifier.uri http://hdl.handle.net/1993/31193
dc.description.abstract This study investigates the ways in which healthy school initiatives shape teachers’ identities on both a professional and personal level. Using social constructionism as a research lens, and drawing on the research literature pertaining to health promotion, critical obesity and fatness discourses, body pedagogy, and the embodiment of health, teachers’ experiences working within the healthy school environments are explored. This study seeks to better understand how teachers navigate the dominant discourses of biopedagogies and how these discourses shape their professional and personal lives. Discourses of health and identity are explored through individual interviews with generalist early-years teachers in one school division in Manitoba to get a sense of how health is understood both inside and outside the classroom for today’s practicing teachers. en_US
dc.subject Healthy school culture en_US
dc.subject Teacher identity en_US
dc.subject Body pedagogy en_US
dc.title The impacts of healthy school culture on early-years generalist teachers' identities en_US
dc.degree.discipline Kinesiology and Recreation Management en_US
dc.contributor.examiningcommittee Strachan, Leisha (Kinesiology and Recreation Management) Janzen, Melanie (Education) en_US
dc.degree.level Master of Arts (M.A.) en_US
dc.description.note May 2016 en_US


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