Bottlenecks and Breakthroughs: A Narrative Inquiry into the Storied Experiences of how School Administrators Understand their Efforts Towards Decolonization
| dc.contributor.advisor | Friesen, Sharon | |
| dc.contributor.author | Sarson, Andrea | |
| dc.contributor.committeemember | Burwell, Catherine | |
| dc.contributor.committeemember | Markides, Jennifer | |
| dc.date | 2023-06 | |
| dc.date.accessioned | 2023-02-22T17:11:15Z | |
| dc.date.available | 2023-02-22T17:11:15Z | |
| dc.date.issued | 2023-02 | |
| dc.description.abstract | This research study was undertaken to offer a space to engage in conversation and to make sense of how school administrators understand their efforts toward decolonization. It evolved out of curiosity in how narratives have shaped and continue to reshape our current context of the curriculum, and how to best (re)consider the current knowledge structures that are present in schools. The purpose of this study is to come to a better understanding of how school administrators understand their role towards decolonizing education. The guiding question for this research was, what does it mean to live together well in this world, and what is the role of curriculum in it? Narrative inquiry as a methodology, offered, by way of interviews and written narratives, an opportunity to attend to the stories using the commonplaces of temporality, sociality and place. The field texts included research conversations transcripts, field notes, and journals. Three narrative accounts were co-composed, one for each participant. The use of narratives allowed participants to express their views and articulate their own interpretation of their lives and stories. After looking across the narrative accounts, three resonant threads were identified that highlighted the importance of understanding a Settler1 identity, of unlearning colonialism, engaging in sustained professional learning, and of embracing ambiguity. One conclusion arising from this study is that unlearning colonialism is an ongoing process. | en_US |
| dc.identifier.citation | Sarson, A. (2023). Bottlenecks and Breakthroughs: A narrative inquiry into the storied experiences of how school administrators understand their efforts towards decolonization (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. | en_US |
| dc.identifier.uri | http://hdl.handle.net/1880/115876 | |
| dc.identifier.uri | https://dx.doi.org/10.11575/PRISM/40764 | |
| dc.publisher.faculty | Werklund School of Education | en_US |
| dc.publisher.institution | University of Calgary | en |
| dc.rights | University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission. | en_US |
| dc.subject | Decolonization | en_US |
| dc.subject | Story | en_US |
| dc.subject | Unlearning | en_US |
| dc.subject | Settler identity | en_US |
| dc.subject | Colonialism | en_US |
| dc.subject | Leadership | en_US |
| dc.subject | Narrative inquiry | en_US |
| dc.subject.classification | Education | en_US |
| dc.subject.classification | Education--Administration | en_US |
| dc.subject.classification | Education--Curriculum and Instruction | en_US |
| dc.title | Bottlenecks and Breakthroughs: A Narrative Inquiry into the Storied Experiences of how School Administrators Understand their Efforts Towards Decolonization | en_US |
| dc.type | doctoral thesis | en_US |
| thesis.degree.discipline | Education Graduate Program – Educational Research | en_US |
| thesis.degree.grantor | University of Calgary | en_US |
| thesis.degree.name | Doctor of Education (EdD) | en_US |
| ucalgary.item.requestcopy | true | en_US |