{"id":{"repo_id":"lethbridge","oai_identifier":"oai:opus.uleth.ca:10133/5403"},"canonical_url":"https://search.dev.ndltd.org/etd/lethbridge/oai:opus.uleth.ca:10133/5403","repository":{"repo_id":"lethbridge","name":"University of Lethbridge","base_url":"https://opus.uleth.ca/server/oai/request"},"display":{"title":"\"Growing the finest teachers possible\": Theorizing how Young Teachers Challenge, (Re)produce, and are Subject to Discourses of Childhood, Adolescence, and Adulthood","abstract":"My thesis analyzes semi-structured, qualitative interviews with seven student or practicing teachers between the ages of 22 and 28. Each participant is currently pursuing or has recently completed a Bachelor of Education degree at the University of Lethbridge. I also analyze a range of educational policies from Alberta Education and the Alberta Teachers’ Association which inform teacher behaviour as well as define and manage what is or is not a child, youth, and/or adult. My thesis analyzes how these young teachers struggle to make sense of transitions of life stages – either their own or their students – based on their formal education, their childhood memories, and their experiences in the classroom. Using an approach to Critical Discourse Analysis, I analyze how subjectivities of child, youth, and/or adult – in both educational text and talk – are gendered, racialized, and complex and leave some of my participants feeling like they have failed as adults.","abstract_html":"My thesis analyzes semi-structured, qualitative interviews with seven student or practicing teachers between the ages of 22 and 28. Each participant is currently pursuing or has recently completed a Bachelor of Education degree at the University of Lethbridge. I also analyze a range of educational policies from Alberta Education and the Alberta Teachers’ Association which inform teacher behaviour as well as define and manage what is or is not a child, youth, and/or adult. My thesis analyzes how these young teachers struggle to make sense of transitions of life stages – either their own or their students – based on their formal education, their childhood memories, and their experiences in the classroom. Using an approach to Critical Discourse Analysis, I analyze how subjectivities of child, youth, and/or adult – in both educational text and talk – are gendered, racialized, and complex and leave some of my participants feeling like they have failed as adults.","abstract_has_math":false,"creators":["Weaver, Katlynn","University of Lethbridge. Faculty of Arts and Science"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019","date_published":"2019","updated_at":"2026-07-27T20:02:17Z","subjects":["Alberta Education","Age categories","Critical Discourse Analysis","Young teachers"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["hdl:10133/5403"],"render_values":[{"text":"hdl:10133/5403","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":["2019"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Alberta Education","Age categories","Critical Discourse Analysis","Young teachers"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["hdl:10133/5403"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.other","label":"Dc Description Other","values":["My thesis analyzes semi-structured, qualitative interviews with seven student or practicing teachers between the ages of 22 and 28. Each participant is currently pursuing or has recently completed a Bachelor of Education degree at the University of Lethbridge. I also analyze a range of educational policies from Alberta Education and the Alberta Teachers’ Association which inform teacher behaviour as well as define and manage what is or is not a child, youth, and/or adult. My thesis analyzes how these young teachers struggle to make sense of transitions of life stages – either their own or their students – based on their formal education, their childhood memories, and their experiences in the classroom. Using an approach to Critical Discourse Analysis, I analyze how subjectivities of child, youth, and/or adult – in both educational text and talk – are gendered, racialized, and complex and leave some of my participants feeling like they have failed as adults."]},{"key":"dc:title","label":"Title","values":["\"Growing the finest teachers possible\": Theorizing how Young Teachers Challenge, (Re)produce, and are Subject to Discourses of Childhood, Adolescence, and Adulthood"]}]}],"canonical_facts":{"dc:date.issued":["2019"],"dc:description.other":["My thesis analyzes semi-structured, qualitative interviews with seven student or practicing teachers between the ages of 22 and 28. Each participant is currently pursuing or has recently completed a Bachelor of Education degree at the University of Lethbridge. I also analyze a range of educational policies from Alberta Education and the Alberta Teachers’ Association which inform teacher behaviour as well as define and manage what is or is not a child, youth, and/or adult. My thesis analyzes how these young teachers struggle to make sense of transitions of life stages – either their own or their students – based on their formal education, their childhood memories, and their experiences in the classroom. Using an approach to Critical Discourse Analysis, I analyze how subjectivities of child, youth, and/or adult – in both educational text and talk – are gendered, racialized, and complex and leave some of my participants feeling like they have failed as adults."],"dc:identifier":["hdl:10133/5403"],"dc:subject":["Alberta Education","Age categories","Critical Discourse Analysis","Young teachers"],"dc:title":["\"Growing the finest teachers possible\": Theorizing how Young Teachers Challenge, (Re)produce, and are Subject to Discourses of Childhood, Adolescence, and Adulthood"],"dc:type":["Thesis"]},"updated_at":"2026-07-27T20:02:17Z"}