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Learning to Be: A Narrative Inquiry ...

Hutchinson, Derek Andrew.

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Learning to Be: A Narrative Inquiry Into the Identity Making and Curriculum Making of Individuals Positioned by Dominant Stories of Gender and Sexuality.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Learning to Be: A Narrative Inquiry Into the Identity Making and Curriculum Making of Individuals Positioned by Dominant Stories of Gender and Sexuality./
作者:	Hutchinson, Derek Andrew.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	204 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.
Contained By:	Dissertation Abstracts International78-11A(E).
標題:	Curriculum development. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10261611
ISBN:	9780355044669

Learning to Be: A Narrative Inquiry Into the Identity Making and Curriculum Making of Individuals Positioned by Dominant Stories of Gender and Sexuality.
Hutchinson, Derek Andrew.

Learning to Be: A Narrative Inquiry Into the Identity Making and Curriculum Making of Individuals Positioned by Dominant Stories of Gender and Sexuality. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 204 p.

Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.

Thesis (Ph.D.)--University of Kansas, 2017.

This narrative inquiry explores the composition of diverse stories to live by, a narrative conception of identity (Connelly & Clandinin, 1999), of four participants positioned by social and familial understandings of gender and sexuality. The research, conducted over an 18-month period, told of multiple and diverse stories around gender and sexuality and the shaping influences of relationships and context for educative experience (Dewey, 1938/1997). Drawing on a view of curriculum as a course of life (Clandinin & Connelly, 1992), this inquiry sought to better understand the complexities of identity making in the process of curriculum making (Schwab, 1969). Research literature on individuals positioned differently by understandings of gender and sexuality in schools are bounded by simplex categorical understandings of gender and sexuality and are focused on the negative experiences and consequences for lesbian, gay, bisexual, and transgendered (LGBT) youth in heteronormative contexts. However, these studies have provided little understanding for the complexities of diverse identities around gender and sexuality and the varied experiences that lead to the composition of diverse identities around gender and sexuality. Through the inquiry, several narrative threads emerged; diverse stories to live by around gender and sexuality are: (a) complex, multiple, and diverse; (b) negotiated through social dominant stories of gender and sexuality; (c) shaped by context; (d) negotiated through relationship; and (e) interwoven and nested with the stories of others.

ISBN: 9780355044669Subjects--Topical Terms:

684418
Curriculum development.

Learning to Be: A Narrative Inquiry Into the Identity Making and Curriculum Making of Individuals Positioned by Dominant Stories of Gender and Sexuality.
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