Identity Development Within Educative Maker Programs

Kennedy, Thomas Michael

Identity Development Within Educative Maker Programs

dc.contributor.advisor	Lock, Jennifer V.
dc.contributor.author	Kennedy, Thomas Michael
dc.contributor.committeemember	Redmond, Petrea
dc.contributor.committeemember	Francis, Krista
dc.date	2019-11
dc.date.accessioned	2019-07-30T15:09:56Z
dc.date.available	2019-07-30T15:09:56Z
dc.date.issued	2019-07-25
dc.description.abstract	The purpose of this study was to explore the constructs that influence the development of identity within educative maker programs. As there is no empirical or theoretical model to inform the implementation of maker programs in education, this in-depth exploration was critical in understanding the importance of external constructs on the development of identity within early educative maker experiences. No similar study exists on identity work amid the fragmentation of disciplinary knowledge and application in educational contexts. New knowledge created from this research highlighted intentional constructs in educative maker programs to forge a strong social identity grounded in connectedness, effectiveness, and expansiveness. A qualitative case study design was selected to analyse emergent themes from an in- depth exploration of participant perception and understanding maker identity within the context of a non-curricular educative maker program grounded in robotics and explicit technical skill development. The study gathered data using a three-phased approach which included the use of questionnaire, interviews and observations. Four primary findings which emerged from the research. First, a connected identity, strengthened through the shared histories and experiences with co-participants in the local maker community, did not automatically forge a perceived identity within other parallel communities. Second, environmental and peer relationships were emphasized as critical constructs that offered support and comfort in taking risks in unfamiliar activity and adopting a new social identity in technical activity. Third, the successful performance within the boundary area of maker activity did not alter the need for constructs to offer continued support to forge an effective identity. Fourth, experiences of atypical representation within boundary areas was influential in perceived maker identity. The Conceptual Framework for the Development of Identity Within Educative Maker Programs that emerged from the findings of this qualitative case study offers a foundational understanding of influential constructs to consider for intentionally designing experiences in educative making.	en_US
dc.identifier.citation	Kennedy, T. M. (2019). Identity Development Within Educative Maker Programs (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/36782
dc.identifier.uri	http://hdl.handle.net/1880/110685
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	maker identity development	en_US
dc.subject	community of practice	en_US
dc.subject	maker programs	en_US
dc.subject	boundary work	en_US
dc.subject	educative making	en_US
dc.subject	makerspace	en_US
dc.subject	STEM	en_US
dc.subject.classification	Education	en_US
dc.title	Identity Development Within Educative Maker Programs	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