How resonant echoes of an inquiry with early school leavers shaped further inquiries.
Saved in:
| Title: | How resonant echoes of an inquiry with early school leavers shaped further inquiries. |
|---|---|
| Authors: | Clandinin, D. Jean1, Lessard, Sean1, Caine, Vera1 |
| Source: | Educação, Sociedade & Culturas. 2012, Issue 36, p7-24. 18p. |
| Subject Terms: | *School dropouts, *Graduation (Education), *Experience, *Puzzles, Inquiry (Theory of knowledge), Youth psychology |
| Abstract: | In this paper we draw on two Canadian narrative inquiries: the first study inquired into the experiences of youth who left school before graduating; the second study inquired into the experiences of Aboriginal youth and families in an urban junior high school. Our scholarly and personal interests intertwine in these two studies as we understand lives narratively, as unfolding, enfolding, nested compositions. The first narrative inquiry raised wonders for us about the experiences of many youth, but particularly Aboriginal youth, in schools. Out of these lingering wonders, we framed a second narrative inquiry into the educational experiences, both in and out of school, of youth and families of Aboriginal heritage. Our research puzzles were framed around collaboratively inquiring into the home/community/school experiences of Aboriginal youth and families and the ways that these experiences are shaped by cultural, social, historical, linguistic, and institutional narratives. Our intent in this methodological paper is not to show the results of either study but to show how inquiry threads from one study shape further narrative inquiries. In order to show the reverberations across the two studies, we pull forward some of study one and outline briefly the design and purposes of study two. [ABSTRACT FROM AUTHOR] |
| Copyright of Educação, Sociedade & Culturas is the property of Centro de Investigacao e Intervencao Educativa (CIIE) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 89751593 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: How resonant echoes of an inquiry with early school leavers shaped further inquiries. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Clandinin%2C+D%2E+Jean%22">Clandinin, D. Jean</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Lessard%2C+Sean%22">Lessard, Sean</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Caine%2C+Vera%22">Caine, Vera</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educação%2C+Sociedade+%26+Culturas%22">Educação, Sociedade & Culturas</searchLink>. 2012, Issue 36, p7-24. 18p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22School+dropouts%22">School dropouts</searchLink><br />*<searchLink fieldCode="DE" term="%22Graduation+%28Education%29%22">Graduation (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Experience%22">Experience</searchLink><br />*<searchLink fieldCode="DE" term="%22Puzzles%22">Puzzles</searchLink><br /><searchLink fieldCode="DE" term="%22Inquiry+%28Theory+of+knowledge%29%22">Inquiry (Theory of knowledge)</searchLink><br /><searchLink fieldCode="DE" term="%22Youth+psychology%22">Youth psychology</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: In this paper we draw on two Canadian narrative inquiries: the first study inquired into the experiences of youth who left school before graduating; the second study inquired into the experiences of Aboriginal youth and families in an urban junior high school. Our scholarly and personal interests intertwine in these two studies as we understand lives narratively, as unfolding, enfolding, nested compositions. The first narrative inquiry raised wonders for us about the experiences of many youth, but particularly Aboriginal youth, in schools. Out of these lingering wonders, we framed a second narrative inquiry into the educational experiences, both in and out of school, of youth and families of Aboriginal heritage. Our research puzzles were framed around collaboratively inquiring into the home/community/school experiences of Aboriginal youth and families and the ways that these experiences are shaped by cultural, social, historical, linguistic, and institutional narratives. Our intent in this methodological paper is not to show the results of either study but to show how inquiry threads from one study shape further narrative inquiries. In order to show the reverberations across the two studies, we pull forward some of study one and outline briefly the design and purposes of study two. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educação, Sociedade & Culturas is the property of Centro de Investigacao e Intervencao Educativa (CIIE) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=89751593 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 7 Subjects: – SubjectFull: School dropouts Type: general – SubjectFull: Graduation (Education) Type: general – SubjectFull: Experience Type: general – SubjectFull: Puzzles Type: general – SubjectFull: Inquiry (Theory of knowledge) Type: general – SubjectFull: Youth psychology Type: general Titles: – TitleFull: How resonant echoes of an inquiry with early school leavers shaped further inquiries. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Clandinin, D. Jean – PersonEntity: Name: NameFull: Lessard, Sean – PersonEntity: Name: NameFull: Caine, Vera IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: 2012 Type: published Y: 2012 Identifiers: – Type: issn-print Value: 08727643 Numbering: – Type: issue Value: 36 Titles: – TitleFull: Educação, Sociedade & Culturas Type: main |
| ResultId | 1 |
