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首页> 外文学位 >Netagamiou Community Learning Centre: A case study based on action research for Education for Sustainable Development in Rural Communities.
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Netagamiou Community Learning Centre: A case study based on action research for Education for Sustainable Development in Rural Communities.

机译：Netagamiou社区学习中心：基于行动研究的案例研究，以促进农村社区的可持续发展。

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摘要

Through the case study of the establishment of a Community Learning Centre (CLC) in a remote, rural Anglophone community in Quebec, this thesis proposes a positive example for education for sustainable development for those wishing to explore the implementation of a similar project. The thesis design evolved towards a hybrid framework of Appreciative Inquiry (AI) to recognize, leverage and build upon existing knowledge, resources and capacities both locally and through videoconferencing afforded by the local school obtaining a CLC status. The first three years of the CLC implementation are then evaluated through a formal process embedded in the CLC framework. The findings are grouped under three categories: school community partnerships, access to educational and lifelong learning opportunities, and student engagement, success and well being. The researcher is a native of the CLC community under study who returned back to her birth community after an absence of twenty years. The two research questions about the impacts of the development and implementation of a Community Learning Centre and collaborative learning and inquiry are supported and illustrated by the findings. The third research question concerns the impact of the familiarity of the researcher with the community of the research site. This is illustrated through the story of a personal journey and deemed to be positive, taking into consideration the clear statement of researcher biases and careful examinations and corrections of these biases through appreciative inquiry, cultivating collaboration and recognizing capacity.
机译：通过在魁北克偏远乡村英语社区建立社区学习中心的案例研究，本论文为希望探索实施类似项目的人们提供了一个可持续发展教育的积极例子。论文设计向鉴赏性查询（AI）的混合框架发展，以认可，利用和利用本地现有知识，资源和能力，并通过获得CLC身份的本地学校提供的视频会议来认可，利用和利用现有知识，资源和能力。然后，通过嵌入在CLC框架中的正式流程对CLC实施的前三年进行评估。调查结果分为三类：学校社区伙伴关系，获得教育和终身学习机会的机会以及学生的参与，成功和幸福。研究人员是所研究的CLC社区的本地人，在缺席二十年后重返了出生社区。调查结果支持并说明了有关社区学习中心的开发和实施以及协作学习和探究的影响的两个研究问题。第三个研究问题涉及研究人员熟悉研究站点社区的影响。这是通过个人旅程的故事来说明的，并被认为是积极的，同时考虑了研究人员偏见的清晰陈述，并通过欣赏性探究，培养协作能力和认可能力对这些偏见进行了认真的检查和纠正。

著录项

  • 作者

    Osborne, Ana.;

  • 作者单位

    Concordia University (Canada).;

  • 授予单位 Concordia University (Canada).;
  • 学科 Education Sociology of.;Education Administration.
  • 学位 M.A.
  • 年度 2010
  • 页码 147 p.
  • 总页数 147
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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