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dc.contributor.advisorMcVittie, Janeten_US
dc.creatorRiffel, Kevinen_US
dc.date.accessioned2013-09-16T19:51:43Z
dc.date.available2013-09-16T19:51:43Z
dc.date.created2013-08en_US
dc.date.issued2013-08-27en_US
dc.date.submittedAugust 2013en_US
dc.identifier.urihttp://hdl.handle.net/10388/ETD-2013-08-1154en_US
dc.description.abstractThis particular telling and retelling from a living narrative inquiry (Clandinin & Connelly, 2000) into the early experiences of three high school science teachers – Beth, Joel, and Christina – explores the emergent inquiry landscapes constructed as we implemented a renewed, decolonizing, science curriculum in Saskatchewan founded on a philosophy of inquiry and on a broader, more holistic definition of scientific literacy, both Western and Indigenous. This inquiry draws on an ontology of lived experience (Dewey, 1938) and, more subtly, on the borderland of narrative inquiry and complexity science in order to illustrate the emergence and coming to knowing (Delandshire, 2002; Ermine, as cited in Aikenhead, 2002) of our identities in a way that avoids the reduction in complexity of our experiences. While my initial wonders persisted throughout the research as I lived alongside Beth, Joel, and Christina for two years, they diffracted into the contextualized wonder: how do we share a philosophy of inquiry with each other and with our students? As such, this inquiry is a sharing about our own identities, about our own agency, about identity work, and about which experiences we choose to (re)engage with as we attempt to (re)find the narrative diversity, both individual and collective, necessary to shift from enacted identities to 'wished-we-could-enact' identities. This exploration of our 'mo(u)rning stories', early experiences from our shifting identities after stepping through the liminal and onto emergent inquiry landscapes, or our 'stories to relive with' provides a language and context to our shifting identities and hence, to science education, as we move towards a more holistic and humanistic form of scientific literacy for all our students. What emerged through the enmeshing of our landscapes and through the construction of voids in existing practices, followed by deformalizations in assessment and planning, was the development of a way of sharing our philosophy of inquiry and hence, our shifting identities. The artifacting and sharing of our contextualized inquiry experiences highlighted the rich assessment making, and curriculum making experiences (Huber, Murphy & Clandinin, 2011) we shared with our students and highlighted a view of assessment as a relationship. As we told and retold our stories to relive with, our identities shifted towards those more akin to facilitator and anthropologist and away from sage and engineer/architect.en_US
dc.language.isoengen_US
dc.subjectscience educationen_US
dc.subjectnarrative inquiryen_US
dc.subjectinquiryen_US
dc.subjectcurriculum renewalen_US
dc.subjectassessmenten_US
dc.subjectidentityen_US
dc.subjectteacher identityen_US
dc.subjectdecolonizingen_US
dc.subjectscientific literacyen_US
dc.subjectcomplexityen_US
dc.subjectcomplexity scienceen_US
dc.subjectborderlanden_US
dc.subjectagencyen_US
dc.subjectnarrative diversityen_US
dc.subjectcontextualized inquiry experienceen_US
dc.subjectstories to relive withen_US
dc.subjectmo(u)rning storiesen_US
dc.subjectholisticen_US
dc.subjecthumanisticen_US
dc.subjectwished-we-could-enact identitiesen_US
dc.subjectemergenceen_US
dc.subjectdeformalizationsen_US
dc.subjectprofessional developmenten_US
dc.subjectreductionismen_US
dc.subjectmodernityen_US
dc.subjectpositivismen_US
dc.subjectcoming to knowingen_US
dc.subjectpost-modernen_US
dc.subjectpostmodernen_US
dc.subjectIndigenousen_US
dc.subjectFirst Nationsen_US
dc.subjectontologyen_US
dc.subjectlived experienceen_US
dc.subjectnarrative coherenceen_US
dc.subjectcomplexity reductionen_US
dc.subjectartifactingen_US
dc.subjectassessment making experiencesen_US
dc.subjectcurriculum making experiencesen_US
dc.subjectassessment as a relationshipen_US
dc.subjectliminalityen_US
dc.subjectliminalen_US
dc.subjectassessment for learningen_US
dc.subjectassessment for inquiry’en_US
dc.titleTeachers’ mo(u)rning stories: A living narrative inquiry into teachers’ identities on emergent high school inquiry landscapesen_US
thesis.degree.departmentCurriculum Studiesen_US
thesis.degree.disciplineCurriculum Studiesen_US
thesis.degree.grantorUniversity of Saskatchewanen_US
thesis.degree.levelMastersen_US
thesis.degree.nameMaster of Education (M.Ed.)en_US
dc.type.materialtexten_US
dc.type.genreThesisen_US
dc.contributor.committeeMemberMurphy, Shaunen_US
dc.contributor.committeeMemberAikenhead, Glenen_US


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