{"id":{"repo_id":"regina","oai_identifier":"oai:uregina.scholaris.ca:10294/3761"},"canonical_url":"https://search.dev.ndltd.org/etd/regina/oai:uregina.scholaris.ca:10294/3761","repository":{"repo_id":"regina","name":"University of Regina","base_url":"https://uregina.scholaris.ca/server/oai/request"},"display":{"title":"Anti-Oppressive Education Through English Language Arts: A Recollecting Journey","abstract":"This study contributes to the field of anti-oppressive education, with an intentional focus on English Language Arts (ELA). The research addressed perpetuating oppression within education, specifically in ELA. In addressing this problem, I used narrative and Indigenous methodologies as my theoretical frameworks. I feel that Indigenous methodology lies in the realm of story for the betterment of the collective group and future. Identity is (re)produced and influenced by historical background, social construction, racial identity, and religious identity which shape power relations and social positioning. Through students developing critical literacy skills, applying them to curricular material, and transferring their ways of knowing, normative ideologies can be disrupted. When students can name and recognize oppressive issues, they can begin to address them. Educators and students can move from apathy to action in empowering themselves and others to first see oppression, and then use this awareness to close the gap between the oppressed and the oppressor. Through the use of students writing autobiographies, in the mandated provincial curricular theme of “Recollections – A Journey Back”, students shared stories and reflected on their identities and how that impacts the way they saw and interacted with the world. Students articulated any struggles, epiphanies, growth, enlightenment, or thoughts on their (re)produced ideologies that have been developed and shaped from childhood experiences and educational experiences. KEYWORDS: anti-oppressive pedagogy, narrative, Indigenous methodologies, critical literacy, autobiography, racism, white privilege, male privilege, Christian privilege, color-blind, hegemony, normative, identity.","abstract_html":"This study contributes to the field of anti-oppressive education, with an intentional focus on English Language Arts (ELA). The research addressed perpetuating oppression within education, specifically in ELA. In addressing this problem, I used narrative and Indigenous methodologies as my theoretical frameworks. I feel that Indigenous methodology lies in the realm of story for the betterment of the collective group and future. Identity is (re)produced and influenced by historical background, social construction, racial identity, and religious identity which shape power relations and social positioning. Through students developing critical literacy skills, applying them to curricular material, and transferring their ways of knowing, normative ideologies can be disrupted. When students can name and recognize oppressive issues, they can begin to address them. Educators and students can move from apathy to action in empowering themselves and others to first see oppression, and then use this awareness to close the gap between the oppressed and the oppressor. Through the use of students writing autobiographies, in the mandated provincial curricular theme of “Recollections – A Journey Back”, students shared stories and reflected on their identities and how that impacts the way they saw and interacted with the world. Students articulated any struggles, epiphanies, growth, enlightenment, or thoughts on their (re)produced ideologies that have been developed and shaped from childhood experiences and educational experiences. KEYWORDS: anti-oppressive pedagogy, narrative, Indigenous methodologies, critical literacy, autobiography, racism, white privilege, male privilege, Christian privilege, color-blind, hegemony, normative, identity.","abstract_has_math":false,"creators":["Baudu, Chantel Rose"],"institution":"Faculty of Graduate Studies and Research, University of Regina","degree_name":"Master of Education (MEd)","degree_level":"Master's","degree_discipline":"Curriculm and Instruction","degree_department":null,"school":null,"contributors":[],"advisors":["Mulholland, Valerie"],"committee_chairs":[],"committee_members":["Blackbear, Jolee","Schick, Carol"],"year":2012,"date_issued":"2012-08","date_published":"2012-08","updated_at":"2026-07-24T04:03:34Z","subjects":[],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.82465/4184"],"render_values":[{"text":"https://doi.org/10.82465/4184","href":"https://doi.org/10.82465/4184","code":true}]}]},"links":{"outbound_url":"https://hdl.handle.net/10294/3761","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Mulholland, Valerie"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Blackbear, Jolee","Schick, Carol"]},{"key":"dc:creator","label":"Author","values":["Baudu, Chantel