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Contesting Conventional Order to Promote Equality?

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Contesting Conventional Order to Promote Equality? CONTESTING CONVENTIONAL ORDER TO PROMOTE EQUALITY: A LIFE HISTORY STUDY Kathleen Mae Gates A thesis submitted in conforrnity with the requirernents for the degree of Doctor of Education Department of Adult Education, Comrnunity Development, and Counselling Psychology Ontario institute for Stucües in Education of the University of Toronto @ Copyright by Kathieen M. Gates 2000 National Library BM duBiMio= Ca mtionale uisitions and Acquisitions et Ea bgnphé ~~s ssivices bibliographiques The author has gnrnted a non- L'auteur a accorde une licence non exclusive licence allowing the exclusive permettant h la National Libmy of Canada to Bblioth&quenationale du Canada de reproduce, loan, distriaute or seii reproduire, prêter, disûiiuer ou copies of this thesis in microform, vendre des copies de cette thèse sous paper or electronic formats. la forme de microfiche/nlm, de reproduction sur papier ou sur format élecîronique. The author retains omership of the L'auteur conserve la propriété du copyright in this thesis. Neikthe droit d'auteur qui protège cette thèse. thesis nor substantial extracts fiom it Ni la thèse ni des extraits substantiels may be printed or otherwise de celle-ci ne doivent être imprim6s reproduced without the author's ou autrement reproduits sans son permission. autorisation. CONTESTING CONVENTIONAL ORDER TO PROMOTE EQUALITY: LIFE EISTORY RESEARCH Kathleen Mae Gates, Doctor of Education, 2000 Department of Adult Education, Community Development, and Counseiiing Psycbology University of Toronto ABSTRACT This life history research explores the stories of women educators who contest conventional order to promote equality. Seven research participants, representing a variety of professions, were selected for the inquiry because of their pioneering public work to decrease inequalities consequent to ageism, classism, racism, sexism and stigmatization of people with chronic illness. The research focus was to explore the women's unique, historically situated experiences of contesthg conventional order to promote equality and to illuminate social pmcesses and conditions related to the phenornenon. The theoretical basis of this life history research is located within the constnictivist paradigm; symbolic interactionism and critical feminist theory provided grounding for the study of social iife and human conduct. 1 shared formative life stones to situate my perspective as a researcher. Initially, the participants engaged in three loosely stnictured interviews. The research participants' stories were condensed and shaped hto profiles using their own words and accordhg to the research focus. 1 intmduce the profiles according to theoretical and contextual applications that arose hm the participants' voices and actions. The disjunctive moment-that space of deliberation, of simultaneously seeing the deficiencies of the status quo and of envisionhg new possibilities for action-is descnied diffenntly by every woman. 1 analyzed the profiles and supporthg documentation to identiQ a theme for each woman that comected different aspects of her life history. The themes represent each woman's particula. impetus for seeing injustice and constnicting acts to increase equality for segments of the population. The interconnections between themes are described from a social activism perspective. Finally, the "inclusive eye" is an image used to synthesize the research findings. When research participants use an "inclusive eye" to see, their stories erode boundaries to advance the well-being of oppressed and non-oppressed people alilce. iii To my parents Jessie (Ross) Gates, 1905- Archie Gates, 1894- 1975 You gave me hope. Acknowledgements 1 want to express my gratitude to the many people who were onstage and behd the scenes in the production of my thesis. The wornen who are profiled in this study-Jasmine, Kat-, Lauren, Leah, Moira, Sarah, Winnifred-were generous beyond expectation. They push the borders of understanding what it rneans to contest conventional order to prornote equality from standpoints within thek own contexts. They welcomed me to stand beside them and to see original viewpoints and new vistas. 1 would like to thank each of them for their contriiution to my life work and for making the world a more inclusive, humane space with respect for differences. Ardra Cole, my thesis supeMsor, has been my faithfùl guide throughout this research process. 