Who cares?: Marginalization, wellbeing, and flourishing in high school
| dc.contributor.advisor | Burkholder, Casey | |
| dc.contributor.author | Wilson, Jonathan W. | |
| dc.date.accessioned | 2023-12-13T15:22:35Z | |
| dc.date.available | 2023-12-13T15:22:35Z | |
| dc.date.issued | 2023-06 | |
| dc.description.abstract | This research is an exploration of marginalized students’ perception of wellbeing in high school. Wellbeing has been described as the perception of positive emotions, feelings of self-confidence, and sense of comfort is coping with stressful and challenging situations (Oberle, 2018). When a person experiences positive wellbeing, they are more likely to flourish (Parker & Levinson, 2018). In this study, I wonder: to what extent is wellbeing constrained and supported in the context of a large urban high school in New Brunswick, Canada? This participatory visual research project was conducted with thirteen grade eleven and twelve students—who identify as Indigenous, 2SLGBTQ+, racialized, and/or disabled—to elicit their insight into what supports and inhibits their wellbeing at school. Through participatory mapping, photovoice, and focus groups, key themes relating to: relationships, physical space, teaching and assessment, and recognition of marginalized identities emerged as key determinants of wellbeing. | |
| dc.description.copyright | ©Jonathan Wilson, 2023 | |
| dc.format.extent | xi, 190 | |
| dc.format.medium | electronic | |
| dc.identifier.uri | https://unbscholar.lib.unb.ca/handle/1882/37602 | |
| dc.language.iso | en | |
| dc.publisher | University of New Brunswick | |
| dc.rights | http://purl.org/coar/access_right/c_abf2 | |
| dc.subject.discipline | Education | |
| dc.title | Who cares?: Marginalization, wellbeing, and flourishing in high school | |
| dc.type | master thesis | |
| oaire.license.condition | other | |
| thesis.degree.discipline | Education | |
| thesis.degree.grantor | University of New Brunswick | |
| thesis.degree.level | masters | |
| thesis.degree.name | M.Ed. |