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Memorial University - Electronic Theses and Dissertations 5
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Document Description
TitleJoin-up : learning/leading praxis through counter-narratives
AuthorLyle-McNamara, Ellyn, 1975-
DescriptionThesis (Ph.D.)--Memorial University of Newfoundland, 2011. Education
Pagination140 leaves.
SubjectExperiential learning; Transformative learning; Reflective learning; Narrative inquiry (Research method); Self-knowledge, Theory of; Critical pedagogy
Degree GrantorMemorial University of Newfoundland. Faculty of Education
NotesBibliography: leaves 128-140.
AbstractDrawing from Narrative Theory, Reflexive Inquiry, and Critical Pedagogy, the intent of this thesis is to position narrative as perspective, process, and product that together frame a transdisciplinary method to construct theoretically new ways of conceptualizing and practising learning. My aim in this research is to provide a methodological means of explicating dominant stories that, for me, are problem saturated. Evoking the power of metaphor and utility of analogy, my goal is to position counter-narratives as a way to bring together theory and practise in a space where readers might reflexively examine their own experiences and, therein, improve praxis. Join-up is central to this process as I untangle learning moments situated within three unique learning environments: schools; the field; and corporate learning organisations. After critically deconstructing experiences of praxis that are operating and transformative, I aim to reconsider them in terms of the metaphors they present. The pervasive and recurring question throughout involves the role of personal meaningfulness in creating spaces for individuals to join-up with learning. Specific questions include: "How does remembering self in moments of praxis construct educational perspectives through narrative?"; "What does a critically-framed reflexive narrative methodology uniquely contribute to understanding praxis?"; "What metaphors are common within each of the three unique learning environments?"; and "What might these commonalities suggest regarding the role of join-up in learning/leading praxis?"
Resource TypeElectronic thesis or dissertation
FormatImage/jpeg; Application/pdf
SourcePaper copy kept in the Centre for Newfoundland Studies, Memorial University Libraries
RightsThe author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission.
CollectionElectronic Theses and Dissertations
Scanning StatusCompleted
PDF File(3.03 MB) --
CONTENTdm file name33229.cpd