Ethnographic Narrative Project: At Promise
type: CreativeWork
description: In this thesis, I examine my history, process, environment, and changing contexts in the transition to becoming a teacher. My initial intention was to examine myself deeply and formulate a coherent classroom process and presence to facilitate the social, educational, and civic growth and learning that I want for both my students and myself. I have particularities, therefore my classroom intentions attempt to address the areas in which I need to grow as an educator while also nurturing and employing my unique strengths. As the year progressed, my plans and intentions shifted and grew as I explored and analyzed my students’ and our community’s strengths and areas of growth. I document the ways that I provided both trellises to support my students in branching out and spotlights to highlight the gifts and skills they already brought to our classroom. Ultimately, I reflect on the ways that I implemented, adjusted, or adopted new pedagogies to the benefit or detriment of my students, our community, and myself.
abstract: In this thesis, I examine my history, process, environment, and changing contexts in the transition to becoming a teacher. My initial intention was to examine myself deeply and formulate a coherent classroom process and presence to facilitate the social, educational, and civic growth and learning that I want for both my students and myself. I have particularities, therefore my classroom intentions attempt to address the areas in which I need to grow as an educator while also nurturing and employing my unique strengths. As the year progressed, my plans and intentions shifted and grew as I explored and analyzed my students’ and our community’s strengths and areas of growth. I document the ways that I provided both trellises to support my students in branching out and spotlights to highlight the gifts and skills they already brought to our classroom. Ultimately, I reflect on the ways that I implemented, adjusted, or adopted new pedagogies to the benefit or detriment of my students, our community, and myself.
author: Scott-Patterson, Carolyn
keywords: Critical Social Justice, Education, Curriculum and Social Inquiry
date published: 2020-01-01T08:00:00Z
date modified: 2026-07-24T01:40:49Z
provider: Claremont Graduate University
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Claremont Graduate University