Wisdom and Well-Being Post-Disaster: Stories Told by Youth

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dc.contributor.advisorSteinberg, Shirley R.
dc.contributor.authorMarkides, Jennifer Megan
dc.contributor.committeememberLouie, Dustin William
dc.contributor.committeememberMcDermott, Mairi
dc.date2020-11
dc.date.accessioned2020-09-29T13:30:52Z
dc.date.available2020-09-29T13:30:52Z
dc.date.issued2020-09-25
dc.description.abstractIn this dissertation, I embraced bricolage (Denzin & Lincoln, 2000, 2018; Kincheloe, 2001, 2005b; Kincheloe, McLaren, & Steinberg, 2011; Rogers, 2012; Steinberg, 2006; Steinberg, Berry, & Kincheloe, 2020) as a responsive, dynamic, and reflexive research orientation. Guided by Jo-ann Archibald’s (2008a, 2008b) storywork principles, I conducted ethnographic interviews and gathered the stories of youth who graduated the year of the 2013 High River flood. I wondered how they experienced the flood and post-disaster recovery, as they transitioned from life-in-schools to life-out-of-schools. Conducting research with a vulnerable population required an ethic of care (Gilligan, 1982; Noddings, 1984, 2012). Through storywork, I was conscious of my responsibilities to the participants and their stories. I engaged in deep listening and critical reflection to learn from the youths’ experiences. Following the four directions teachings of Elder Bob Cardinal of the Maskekosihk Enoch Cree Nation, I considered the emotional, spiritual, mental, and physical well-being of the youth, as evidenced in their stories. Using Elder Cardinal’s holistic framework as a guide (Elder Bob Cardinal, personal communication, September, 2016 to July, 2017; Latremouille, 2016; University of Alberta, 2016), I created and re-created a holistic conceptual framework in response to the emergent needs and ideas shared by the youth. I re-presented their narratives in storied métissage, entered into generative dialogues with the holistic teachers, and engaged in meaning-making processes. Moving from listener/researcher to storyteller, I am responsible for carrying the stories of the youth forward to new audiences towards transformational learning and holistic well-being.en_US
dc.identifier.citationMarkides, J. M. (2020). Wisdom and Well-Being Post-Disaster: Stories Told by Youth (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/38265
dc.identifier.urihttp://hdl.handle.net/1880/112606
dc.language.isoengen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.subjectyouthen_US
dc.subjectstoryworken_US
dc.subjectwell-beingen_US
dc.subjectbricolageen_US
dc.subjectdisasteren_US
dc.subjectholistic frameworken_US
dc.subject.classificationEducation--Curriculum and Instructionen_US
dc.titleWisdom and Well-Being Post-Disaster: Stories Told by Youthen_US
dc.typedoctoral thesisen_US
thesis.degree.disciplineEducation Graduate Program – Educational Researchen_US
thesis.degree.grantorUniversity of Calgaryen_US
thesis.degree.nameDoctor of Philosophy (PhD)en_US
ucalgary.item.requestcopytrueen_US
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