School Wellness Action Research: from an Arts-Based Transformative Activist Stance

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dc.contributor.advisorJacobsen, D. Michelle
dc.contributor.advisorFriesen, Sharon
dc.contributor.advisorTakeuchi, Miwa A.
dc.contributor.authorMunroe, Karena
dc.contributor.committeememberJohnston, Dawn
dc.contributor.committeememberIrwin, Rita L.
dc.date2021-02
dc.date.accessioned2021-01-25T19:15:22Z
dc.date.available2021-01-25T19:15:22Z
dc.date.issued2021-01-16
dc.description.abstractThis study explored educational change that privileges teachers to be co-authors and drivers of school wellness action activated through an arts-based focus on hopeful futures. The SARS-CoV-2 global pandemic added school lockdowns to the context resulting in modifications to the study, primarily the exclusion of student voice and face-to-face participation. Eight participants engaged in discussion and field-testing of virtual arts-lab activities aimed at enhancing school wellness rooted in their realities as educators. Two phases of an arts-based participatory approach to action research generated creative data. Data collection included educator and researcher reflections, arts-lab observations, and my descriptions of participant-created artwork. The results provided the basis for an arts-lab toolkit for educators and an animated video story for the broader community. This participatory arts-based approach to action research was grounded in an arts-lab created from a transformative activist stance (Stetsenko, 2017). It offered opportunities for participants to affirm their control and participation in action critical for change. Second, the arts-lab tool offers participants a means to actively engage in characterizing and exploring their personal values as opportunities for school wellness improvement. Educators endorsed a four-part arts-lab where art-pieces created at every session portray ideas and provide a centrepiece for deepened conversation. Third, arts processes provide opportunities to enable agentive creativity for artists while offering contributions to the school community-in-the-making that encourage connections between the art, the artists, and the audience. The collective development of an arts-lab encourages participants to contribute artifacts to the broader community’s conversation as artists and activists.en_US
dc.identifier.citationMunroe, K. (2021). School Wellness Action Research: from an Arts-Based Transformative Activist Stance (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/38574
dc.identifier.urihttp://hdl.handle.net/1880/113006
dc.language.isoengen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen
dc.relation.hasparthttp://hdl.handle.net/1880/112967
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.subjectjunior high schoolen_US
dc.subjecthigh schoolen_US
dc.subjectmiddle schoolen_US
dc.subjectwellnessen_US
dc.subjectwell-beingen_US
dc.subjectarts-baseden_US
dc.subjectaction researchen_US
dc.subjectchange-laben_US
dc.subjectsocial innovation laben_US
dc.subjectparticipatoryen_US
dc.subjectTransformative Activist Stanceen_US
dc.subject.classificationEducationen_US
dc.subject.classificationEducation--Administrationen_US
dc.subject.classificationEducation--Arten_US
dc.subject.classificationEducation--Healthen_US
dc.titleSchool Wellness Action Research: from an Arts-Based Transformative Activist Stanceen_US
dc.typedoctoral thesisen_US
thesis.degree.disciplineEducation Graduate Program – Educational Researchen_US
thesis.degree.grantorUniversity of Calgaryen_US
thesis.degree.nameDoctor of Education (EdD)en_US
ucalgary.item.requestcopytrueen_US
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