Investigating learning of the embodied self in motion : implications for socio-ecological justice education
| dc.contributor.advisor | McKenzie, Marcia | en_US |
| dc.contributor.committeeMember | McVittie, Janet | en_US |
| dc.contributor.committeeMember | Hart, Paul | en_US |
| dc.creator | Anderson, Vince | en_US |
| dc.date.accessioned | 2013-01-03T22:28:00Z | |
| dc.date.available | 2013-01-03T22:28:00Z | |
| dc.date.created | 2011-09 | en_US |
| dc.date.issued | 2012-02-21 | en_US |
| dc.date.submitted | September 2011 | en_US |
| dc.description.abstract | This thesis disseminates a study investigating the contexts and personal movements connected to social-ecological justice learning, experienced by three student-activists throughout their lives. Woven from a range of theoretical orientations, the study’s framework aims to articulate a foundational basis for socio-ecological justice learning. The central subject of the framework is the situated “mind/brain/body” learner – “in motion and in transition” – negotiating intersubjective experiences within influential social, cultural, and ecological contexts (Biesta, 1999; Boler, 1999; Ellsworth, 2005; Lave and Wenger, 1991; McKenzie, 2008; Weis and Fine, 2003). In the life-course of the learner, there are many significant lived experiences through which meaning and value emerge in relation to socio-ecological justice. These experiences of the learning self (Ellsworth, 2005) may serve to support or obstruct socio-ecological justice advocacy. Extending from these foundations, the qualitative study sought – through “narrative learning” (Goodson et al., 2010) and “collective witnessing” (Boler, 1999) – to bring past learning and newly emerging reflection into a collective conversation of the way socio-ecological justice has come into presence in the lives of the three student-activists. To this end the study’s aims are: i) engage in a participatory narrative process in order for participants to explore, witness, and better understand their own previous learning experiences, meaning, and values in relation to socio-ecological justice; ii) through this process, engage participants in current learning about themselves, each other, and their socio-ecological actions; and iii) contribute to the literature on socio-ecological justice learning, particularly on collaborative processes of self-reflection as a potential vehicle for contributing to socio-ecological learning. The study’s methodology adapts a heuristic research model elucidated by Clark Moustakas (1990) through incorporating attributes outlined in a participatory action research (PAR) framework. | en_US |
| dc.identifier.uri | http://hdl.handle.net/10388/ETD-2011-09-255 | en_US |
| dc.language.iso | eng | en_US |
| dc.subject | environmental education | en_US |
| dc.subject | socio-ecological justice | en_US |
| dc.subject | embodied learning | en_US |
| dc.subject | collective witnessing | en_US |
| dc.subject | pedagogical implications | en_US |
| dc.title | Investigating learning of the embodied self in motion : implications for socio-ecological justice education | en_US |
| dc.type.genre | Thesis | en_US |
| dc.type.material | text | en_US |
| thesis.degree.department | Educational Foundations | en_US |
| thesis.degree.discipline | Educational Foundations | en_US |
| thesis.degree.grantor | University of Saskatchewan | en_US |
| thesis.degree.level | Masters | en_US |
| thesis.degree.name | Master of Education (M.Ed.) | en_US |