Be-Coming To Care: Teachers' Perspectives on Caring

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dc.contributor.advisor Hart, Paul McCann, Lisa Marie 2017-12-06T20:41:24Z 2017-12-06T20:41:24Z 2017-07
dc.description A 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 & Instruction, University of Regina. vii, 104 p. en_US
dc.description.abstract This research is a qualitative study aimed at growing towards a deeper understanding of how teachers be-come caring teachers. Using current thinking in affect studies, particularly the work of Massumi (1995, 2005) and Ahmed (2004), narratives are created to highlight the subtle gestures, miniscule slidings, and everyday occurrences that can be overlooked and that intimate the relationship between teacher and students. Through teachers’ own performance of their narrative and using the diffractive framework of Barad (2003) and Lenz Taguchi (2012), a flattening of the relationship between researcher, participants, theory, and data (Jackson & Mazzei, 2013) emerges and an opening is created to a difference, a movement, a newness, a change (MacLure, 2013). This study is aimed to render a clearer picture of affect and care in education that captures all the good being done, to open up new conversations about alternate thoughts about education, primarily where education is care. en_US
dc.language.iso en en_US
dc.publisher Faculty of Graduate Studies and Research, University of Regina en_US
dc.title Be-Coming To Care: Teachers' Perspectives on Caring en_US
dc.type Thesis en
dc.description.authorstatus Student en
dc.description.peerreview yes en Master of Education (MEd) en_US Master's en Curriculm and Instruction en_US University of Regina en Faculty of Education en_US
dc.contributor.committeemember Mulholland, Val
dc.contributor.committeemember Triggs, Valerie
dc.contributor.externalexaminer Adeney, Robin
dc.identifier.tcnumber TC-SRU-7882

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