1 would like to thank her for honouring my work, asking the right questions, encouraging me to listen to my own voice, and creating cornmunities and networks of leaming and support. Ardra's teaching and writhg provide living examples of ways to promote equality in the field of education. During our research group meetings, 1 was amazed by her ability to reflect on each person's work-in-progress with a profouod understanding of it and of the process issues related to it. Patrick Diamond, a member on my thesis committee, was inspirational in providing quotations and references that have a direct bearing on my research. During the fmal cornmittee meeting, he cited sentences nom the thesis that hold profound meaning for me and he made me appreciate the value of my engrossrnent with the research participants. 1 want to lem how to make reflections that enable students' to see other dimensions of their work. Jack Miller, another member on my thesis cornmittee, encouraged me to examine the spiritual and feminist underpinnings of the research that were not explicit in the research proposal. When 1took Jack's class, Tlie Contemplative Prdtioner, we began the class with the Buddhist lovingkindness meditation. That meditation experience transfonned my Iearning experience. Lovingkindness is the spirihial basis of this holistic research. 1 want to thank Janice Bell, University of Calgary, for acting as my extemal examiner. 1 first met Janice at an Externship hosted by the Family Nursing Unit in Calgary that was attended by nurses from around the world. The Externship integrated research, practice and education as related to family nursing in an impressive way. 1appreciate Janice Bell's appraisal of and valuable feedback about my research. 1 want to thank my Eends at OISE for their support, encouragement and inspiration. Rosalie shares her work and her poetry with me. Inez pushes rny borders with her images. Margie's creativity and optimism inspire me. Anna introduces me to dance as a metaphor for Me. Lois is a grounded and carhg presence for me. Jacquie listens attentively and shares perspectives with me. My fnends and colleagues in the School of Nming at Ryerson Polytechnic Univemw have been a wondefil and long-standing source of support to me. It is my hopthat we will do collaborative research work together in the friture. Last, but not least, 1want to acknowledge my fhily. Thanks to my husband Don for valuing rny research so that, together, we couid make space for its completion. Thanks to my son Daniel for his editing, and typing-but rnostly for his mirthful laughter, his inspiring insights and his optimistic outlook. Thanks to my daughter-in-law, Shiva, for her support, openness and enthusiasrn for life and leamuig. Thanks to Lisa, my daughter, for her superb and ruthless editing, her compassion for others, and her cornmitment to exceilence. The love of my farniiy uplifts me. TABLE OF CONTENTS Abstract ........................................................................ Dedication ................................................................................. Acknowledgements ................................................................ CHAPTER ONE EMBARKING ON A NARRATIVE LNQUIRY Purpose .......................................................................... The Research Questions ................... .... ..... .............................. Contesting Conventional Order .................... ... .................... To Promote Equality .................... .... ................................... Equality in o Canadian Context ............................................. Socia1 Actiw'sm in the Pursuit of equality ......................... .... ... Defining the Disjunctive Moment ....................................................... Human Experiential Space ....................................................... Signposts for readers ............................................................... Prepare for the "Box Car Mystery " ................... ... ................... Be Open to Multiple Perspectives .................... ... ....................... Chapter One Summary ............................................................... CHAPTER TWO FORMATIVE LIFE ENCOUNTERS The Role of Story in Meaning-Making ...................... ................... Recounting Formative Stories ................... .. ................................ Being My Parents ' Child ..................... ................................ Conronting Dzrerence ...................................................... Beginning with Myself ...................................................... Stories of Simone Weil 's Social Activism .................................... Our Family Unfolds ............................................................... Empathy Promotes Inclusion ...................................................... Growing Together Zhrough Dialogue ..................................... Chapter Two Summary ................................................................ TBE CONSTRUCTIVIST PARADIGM: A SITE FOR LiFE HISTORY RESEARCH Choosing Qualitative Reseuch ................... ... ...........................
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