Browsing by Author "Hebert, Yvonne M."

Now showing 1 - 13 of 13
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    An Implementation study of the Native Education Project text,The land of the Bloods
    (1990) Duska, Deborah A. J.; Hebert, Yvonne M.
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    Immigrant youth in the schoolyard: identity, liminality and belonging
    (2001) Racicot, Christine; Hebert, Yvonne M.
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    Language awareness: an efficient strategy in acquiring a second language?
    (1996) Longmore, Malcolm; Hebert, Yvonne M.
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    Multiple acts of identification among educators in a post-conflict situation: evidence from Kosovo
    (2007) Petrunic, Ana-Marija; Hebert, Yvonne M.
    Multiple Acts of Identification among Educators in a Post-Conflict Situation: Evidence from Kosovo draws upon the personal and interpretive journeys of Kosovar Albanian and Kosovar Serb educators. This study examined the possibility that multiple acts of identification not only exist but contribute to the future of democratization in education. Inquiring into the lived experiences of educators in Kosovo, examining how multiple acts of identification contribute to the understanding of identity formation within intricate political and social situations, and understanding how these processes of identity formation interweave with both individual and collective associations have been the primai-y objectives of this study. This study concludes that Kosovar, as a civic identification, encompasses but does not supplant other acts of identification and advances democratic dispositions in both the political and social realm.
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    Participation of immigrant and non-immigrant youth in the City of Calgary
    (2004) Afatsawo, Christopher Komlavi; Hebert, Yvonne M.
    Today, participation at all levels of society or community among Canadians appears elusive. More people appear to be disengaged in community affairs, and governments are concerned by lack of participation. Specifically, participation of youth in cities has become a concern since the well being of societies is dependent upon the civic engagement of its youth. In this context, I explore participation among immigrant and non-immigrant youth in the city of Calgary in order to understand the levels and patterns of participation among them. Mixing quantitative and qualitative paradigms, two sets of data are used in this study: a survey questionnaire administered to (N=811) high school students and follow-up interviews with (N=I5) participants. Emerging patterns from both data sets are interpreted from a critical perspective. The quantitative findings suggest that youth's level of participation in social and community activities is low. The qualitative data on the other hand suggest that youth's level of participation is not necessarily low. Instead, the level of participation varies tremendously.
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    Post modern metaphors of youth in Calgary
    (2012) Hartley, William J.; Hebert, Yvonne M.
    This study takes up the notion of metaphors of postmodern identity and explores these with respect to the life experiences of fifteen-year-olds in two different high schools in Calgary, Alberta, Canada. Situated within the first year of a three-year SSHRC-funded study designed to examine citizenship and identity of youth, the analysis takes up some of the data collected from the participants; namely, socio-demographic information; photos of places where the participants felt included/excluded, safe/at risk, collected in what are termed 'photoscapes'; urban maps of their preferred locations in each of four urban quadrants, downtown, and beyond the city. Interviews throughout the data collection process provided clarifications and reflexivity between participants and researchers. My analysis reveals that the five metaphors of postmodern identity, as proposed by Baumann (1996), i.e., Tourist, Vagabond, Pilgrim, Player, and Flaneur, are taken up by some youth participating in this research project. Moreover, additional metaphors of identity were taken up by some other participants, those of Citizen and Fashionista, as well as combined metaphors. For educators and researchers, this analysis provides starting points for further explorations and understandings of metaphoric identity orientations to society within an economic market approach to knowledge. For adolescents and youth, the research process provided a vehicle for further exploration of self and other, and for their quest of a place in the world. Furthermore, much discussion ensued with each other, the research team and contact teachers, all nourishing their youthful quests. The differentiation of youth in terms of their metaphoric identifications has been attempted by many authors, each from their own perspectives, just as my analysis is influenced by my own subjectivities as experienced teacher. The originality of the participants illustrates the need for qualitative studies to bring to bear both data and analyses, so as to further explore philosophical proposals and observations.
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    The cultural metamorphosis of Cree education
    (1998) Short, Christine; Hebert, Yvonne M.
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    Under surveillance: teachers and educational change in Alberta
    (2011) Farrell, Marie T.; Hebert, Yvonne M.