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The storying of an educator: the power of living legacy /

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dc.contributor.author Winick, Elaine. en_US
dc.date.accessioned 2009-06-01T19:30:12Z
dc.date.available 2009-06-01T19:30:12Z
dc.date.issued 2005-06-01T19:30:12Z
dc.identifier.uri http://hdl.handle.net/10464/1468
dc.description.abstract "I began these pages for myself, in order to think out my own particular pattern of living, my own individual balance of life, work and human relationships." Lindbergh (1983) p.9. In this thesis, I use self-study research as I focus on the topic of living legacy. This is a personal story, using narrative methodology and method as a means of uncovering and naming life lessons learned. I write to gain insight into my interpretation of the concept of living legacy - what living legacy means to me and why this concept is significant to me - and how living legacy impacts the person that I am in the present. Using a narrative lens, I inquire into stories that connect me to my spirit, my gender, education and theology, through my living legacy lessons, and I seek the impact these stories hold for me in my life today. I utilize a variety of methods including personal journals, course work, and arts-based research experiences as I explore the connections to my emerging perceptions ofmy living legacy lessons. This thesis represents the beginning of a continuing journey of self-discovery. I take the journey in order to uncover hidden and ongoing lessons of living legacy and the impact they have on the student and educator that I am. en_US
dc.language.iso eng en_US
dc.publisher Brock University en_US
dc.subject Teachers en_US
dc.subject Psychology en_US
dc.subject Self-perception. en_US
dc.title The storying of an educator: the power of living legacy / en_US
dc.type Electronic Thesis or Dissertation en_US
dc.degree.name Master of Education en_US
dc.degree.level Masters en_US
dc.contributor.department Department of Graduate and Undergraduate Studies in Education en_US
dc.degree.discipline Faculty of Education en_US


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