東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Broken circle: Urban Aboriginal yout...

White, Amber Jolan.

Linked to FindBook

Google Book

Amazon

博客來

Broken circle: Urban Aboriginal youth and the drop-out question.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Broken circle: Urban Aboriginal youth and the drop-out question./
Author:	White, Amber Jolan.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	127 p.
Notes:	Source: Masters Abstracts International, Volume: 55-06.
Contained By:	Masters Abstracts International55-06(E).
Subject:	Secondary education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10156838
ISBN:	9781369118780

Broken circle: Urban Aboriginal youth and the drop-out question.
White, Amber Jolan.

Broken circle: Urban Aboriginal youth and the drop-out question. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 127 p.

Source: Masters Abstracts International, Volume: 55-06.

Thesis (M.Ed.)--Queen's University (Canada), 2016.

Based on findings from the National Household Survey, Statistics Canada (2012) recently released a report indicating that slightly less than one-third of First Nations persons living off reserve (between the ages of 18-44) did not earn their secondary school diploma or equivalent. Given the lack of student voices found in existing studies (Schissel & Wortherspoon, 2003) and because of the concentration of urban Aboriginal persons in Sudbury (Statistics Canada: Aboriginal Conditions in Census Metropolitan Areas, 2005), this study focused on hearing from those voices in that area. Accordingly, this thesis explored how eight urban Aboriginal youth (18-29 years of age) perspectives can illuminate reasons for this problem and suggest some solutions to it.

ISBN: 9781369118780Subjects--Topical Terms:

2122779
Secondary education.

Broken circle: Urban Aboriginal youth and the drop-out question.
LDR:02766nmm a2200289 4500 001 2123493
005 20171003070855.5
008 180830s2016 ||||||||||||||||| ||eng d
020 $a 9781369118780
035 $a (MiAaPQ)AAI10156838
035 $a AAI10156838
040 $a MiAaPQ $c MiAaPQ
100 1 $a White, Amber Jolan. $3 3285413
245 1 0 $a Broken circle: Urban Aboriginal youth and the drop-out question.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 127 p.
500 $a Source: Masters Abstracts International, Volume: 55-06.
502 $a Thesis (M.Ed.)--Queen's University (Canada), 2016.
520 $a Based on findings from the National Household Survey, Statistics Canada (2012) recently released a report indicating that slightly less than one-third of First Nations persons living off reserve (between the ages of 18-44) did not earn their secondary school diploma or equivalent. Given the lack of student voices found in existing studies (Schissel & Wortherspoon, 2003) and because of the concentration of urban Aboriginal persons in Sudbury (Statistics Canada: Aboriginal Conditions in Census Metropolitan Areas, 2005), this study focused on hearing from those voices in that area. Accordingly, this thesis explored how eight urban Aboriginal youth (18-29 years of age) perspectives can illuminate reasons for this problem and suggest some solutions to it.
520 $a Through the framework of Critical Race Theory (CRT) and Tribal Critical Race Theory (TribalCrit), I employ data analysis as a tool useful to further the interests of emancipating marginalized individuals from systems of oppression (e.g., discrimination against one's gender, race, class, ethnicity, religion, mental/physical ability, and/or other social classifications; McMillan & Schumacher, 2010). CRT works to bare witness to the voices of marginalized groups and individuals on the basis of their race (Willis et al., 2007). Emerging from CRT is TribalCrit (Brayboy, 2005). This theoretical framework extends from a specialized focus on issues of race and is used to expose the workings of colonization on the lives of Aboriginal groups and individuals (Brayboy, 2005). The collection of data occurred in three phases: (a) artistic activity, (b) Sharing Circle, and (c) individual storytelling. Using thematic analysis, I coded the data and created a narrative from the participants' perspectives. Results of this study illuminate the participants' perceptions on their formal learning journey and their decision to leave school prior to graduation.
590 $a School code: 0283.
650 4 $a Secondary education. $3 2122779
650 4 $a Native American studies. $3 2122730
690 $a 0533
690 $a 0740
710 2 0 $a Queen's University (Canada). $3 1017786
773 0 $t Masters Abstracts International $g 55-06(E).
790 $a 0283
791 $a M.Ed.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10156838