The Nice Girl Plight: Struggling to Become a Socially Just Citizen

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dc.contributor.advisorSeidel, Jackie
dc.contributor.authorVan Beers, Rae Ann Shawna
dc.contributor.committeememberHanson, Aubrey
dc.contributor.committeememberSpencer, Brenda
dc.date2022-11
dc.date.accessioned2022-09-01T20:58:47Z
dc.date.available2022-09-01T20:58:47Z
dc.date.issued2022-08
dc.description.abstractThis study addressed the overarching question of how secondary students understood social justice, and how those understandings impacted the actions they took to make a difference in the world. The qualitative research focused on an extra-curricular social justice group that was populated by middle school girls that year, highlighting the role that gender often plays in such groups. True to duoethnographic form, the research became personal as I saw my own nice-girl-self reflected in the participants’ words and actions, rather than simply being a study in which I considered the data my participants created through their peer-to-peer duoethnographic conversations. In working through this, and with respect for my participants, I saw the need to counter the notion that social justice movements were filled with nice, (often) white girls who uncritically perpetuate the systemic issues and inequities they were working to change. Using the participants’ conversations, researcher observations, and the group’s meeting minutes as sources of data, the work highlighted the contributions that middle school girls can make as citizens of their school, and even more broadly as they deepened their understandings of the implications of their actions on others around the world. The findings of the study call for researchers and educators to enhance students’ opportunities for meaningful participation in the world of educational research, to interact with them as equal partners in social justice work, and encourage them to critique their own complicity in their attempts at activism.en_US
dc.identifier.citationVan Beers, R. A. S. (2022), The nice girl plight: struggling to become a socially just citizen (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.en_US
dc.identifier.urihttp://hdl.handle.net/1880/115154
dc.identifier.urihttps://dx.doi.org/10.11575/PRISM/40188
dc.language.isoengen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen
dc.rightsUniversity 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.subjectsocial justice educationen_US
dc.subjectcitizenship educationen_US
dc.subjectduoethnographyen_US
dc.subjectgirlsen_US
dc.subjectchildren's rightsen_US
dc.subject.classificationEducation--Curriculum and Instructionen_US
dc.subject.classificationEducation--Secondaryen_US
dc.titleThe Nice Girl Plight: Struggling to Become a Socially Just Citizenen_US
dc.typedoctoral thesisen_US
thesis.degree.disciplineEducation Graduate Program – Educational Researchen_US
thesis.degree.grantorUniversity of Calgaryen_US
thesis.degree.nameDoctor of Philosophy (PhD)en_US
ucalgary.item.requestcopytrueen_US
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