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dc.contributor.supervisor Fitznor, Laara (Educational Administration, Foundations and Psychology) en_US
dc.contributor.author West, Colleen Sarah
dc.date.accessioned 2012-09-11T13:11:52Z
dc.date.available 2012-09-11T13:11:52Z
dc.date.issued 2012-09-11
dc.identifier.uri http://hdl.handle.net/1993/8763
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.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.degree.discipline Educational Administration, Foundations and Psychology en_US
dc.contributor.examiningcommittee Wallin, Dawn (Educational Administration, Foundations and Psychology) Morin, Francine (Curriculum, Teaching and Learning) en_US
dc.degree.level Master of Education (M.Ed.) en_US
dc.description.note October 2012 en_US


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