Rose"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2013-10-29T20:46:22Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2013-10-29T20:46:22Z"]},{"key":"dc:date.issued","label":"Date","values":["2012-08"]},{"key":"dc:publisher","label":"Institution","values":["Faculty of Graduate Studies and Research, University of Regina"]},{"key":"dc:type","label":"Dc Type","values":["master thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculm and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master's"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Education (MEd)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Faculty of Graduate Studies and Research, University of Regina"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.82465/4184"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10294/3761"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["A Thesis Submitted to the Faculty of Graduate Studies and Research In Partial Fulfillment of the Requirements for the Degree of Master of Education in Curriculum & Instruction, University of Regina. v, 131 p."]},{"key":"dc:description.abstract","label":"Abstract","values":["This study contributes to the field of anti-oppressive education, with an intentional focus on English Language Arts (ELA). The research addressed perpetuating oppression within education, specifically in ELA. In addressing this problem, I used narrative and Indigenous methodologies as my theoretical frameworks. I feel that Indigenous methodology lies in the realm of story for the betterment of the collective group and future. Identity is (re)produced and influenced by historical background, social construction, racial identity, and religious identity which shape power relations and social positioning. Through students developing critical literacy skills, applying them to curricular material, and transferring their ways of knowing, normative ideologies can be disrupted. When students can name and recognize oppressive issues, they can begin to address them. Educators and students can move from apathy to action in empowering themselves and others to first see oppression, and then use this awareness to close the gap between the oppressed and the oppressor. Through the use of students writing autobiographies, in the mandated provincial curricular theme of “Recollections – A Journey Back”, students shared stories and reflected on their identities and how that impacts the way they saw and interacted with the world. Students articulated any struggles, epiphanies, growth, enlightenment, or thoughts on their (re)produced ideologies that have been developed and shaped from childhood experiences and educational experiences. KEYWORDS: anti-oppressive pedagogy, narrative, Indigenous methodologies, critical literacy, autobiography, racism, white privilege, male privilege, Christian privilege, color-blind, hegemony, normative, identity."]},{"key":"dc:title","label":"Title","values":["Anti-Oppressive Education Through English Language Arts: A Recollecting Journey"]}]}],"canonical_facts":{"dc:contributor.advisor":["Mulholland, Valerie"],"dc:contributor.committeemember":["Blackbear, Jolee","Schick, Carol"],"dc:creator":["Baudu, Chantel Rose"],"dc:date.accessioned":["2013-10-29T20:46:22Z"],"dc:date.available":["2013-10-29T20:46:22Z"],"dc:date.issued":["2012-08"],"dc:description":["A Thesis Submitted to the Faculty of Graduate Studies and Research In Partial Fulfillment of the Requirements for the Degree of Master of Education in Curriculum & Instruction, University of Regina. v, 131 p."],"dc:description.abstract":["This study contributes to the field of anti-oppressive education, with an intentional focus on English Language Arts (ELA). The research addressed perpetuating oppression within education, specifically in ELA. In addressing this problem, I used narrative and Indigenous methodologies as my theoretical frameworks. I feel that Indigenous methodology lies in the realm of story for the betterment of the collective group and future. Identity is (re)produced and influenced by historical background, social construction, racial identity, and religious identity which shape power relations and social positioning. Through students developing critical literacy skills, applying them to curricular material, and transferring their ways of knowing, normative ideologies can be disrupted. When students can name and recognize oppressive issues, they can begin to address them. Educators and students can move from apathy to action in empowering themselves and others to first see oppression, and then use this awareness to close the gap between the oppressed and the oppressor. Through the use of students writing autobiographies, in the mandated provincial curricular theme of “Recollections – A Journey Back”, students shared stories and reflected on their identities and how that impacts the way they saw and interacted with the world. Students articulated any struggles, epiphanies, growth, enlightenment, or thoughts on their (re)produced ideologies that have been developed and shaped from childhood experiences and educational experiences. 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