Education Commons^™

A Critical Narrative Inquiry Of English Teachers’ Experiences Of Enacting A Pedagogy Of Multiliteracies In China, Lin Sun

Electronic Thesis and Dissertation Repository

When China’s Ministry of Education issued a series of curriculum change policies in 2011, major curriculum reform was initiated. Given the significant role that teachers play in curriculum reform, it is critically important to understand their experiences in their professional knowledge landscapes so that intentional and meaningful support for changes can be provided. This information will enrich the scholarly conversation on the theoretical and practical application of a pedagogy of multiliteracies in China and remind policy makers to consider the needs of teachers charged with implementing changes.

Situated in the global and local scholarship of multiliteracies, this empirical study explored …

Exploring The Complexity Of Policy Enactment Through Stories: A Sociomaterial Informed Study., Sarah Burm

Electronic Thesis and Dissertation Repository

This qualitative research study explores the meaning(s) Aboriginal education leads and school board administrators give to the Ontario First Nations, Métis and Inuit (FNMI) Policy Framework (hereafter referred to as the Framework) and how these meaning(s) are negotiated, storied, and enacted to produce particular processes, outcomes, and effects within the context of Aboriginal education in Ontario. The principles of Critical Narrative Research (CNR) combined with the sensibilities of Actor Network Theory (ANT) are drawn on to foreground the policy actors involved in the implementation of the Framework. Recruitment of research participants took place across both public and Catholic school boards …