{"id":{"repo_id":"brock","oai_identifier":"oai:brocku.scholaris.ca:10464/17828"},"canonical_url":"https://search.dev.ndltd.org/etd/brock/oai:brocku.scholaris.ca:10464/17828","repository":{"repo_id":"brock","name":"Brock University","base_url":"https://brocku.scholaris.ca/server/oai/request"},"display":{"title":"A Teacher/Mother’s Journey Toward Liberation: An Autoethnographic Account","abstract":"Through my first professional decade as an educator, I simultaneously raised a daughter with special needs. The journey into motherhood challenged what I thought I knew about teaching and learning. This compelled me to move inwards and (re)connect with my body through Yoga. This way of being shifted my ontology and epistemology from positivist into a more interpretive critical standpoint. Researching this shift, I was drawn to autoethnography. It allowed me to understand the socio-cultural context of education in a deeper, more nuanced manner. Weaving the personal and the professional ultimately allowed me to understand the impact of these shifts on my professional identity and classroom practice. Using Freire (1970) and hooks (1994), I draw closer to the potential for liberation in education by placing my own liberation at the center of my practice. My intention in this research is to move more deeply into liberation and to offer my experiences towards the possibility of collective benefit.","abstract_html":"Through my first professional decade as an educator, I simultaneously raised a daughter with special needs. The journey into motherhood challenged what I thought I knew about teaching and learning. This compelled me to move inwards and (re)connect with my body through Yoga. This way of being shifted my ontology and epistemology from positivist into a more interpretive critical standpoint. Researching this shift, I was drawn to autoethnography. It allowed me to understand the socio-cultural context of education in a deeper, more nuanced manner. Weaving the personal and the professional ultimately allowed me to understand the impact of these shifts on my professional identity and classroom practice. Using Freire (1970) and hooks (1994), I draw closer to the potential for liberation in education by placing my own liberation at the center of my practice. My intention in this research is to move more deeply into liberation and to offer my experiences towards the possibility of collective benefit.","abstract_has_math":false,"creators":["Raithby, Melissa"],"institution":"Brock University","degree_name":"Master of Education","degree_level":"Masters","degree_discipline":"Faculty of Education","degree_department":"Department of Graduate and Undergraduate Studies in Education","school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-05-17T14:40:03Z","date_published":"2023-05-17T14:40:03Z","updated_at":"2026-07-24T01:23:07Z","subjects":["Autoethnography","Critical Pedagogy","Motherhood","Embodiment","Neoliberalism"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10464/17828","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.department","label":"Department","values":["Department of Graduate and Undergraduate Studies in Education"]},{"key":"dc:creator","label":"Author","values":["Raithby, Melissa"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2023-05-17T14:40:03Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2023-05-17T14:40:03Z"]},{"key":"dc:date.issued","label":"Date","values":["2023-05-17T14:40:03Z"]},{"key":"dc:type","label":"Dc Type","values":["Electronic Thesis or Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Faculty of Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Education"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Brock University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Autoethnography","Critical Pedagogy","Motherhood","Embodiment","Neoliberalism"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10464/17828"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Through my first professional decade as an educator, I simultaneously raised a daughter with special needs. The journey into motherhood challenged what I thought I knew about teaching and learning. This compelled me to move inwards and (re)connect with my body through Yoga. This way of being shifted my ontology and epistemology from positivist into a more interpretive critical standpoint. Researching this shift, I was drawn to autoethnography. It allowed me to understand the socio-cultural context of education in a deeper, more nuanced manner. Weaving the personal and the professional ultimately allowed me to understand the impact of these shifts on my professional identity and classroom practice. Using Freire (1970) and hooks (1994), I draw closer to the potential for liberation in education by placing my own liberation at the center of my practice. My intention in this research is to move more deeply into liberation and to offer my experiences towards the possibility of collective benefit."]},{"key":"dc:title","label":"Title","values":["A Teacher/Mother’s Journey Toward Liberation: An Autoethnographic Account"]}]}],"canonical_facts":{"dc:contributor.department":["Department of Graduate and Undergraduate Studies in Education"],"dc:creator":["Raithby, Melissa"],"dc:date.accessioned":["2023-05-17T14:40:03Z"],"dc:date.available":["2023-05-17T14:40:03Z"],"dc:date.issued":["2023-05-17T14:40:03Z"],"dc:description.abstract":["Through my first professional decade as an educator, I simultaneously raised a daughter with special needs. The journey into motherhood challenged what I thought I knew about teaching and learning. This compelled me to move inwards and (re)connect with my body through Yoga. This way of being shifted my ontology and epistemology from positivist into a more interpretive critical standpoint. Researching this shift, I was drawn to autoethnography. It allowed me to understand the socio-cultural context of education in a deeper, more nuanced manner. Weaving the personal and the professional ultimately allowed me to understand the impact of these shifts on my professional identity and classroom practice. Using Freire (1970) and hooks (1994), I draw closer to the potential for liberation in education by placing my own liberation at the center of my practice. 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