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dc.contributor.authorLanglois, Stephanie C.
dc.date.accessioned2020-01-07T21:37:33Z
dc.date.available2020-01-07T21:37:33Z
dc.date.issued2019
dc.identifier.otherDOI: 10.25316/IR-14311en
dc.identifier.urihttps://viurrspace.ca/handle/10613/22283
dc.identifier.urihttp://dx.doi.org/10.25316/IR-14311
dc.description.abstractThe purpose of this study was to use my experiences to explore the shifts in values and practice that resulted from three years of exploration of my place in the context of First Peoples’ history in Canada. I wondered, what was it about my own experience that ignited new awareness of and appreciation for Indigenous ways of knowing in me? Was it possible to spark this passion in others and, if so, how? An autoethnographic lens was used to share, analyse, and reflect on key moments in the development of my own sociocultural awareness over a three year period. Through composite narrative vignettes and corresponding analyses, I was able to identify key themes in my own journey and implications for myself and other Settler educators on a path toward Unsettling.en_US
dc.format.extent48 pg.en
dc.format.mediumtexten
dc.format.mimetypeapplication/pdfen
dc.language.isoenen_US
dc.publisherElectronic version published by Vancouver Island Universityen_US
dc.subject.lcshDecolonizationen
dc.titleLearning with heart: one teacher’s experiences unsettling her inner settleren_US
dc.typeThesisen_US
dc.ThesisDegree.nameMaster of Education Leadershipen
dc.ThesisDegree.levelMaster'sen
dc.ThesisDegree.disciplineEducationen
dc.ThesisDegree.grantorVancouver Island Universityen
dc.description.fulltexthttps://viurrspace.ca/bitstream/handle/10613/22283/LangloisS.pdf?sequence=3&isAllowed=yen


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