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Toward a pedagogy of affirmation

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dc.contributor.advisor Smith, David
dc.contributor.author Peters, Robert Brian
dc.contributor.author University of Lethbridge. Faculty of Education
dc.date.accessioned 2007-04-02T01:08:03Z
dc.date.available 2007-04-02T01:08:03Z
dc.date.issued 1995
dc.identifier.uri http://hdl.handle.net/10133/24
dc.description vi, 195 leaves ; 29 cm. en
dc.description.abstract This thesis is a journey of discovery into a personal pedagogical perspective which the author refers to as 'a pedagogy of affirmation'. Starting from the text of a teacher's written journal, the writer begins to question the source of teacher motivation and examines his own beliefs and thoughts about teaching within both his personal experience but also in more global contexts. In conjunction with questions of personal and social identity, the author links characteristics of social dominance with those of dominant personality traits and illustrates the complexity of the individual with the use of mythology and through what is referred to as 'a poetic basis of mind'. By understanding more fully the question of identity, the author looks at the character of education today with particular reference to the influence of the business model. This he contrasts with characteristics such as caring, community, and communication. Through questioning and coming to understand more clearly the characteristics of public education, the writer begins to recognize more fully his own involvement and personal perspectives with regards to the classroom. This he articulates in the final chapter of the thesis. en
dc.language.iso en_US en
dc.publisher Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1995 en
dc.relation.ispartofseries Thesis (University of Lethbridge. Faculty of Education) en
dc.subject Teaching en
dc.subject Education -- Study and teaching en
dc.subject Dissertations, Academic en
dc.title Toward a pedagogy of affirmation en
dc.type Thesis en
dc.publisher.faculty Education

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