Imagining and Moving Towards Nurturing Queer Identities in Alberta Schools: A Narrative Inquiry

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dc.contributor.advisorMcDermott, Mairi
dc.contributor.authorMaine, Emilie
dc.contributor.committeememberBurwell, Catherine
dc.contributor.committeememberSumara, Dennis J.
dc.date2020-11
dc.date.accessioned2020-04-17T22:14:28Z
dc.date.available2020-04-17T22:14:28Z
dc.date.issued2020-04-15
dc.description.abstractAlberta Education states that they operate within a way of thinking and acting that demonstrates universal acceptance of, and belonging for, all children and students. Despite this statement, recent evidence shows that within Alberta schools, queer identities are excluded, homogenized, or simply tolerated within educational institutions. The discrepancy across the province of treatment and commitment to queer education impacts if and how topics surrounding queer identities are taught. Given that Albertan educational institutions are not equally committed to teaching queerness, the present study asks the question: how can schools move towards nurturance of queer identities? Using the language in the Riddle Scale (1994), this study employs narrative inquiry and queer theory to interrogate, trouble, and queer educational institutions to ask how various educational actors can embody the core of nurturance, where queer people are seen as indispensable in society. Data collected from two primary data sets—publicly sourced information on queer educational programming, and semi-structured interviews with queer educational specialists—revealed various dynamics that contribute to lack of nurturing queer educational programs in Alberta schools. From data analysis, two resonant threads (themes) emerged: (1) the unique context of queer identities in Alberta; and, (2) misconceptions surrounding age, sex, and the subsequent complications of teaching queerness. While nurturance cannot be defined in one particular way, this thesis seeks to queer what education could be, and with the narratives of queer educational providers, imagines a future in which queer identities are nurtured across the province.en_US
dc.identifier.citationMaine, E. (2020). Imagining and Moving Towards Nurturing Queer Identities in Alberta Schools: A Narrative Inquiry (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/37686
dc.identifier.urihttp://hdl.handle.net/1880/111807
dc.language.isoengen_US
dc.publisher.facultyArtsen_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.subjecteducationen_US
dc.subjectqueeren_US
dc.subjectAlberta educationen_US
dc.subjectqueer theoryen_US
dc.subjectnarrative inquiryen_US
dc.subjectnurturanceen_US
dc.subject.classificationEducationen_US
dc.subject.classificationEducation--Curriculum and Instructionen_US
dc.subject.classificationGender Studiesen_US
dc.titleImagining and Moving Towards Nurturing Queer Identities in Alberta Schools: A Narrative Inquiryen_US
dc.typemaster thesisen_US
thesis.degree.disciplineEducation Graduate Program – Educational Researchen_US
thesis.degree.grantorUniversity of Calgaryen_US
thesis.degree.nameMaster of Arts (MA)en_US
ucalgary.item.requestcopytrueen_US
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