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Making inclusion work for young people in Manitoba
Brandon University, Faculty of Education
xv, 252 pages : color illustrations
Includes bibliographical references (pages 200-220). "In partial fulfillment of the requirements for the degree of Master of Education"
The purpose of this qualitative framework analysis study was to examine issues of inclusion in Manitoba. I specifically focused on exploring the conditions that are required to develop an inclusive education framework within which marginalized youth, who are involved with, or at risk of involvement with the justice system, can flourish. This study extends the common definition of inclusive education to include education that satisfies the needs of all children and youth, specifically those that are marginalized by their tendancies to participate in criminal behaviours. Data was collected through semi-structured interviews with six research participants, who had extensive experience working with these marginalized young people. My analysis of participants’ interview responses yielded fourteen themes that I grouped into four main categories: 1) interpersonal qualities: relationship, respect, trust, authenticity, advocacy, and self-esteem, 2) emotional capacities: love, compassion, empathy, belonging, and caring, 3) enabling pedagogies:critical pedagogy and assessment, and 4) intended outcomes included flourishing. The framework shows participants’ views about what is needed to improve the educational outcomes for young people. From my analysis of the data, I concluded that interpersonal qualities are opportunities to improve engagement in the learning process as these qualities improve how teachers and students treat each other. The respondents also showed that although it is challenging, educators and students can use their emotions to develop sensitivities to personal stories that lead to motivation and inspiration to seek alternative ways of improving educational outcomes. In addition, teaching practice presents opportunities for teachers and students to examine educational structures and provisions, and find ways of improving access and removing barriers. Flourishing was found to be an end goal that starts from the beginning and motivate teachers to be persistent and wavering about how they communicate love to youth.
Inclusive education--ManitobaJuvenile delinquents--Education--Manitoba
Brandon UniversityFaculty of Education