Ethnographic Narrative Project: At Promise

<p>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.</p>

Name thesis:degree_name

Education, MA

Level thesis:degree_level

Restricted to Claremont Colleges Master's Thesis

Discipline thesis:degree_discipline

School of Educational Studies

Year dc:date.available

2020

Author dc:creator

• Scott-Patterson, Carolyn

• Critical Social Justice
• Education
• Curriculum and Social Inquiry

Repository record dc:identifier

https://scholarship.claremont.edu/cgu_etd/173

OAI identifier oai:identifier

oai:scholarship.claremont.edu:cgu_etd-1188