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Learning freedom : reflections on the lived experiences of disenfranchised students

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dc.contributor.advisor Townsend, David
dc.contributor.author Dyer, Cheryl Lenardon
dc.contributor.author University of Lethbridge. Faculty of Education
dc.date.accessioned 2010-03-17T21:31:35Z
dc.date.available 2010-03-17T21:31:35Z
dc.date.issued 2003
dc.identifier.uri http://hdl.handle.net/10133/901
dc.description ix, 142 leaves ; 29 cm. -- en
dc.description.abstract In this phenomenological reflective study students in a high school alternative program were invited to talk together about their school experiences. The transcribed text provided an opportunity for reflection on what the experience of school is like for disenfranchised students to help teachers know how to act in pedagogic relation with these students and all students. The students' descriptions were organized around the existentials of lived body, lived space, lived time, and lived relation with other. Themes recovered included neglect of basic needs, fixedness in time, segregation and exclusion, and control in relationships. The unifying theme that emerged was freedom and there is discussion about the potential of the institution of school to address physical, spatial, temporal, and relational conditions to develop student capacity for freedom. en
dc.language.iso en_US en
dc.publisher Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2003 en
dc.relation.ispartofseries Project (University of Lethbridge. Faculty of Education) en
dc.subject High school students -- Attitudes en
dc.subject Education, Secondary -- Social aspects en
dc.subject High school students -- Social conditions en
dc.title Learning freedom : reflections on the lived experiences of disenfranchised students en
dc.type Thesis en
dc.publisher.faculty Education en

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