Influences of experience on stories to live by in an elementary classroom
Date
2008
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
ORCID
Type
Degree Level
Masters
Abstract
This thesis is a narrative inquiry into the experiences of two children’s lives in school. I lived alongside the two children in their grade five classroom for eight months of their school year inquiring into the ways that their school experiences and their relationships with the teacher, classmates, and subject matter influenced the way they composed their stories to live by. In this thesis I share a personal reflection on the way my story to live by has been shaped by my experiences, specifically as a student, a teacher, and a researcher. I use field notes and taped conversations with each of the two boys to retell the stories they shared with me and apply them to literature and theory. I use Dewey’s Criteria of Experience within a narrative framework to help understand and retell the stories of the two boys as well as Clandinin, Pushor, and Murray Orr’s commonplaces of narrative inquiry: place, temporality, and sociality. I explore Aoki’s planned and lived curriculum and Noddings’ ethic of care and fidelity in teaching as they applied to the inquiry.
Description
Keywords
Criteria of Experience, Dewey, Noddings, Fidelity in Education, Relationships, Stories to Live By, Experience, Narrative Inquiry, Aoki, elementary classrooms, commonplaces of narrative inquiry, Curriculum as lived, Curriculum as planned
Citation
Degree
Master of Education (M.Ed.)
Department
Curriculum Studies
Program
Curriculum Studies