Walking Alongside: Poetic Inquiry into Allies of Indigenous Peoples in Canada
| dc.contributor.advisor | Jubas, Kaela | |
| dc.contributor.author | Garbutt, Joan | |
| dc.contributor.committeemember | Pratt, Yvonne Poitras | |
| dc.contributor.committeemember | Groen, Janet Elizabeth | |
| dc.contributor.committeemember | Spring, Erin | |
| dc.contributor.committeemember | Hogue, Michelle | |
| dc.date | 2019-11 | |
| dc.date.accessioned | 2019-09-20T20:37:55Z | |
| dc.date.available | 2019-09-20T20:37:55Z | |
| dc.date.issued | 2019-09-18 | |
| dc.description.abstract | This qualitative arts-based study made use of poetic inquiry to analyze and represent the stories of non-Indigenous people recognized as allies of Indigenous peoples in Canada. I adopted a theoretical foundation in critical realism, focusing on the role of agency in the emergent realities of the participants’ ally work (Archer, 2002). I grounded the study in literatures that drew from multiple Indigenous perspectives on teaching, learning and knowledge; social justice education and awareness; and postcolonial theory and decolonization. Thematically, the areas of ally experience that interested me most were their actions, emotions, and how they related to others in the spaces they occupied. Using the ally interview transcripts as raw data, I created found poems that reflected those themes. Constructing the poems while engaging in analysis led me to attempt to decolonize language and names. Hence, I made use of a disruptive strategy to bring attention to the extent to which language reflects colonization. In the final chapter of the dissertation, I outlined implications for adult education theory and practice as suggested by the study. In addition, I made suggestions for actions that allies-in-the-making may take up and directions for future study. | en_US |
| dc.identifier.citation | Garbutt, J. (2019). Walking Alongside: Poetic Inquiry into Allies of Indigenous Peoples in Canada (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. | en_US |
| dc.identifier.doi | http://dx.doi.org/10.11575/PRISM/37090 | |
| dc.identifier.uri | http://hdl.handle.net/1880/111025 | |
| dc.language.iso | eng | en_US |
| 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 | ally | en_US |
| dc.subject | allies | en_US |
| dc.subject | decolonization | en_US |
| dc.subject | reconciliation | en_US |
| dc.subject | adult learning | en_US |
| dc.subject | critical realism | en_US |
| dc.subject | poetic inquiry | en_US |
| dc.subject | found poetry | en_US |
| dc.subject.classification | Education--Adult and Continuing | en_US |
| dc.subject.classification | Canadian Studies | en_US |
| dc.subject.classification | Native American Studies | en_US |
| dc.title | Walking Alongside: Poetic Inquiry into Allies of Indigenous Peoples in Canada | 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 |