{"id":{"repo_id":"lethbridge","oai_identifier":"oai:opus.uleth.ca:10133/5297"},"canonical_url":"https://search.dev.ndltd.org/etd/lethbridge/oai:opus.uleth.ca:10133/5297","repository":{"repo_id":"lethbridge","name":"University of Lethbridge","base_url":"https://opus.uleth.ca/server/oai/request"},"display":{"title":"Redressing disadvantage in high school students: four capabilities toward agency and equity in teaching and learning","abstract":"This work addresses two questions: how can we better characterize the disadvantages faced by marginalized youth? And once characterized, how do we attend to and redress those disadvantages? In attending to these questions, I draw on Nussbaum’s (2011) capabilities approach as a broad, normative framework for characterizing individual well-being in the context of teaching and learning. Within this framework, I employ narrative inquiry into my own practice as a mathematics teacher at an alternative high school and explore the potential for hermeneutic pedagogy as a means to both interpret and cultivate capability. I set forth a tentative list of four capabilities – a disposition of expertise, autonomy, affiliation, and a hermeneutic imagination – each valuable in and of itself, but also as a means to cultivate and secure additional capabilities and redress disadvantage.","abstract_html":"This work addresses two questions: how can we better characterize the disadvantages faced by marginalized youth? And once characterized, how do we attend to and redress those disadvantages? In attending to these questions, I draw on Nussbaum’s (2011) capabilities approach as a broad, normative framework for characterizing individual well-being in the context of teaching and learning. Within this framework, I employ narrative inquiry into my own practice as a mathematics teacher at an alternative high school and explore the potential for hermeneutic pedagogy as a means to both interpret and cultivate capability. I set forth a tentative list of four capabilities – a disposition of expertise, autonomy, affiliation, and a hermeneutic imagination – each valuable in and of itself, but also as a means to cultivate and secure additional capabilities and redress disadvantage.","abstract_has_math":false,"creators":["Markle, Joshua R.","University of Lethbridge. Faculty of Education"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018","date_published":"2018","updated_at":"2026-07-27T20:02:26Z","subjects":["adolescents","alternative schooling","capabilities approach","disadvantaged","high school","marginalized youth"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["hdl:10133/5297"],"render_values":[{"text":"hdl:10133/5297","href":null,"code":true}]}]},"links":{"outbound_url":null,"outbound_label":null,"outbound_source":null},"metadata_groups":[{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.issued","label":"Date","values":["2018"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["adolescents","alternative schooling","capabilities approach","disadvantaged","high school","marginalized youth"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["hdl:10133/5297"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.other","label":"Dc Description Other","values":["This work addresses two questions: how can we better characterize the disadvantages faced by marginalized youth? And once characterized, how do we attend to and redress those disadvantages? In attending to these questions, I draw on Nussbaum’s (2011) capabilities approach as a broad, normative framework for characterizing individual well-being in the context of teaching and learning. Within this framework, I employ narrative inquiry into my own practice as a mathematics teacher at an alternative high school and explore the potential for hermeneutic pedagogy as a means to both interpret and cultivate capability. I set forth a tentative list of four capabilities – a disposition of expertise, autonomy, affiliation, and a hermeneutic imagination – each valuable in and of itself, but also as a means to cultivate and secure additional capabilities and redress disadvantage."]},{"key":"dc:title","label":"Title","values":["Redressing disadvantage in high school students: four capabilities toward agency and equity in teaching and learning"]}]}],"canonical_facts":{"dc:date.issued":["2018"],"dc:description.other":["This work addresses two questions: how can we better characterize the disadvantages faced by marginalized youth? And once characterized, how do we attend to and redress those disadvantages? In attending to these questions, I draw on Nussbaum’s (2011) capabilities approach as a broad, normative framework for characterizing individual well-being in the context of teaching and learning. Within this framework, I employ narrative inquiry into my own practice as a mathematics teacher at an alternative high school and explore the potential for hermeneutic pedagogy as a means to both interpret and cultivate capability. I set forth a tentative list of four capabilities – a disposition of expertise, autonomy, affiliation, and a hermeneutic imagination – each valuable in and of itself, but also as a means to cultivate and secure additional capabilities and redress disadvantage."],"dc:identifier":["hdl:10133/5297"],"dc:subject":["adolescents","alternative schooling","capabilities approach","disadvantaged","high school","marginalized youth"],"dc:title":["Redressing disadvantage in high school students: four capabilities toward agency and equity in teaching and learning"],"dc:type":["Thesis"]},"updated_at":"2026-07-27T20:02:26Z"}