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dc.contributor.authorWinick, Elaine.en_US
dc.date.accessioned2009-06-01T19:30:12Z
dc.date.available2009-06-01T19:30:12Z
dc.date.issued2005-06-01T19:30:12Z
dc.identifier.urihttp://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.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectTeachersen_US
dc.subjectPsychologyen_US
dc.subjectSelf-perception.en_US
dc.titleThe storying of an educator: the power of living legacy /en_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameMaster of Educationen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Graduate and Undergraduate Studies in Educationen_US
dc.degree.disciplineFaculty of Educationen_US


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