Designing learning experiences with equity-seeking youth : strength-based strategies for sustaining culture, community and creativity
department or school: Education, Faculty of
department or school: Language and Literacy Education (LLED), Department of
data provider: DSpace
degree campus: UBCV
creator: Keefe, Anna
issued: 2018-11-22T23:42:23Z
issued: 2018
related degree: Doctor of Philosophy - PhD
degree grantor: University of British Columbia
description: Despite Canada’s public commitments to equity and diversity, the nation’s education systems are not adequately meeting the needs of culturally and linguistically non-dominant youth. Aboriginal youth in Canada frequently have negative and incomplete educational experiences as a result of racism, deficit perspectives, inequitable funding, and the exclusion of their ways of being and knowing (Drummond & Rosenbluth, 2013; Hare & Pidgeon, 2011; Kanu, 2002). Similarly, newcomer youth are excluded from mainstream education systems and programs through a lack of cultural competence, while alternative spaces such as those run by settlement organizations are underfunded (Van Ngo, 2009). As Canada grows increasingly diverse through immigration and begins to acknowledge historic and ongoing infringement on the rights of Aboriginal peoples, what counts as quality education must be revisited and recreated together. My study considers the teaching and learning processes that work for non-dominant youth seeking equity, including how practitioners and young people negotiate the value of different communicative repertoires with each other and with society. I examine the kinds of learning processes that equity-seeking youth and practitioners want to create together, what strategies they use to move towards their vision, and how they imagine their work could be better sustained despite conflict with dominant systems. I anchor my study with insights gained through interviews with 12 experienced educators and social workers from across Canada. I also conducted research through two partnerships; one with youth and educators at a First Nations high school, and one with newcomer youth and facilitators in a creative arts program run by a settlement organization. My findings elaborate on existing evidence in the field of culturally sustaining education in formal and informal contexts regarding the importance of relationships and the value of enabling the full communicative repertoires of lear…
aggregated CHO: https://circle.library.ubc.ca/rest/handle/2429/67874
note: DESIGNING LEARNING EXPERIENCES WITH EQUITY-SEEKING YOUTH: STRENGTH-BASED STRATEGIES FOR SUSTAINING CULTURE, COMMUNITY, AND CREATIVITY by Anna Keefe M.Ed., Harvard Graduate School of Education, 2008 B.Phil., University of New Brunswick, 2006 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY in THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES (Language and Literacy Education) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) November 2018 © Anna Keefe, 2018 ii The following individuals certify that they have read, and recommend to the Faculty of Graduate and Postdoctoral Studies for acceptance, the dissertation entitled: Designing learning experiences with equity-seeking youth: strength-based strategies for sustaining culture, community and creativity submitted by Anna Keefe in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Literacy Education Examining Committee: Maureen Kendrick, Literacy Education Supervisor Jim Anderson, Literacy Education Supervisory Committee Member Theresa Rogers, Literacy Education Supervisory Committee Member George Belliveau, Literacy Education University Examiner Cynthia Nicol, Curriculum and Pedagogy University Examiner iii Abstract Despite Canada’s public commitments to equity and diversity, the nation’s education systems are not adequately meeting the needs of culturally and linguistically non-dominant youth. Aboriginal youth in Canada frequently have negative and incomplete educational experiences as a result of racism, deficit perspectives, inequitable funding, and the exclusion of their ways of being and knowing (Drummond & Rosenbluth, 2013; Hare & Pidgeon, 2011; Kanu, 2002). Similarly, newcomer youth are excluded from mainstream education systems and programs through a lack of cultural competence, while alternative spaces such as those run by settlement organizations are underfunded (Van Ngo, 2009). As Canada grows increasingly diverse through immigratio…
has type: Thesis/Dissertation
date issued: 2019-02
is shown at: 10.14288/1.0374184
language: eng
degree discipline: Language and Literacy Education
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/2429/67874