Skip to Main Content
 

Global Search Box

 
 
 
 

Files

File List


Carlier Currie Dissertation.pdf (188.42 MB)

ETD Abstract Container

Abstract Header

New Arrival Students' Experience Creating Illustrated Memoirs: Making Meaning and Developing Intellectual Self-Trust

Carlier Currie, Kate
http://orcid.org/0000-0002-4894-6132
http://rave.ohiolink.edu/etdc/view?acc_num=miami1632829861429171

Abstract Details

2021, Doctor of Philosophy, Miami University, Educational Leadership.
The purpose of this qualitative, arts-based research study was to understand new arrival students’ experience, meaning making, and opportunity for developing intellectual self-trust during an illustrated memoir project. The project was set during the school day, in a high school, English Language Learners classroom with the aim of centering new arrival students’ lived experience and unique funds of knowledge in their academic setting. A year long pilot study informed the design of the final research study. The dissertation study engaged 13 students from 10 different countries ranging in age from 14-19. All 12 participants who remained throughout the school year completed a minimum 24-page illustrated memoir. Narrative analysis and visual analysis of student memoirs, combined with thematic analysis of researcher journals and informal interviews provided insight into participant experience, meaning making, and the project’s potential to foster intellectual self-trust. Recommendations for future research in this area include scaffolding additional curricular activities to reinforce and enhance intellectual self-trust, adopting illustrated memoir making and hands-on visual art learning as a classroom pedagogy, and planned opportunities for peer-to-peer mentoring. The study provides an example of how an illustrated memoir-making project can further the development of intellectual self-trust on the part of new arrival high school students.
Kate Rousmaniere (Committee Chair)
Stephanie Danker (Committee Member)
Kathleen Knight-Abowitz (Committee Member)
Thomas Poetter (Committee Member)
265 p.
Art Education; Biographies; Curricula; Education; Education Philosophy; Educational Leadership; English As A Second Language; Epistemology; Fine Arts; Language Arts; Literacy; Multilingual Education; Secondary Education; Teaching
new arrival students; illustrated memoir; memoir; intellectual self-trust; epistemic injustice; art-based research; refugees; immigrants; English Language Learners; peer-to-peer mentoring

Recommended Citations

Citations

  • Carlier Currie, K. (2021). New Arrival Students' Experience Creating Illustrated Memoirs: Making Meaning and Developing Intellectual Self-Trust [Doctoral dissertation, Miami University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=miami1632829861429171

    APA Style (7th edition)

  • Carlier Currie, Kate. New Arrival Students' Experience Creating Illustrated Memoirs: Making Meaning and Developing Intellectual Self-Trust. 2021. Miami University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=miami1632829861429171.

    MLA Style (8th edition)

  • Carlier Currie, Kate. "New Arrival Students' Experience Creating Illustrated Memoirs: Making Meaning and Developing Intellectual Self-Trust." Doctoral dissertation, Miami University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1632829861429171

    Chicago Manual of Style (17th edition)

miami1632829861429171
271
© 2021, all rights reserved.
This open access ETD is published by Miami University and OhioLINK.