Rooted: An inquiry into nature shaping pedagogy and sustenance on the professional knowledge landscape

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dc.contributor.advisorForsberg, Nicholas
dc.contributor.advisorSchaefer, Lee
dc.contributor.authorHerbison, Morgan Jane
dc.contributor.committeememberTriggs, Valerie
dc.contributor.committeememberLessard, Sean
dc.contributor.committeememberRossow-Kimball, Brenda
dc.date.accessioned2017-06-19T23:13:32Z
dc.date.available2017-06-19T23:13:32Z
dc.date.issued2017-02
dc.descriptionA Thesis Submitted to the Faculty of Graduate Studies and Research In Partial Fulfillment of the Requirements for the Degree of Master of Education in Curriculum and Instruction, University of Regina. vii, 130 p.en_US
dc.description.abstractThis thesis is an autobiographical narrative inquiry (Clandinin & Connelly, 2000) into two research puzzles: First, how have experiences alongside nature shaped my personal knowledge landscape? Second, how is this knowledge negotiated on my professional knowledge landscape, and how does this negotiation shape or shift my pedagogy? With attention to Dewey’s (1938) theory of continuity and interaction in experience, Connelly and Clandinin’s (1988) conception of personal practical knowledge, and Connelly and Clandinin’s (1999) conception of stories to live by, I describe myself as a person who feels planted in nature. I also describe myself as a teacher of young children in school places. Clandinin, Schaefer and Downey (2014) conceptualize places inside-of-work as the professional knowledge landscape and places outside-of-work as the personal knowledge landscape. In this autobiographical narrative inquiry I inquire into moments of tension, as well as moments of narrative coherence (Carr, 1986), as I negotiate my personal knowledge landscape on my professional knowledge landscape (Clandinin et al., 2014). I illustrate the implications of this negotiation for my pedagogy, as well as possible implications for curriculum making, teacher education, and further research. Key findings from this research position nature as an animate teacher, show that nature itself reflects narrative conceptions of knowledge (Dewey, 1938), and illustrate that, while teachers live in tension (Aoki, 2005) as they navigate around competing and conflicting stories of school, there are possibilities for negotiating around tension to feel sustained, or rooted, on the professional knowledge landscape (Clandinin et al., 2014).en_US
dc.description.authorstatusStudenten
dc.description.peerreviewyesen
dc.identifier.tcnumberTC-SRU-7747
dc.identifier.thesisurlhttp://ourspace.uregina.ca/bitstream/handle/10294/7747/Herbison_Morgan_200264817_MED_C%26I_Spring2017.pdf
dc.identifier.urihttps://hdl.handle.net/10294/7747
dc.language.isoenen_US
dc.publisherFaculty of Graduate Studies and Research, University of Reginaen_US
dc.titleRooted: An inquiry into nature shaping pedagogy and sustenance on the professional knowledge landscapeen_US
dc.typeThesisen
thesis.degree.departmentFaculty of Educationen_US
thesis.degree.disciplineCurriculm and Instructionen_US
thesis.degree.grantorUniversity of Reginaen
thesis.degree.levelMaster'sen
thesis.degree.nameMaster of Education (MEd)en_US
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