Bottom-up educational leadership and policy-making through storytelling : language policy in practice at a Canadian institute
department or school: Education, Faculty of
department or school: Educational Studies (EDST), Department of
data provider: DSpace
degree campus: UBCV
creator: Sackville, Patricia
issued: 2012-04-23T20:41:37Z
issued: 2012
related degree: Doctor of Education - EdD
degree grantor: University of British Columbia
description: This research focuses on storytelling as bottom-up educational leadership and policy making. The researcher examines language policy in practice at a Canadian post-secondary institute, following an institutional ethnographic approach and using discourse analysis tools. Stories about everyday experiences with English language placement testing, communication course marks reassessments, plagiarism, and prior learning assessment and review (PLAR) of communication skills are collected from 9 students, 6 instructors, 5 program heads, and the researcher herself as an associate dean. The researcher’s own identity negotiation as an insider at the institute is explored through discussion of tensions around the handling of people’s stories and the role of reflexivity in shaping the research. The research links the personal to the institutional while exploring connections between everyday experiences and processes of administration and governance. Exploration of policy moments in participants’ stories uncovers a discourse of control and homogeneity where difference is constructed negatively, several language myths operate as forms of domination, and storylines suppress conflict. Exercises highlighting dilemmas that people face at the institute are presented to enable dialogic politics. It is argued that storytelling proved to be a powerful method for surfacing everyday struggles, and the sharing of stories led to a new awareness for participants. Storytelling proved to be a generative form of talking back to policy and policy making as it repositioned policy review as a bottom-up exercise and captured moments of policy as struggle and change. Dialogic exercises are presented as tools for reconstruction of language practices that are more equitable and humane.
aggregated CHO: https://circle.library.ubc.ca/rest/handle/2429/42220
note: BOTTOM-UP EDUCATIONAL LEADERSHIP AND POLICY-MAKING THROUGH STORYTELLING: LANGUAGE POLICY IN PRACTICE AT A CANADIAN INSTITUTE by Patricia Sackville M.Ed., The University of British Columbia, 1998 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF Doctor of Education in THE FACULTY OF GRADUATE STUDIES (Educational Policy and Leadership) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) April, 2012 © Patricia Sackville, 2012 ii 0BAbstract This research focuses on storytelling as bottom-up educational leadership and policy making. The researcher examines language policy in practice at a Canadian post-secondary institute, following an institutional ethnographic approach and using discourse analysis tools. Stories about everyday experiences with English language placement testing, communication course marks reassessments, plagiarism, and prior learning assessment and review (PLAR) of communication skills are collected from 9 students, 6 instructors, 5 program heads, and the researcher herself as an associate dean. The researcher‘s own identity negotiation as an insider at the institute is explored through discussion of tensions around the handling of people‘s stories and the role of reflexivity in shaping the research. The research links the personal to the institutional while exploring connections between everyday experiences and processes of administration and governance. Exploration of policy moments in participants‘ stories uncovers a discourse of control and homogeneity where difference is constructed negatively, several language myths operate as forms of domination, and storylines suppress conflict. Exercises highlighting dilemmas that people face at the institute are presented to enable dialogic politics. It is argued that storytelling proved to be a powerful method for surfacing everyday struggles, and the sharing of stories led to a new awareness for participants. Storytelling proved to be a generative form of talking back to policy and …
has type: Thesis/Dissertation
date issued: 2012-05
is shown at: 10.14288/1.0103446
language: eng
degree discipline: Educational Leadership and Policy
provider: Vancouver : University of British Columbia Library
publisher: University of British Columbia
rights: Attribution-NonCommercial-NoDerivatives 4.0 International
rights URI: http://creativecommons.org/licenses/by-nc-nd/4.0/
scholar level: Graduate
type: Text
identifier URI: http://hdl.handle.net/2429/42220