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Wisdom and Well-Being Post-Disaster: Stories Told by Youth

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Wisdom and Well-Being Post-Disaster: Stories Told by Youth University of Calgary PRISM: University of Calgary's Digital Repository Graduate Studies The Vault: Electronic Theses and Dissertations 2020-09-25 Wisdom and Well-Being Post-Disaster: Stories Told by Youth Markides, Jennifer Megan Markides, J. M. (2020). Wisdom and Well-Being Post-Disaster: Stories Told by Youth (Unpublished doctoral thesis). University of Calgary, Calgary, AB. http://hdl.handle.net/1880/112606 doctoral thesis University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission. Downloaded from PRISM: https://prism.ucalgary.ca UNIVERSITY OF CALGARY Wisdom and Well-Being Post-Disaster: Stories Told by Youth by Jennifer Megan Markides A THESIS SUBMITTED TO THE FACULTY OF GRADUATE STUDIES IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY GRADUATE PROGRAM IN EDUCATIONAL RESEARCH CALGARY, ALBERTA SEPTEMBER, 2020 © Jennifer Megan Markides 2020 ii Abstract In this dissertation, I embraced bricolage (Denzin & Lincoln, 2000, 2018; Kincheloe, 2001, 2005b; Kincheloe, McLaren, & Steinberg, 2011; Rogers, 2012; Steinberg, 2006; Steinberg, Berry, & Kincheloe, 2020) as a responsive, dynamic, and reflexive research orientation. Guided by Jo-ann Archibald’s (2008a, 2008b) storywork principles, I conducted ethnographic interviews and gathered the stories of youth who graduated the year of the 2013 High River flood. I wondered how they experienced the flood and post-disaster recovery, as they transitioned from life-in-schools to life-out-of-schools. Conducting research with a vulnerable population required an ethic of care (Gilligan, 1982; Noddings, 1984, 2012). Through storywork, I was conscious of my responsibilities to the participants and their stories. I engaged in deep listening and critical reflection to learn from the youths’ experiences. Following the four directions teachings of Elder Bob Cardinal of the Maskekosihk Enoch Cree Nation, I considered the emotional, spiritual, mental, and physical well-being of the youth, as evidenced in their stories. Using Elder Cardinal’s holistic framework as a guide (Elder Bob Cardinal, personal communication, September, 2016 to July, 2017; Latremouille, 2016; University of Alberta, 2016), I created and re-created a holistic conceptual framework in response to the emergent needs and ideas shared by the youth. I re-presented their narratives in storied métissage, entered into generative dialogues with the holistic teachers, and engaged in meaning-making processes. Moving from listener/researcher to storyteller, I am responsible for carrying the stories of the youth forward to new audiences towards transformational learning and holistic well-being. Keywords: youth, disaster, storywork, holistic framework, bricolage iii Preface This thesis is original, unpublished, independent work by the author, J. Markides. The interviews reported in Chapters 3-5 were covered by Ethics Certificate number REB19-0302, issued by the University of Calgary Conjoint Faculties Research Ethics Board for the project “Flood Mud and other Residues of Disaster: Stories told by you who graduated the year of the 2013 High River Flood” on July 25, 2019. iv Acknowledgements I would like to begin by thanking my first teacher, my mom, Doreen MacDermott—a consummate booklover and role model—who fostered my love of reading. She waited outside in the car, reading her own book, while I scoured the Muheim Memorial Elementary School library for any books that I had not yet read, and ones that I needed to read again. Thanks also to Ms. Grinden, the librarian, for allowing my limit to be ten books per day, while others typically signed out two per week. Thank you also to my first student, my brother, Nathan MacDermott for playing along as I retaught all of the lessons from each grade I had completed, using the leftover worksheets that my teachers let me take home at the end of the year. He was always top of the class and helped solidify my love of teaching from an early age. I am proud of the man he has become. I am grateful for all of the love and support I have received from my dad and his wife, Rick and Donna MacDermott. They have been my/our biggest cheerleaders (and doting grandparent-babysitters), from the time Derek and I started our master’s degree with two young boys: Ashwin 2 years old, and Evren 1½ months old. Thanks also to Dr. Brent Davis for allowing us to bring our baby to class; and to all of our peers who elevated our experience and took turns with the baby when we needed to present: Cheryl, Craig, Emily, Mike, Rebecca, Ryan, Sandy, and Shawn. My journey as a doctoral student was initiated by my friend and mentor, Dr. Lissa D’Amour. Her gentle coaxing and assurance allowed me to confidently leave the job I loved, teaching in a public Montessori classroom, to embark on a new adventure in the Werklund School of Education. She ensured that I would be teaching as a sessional instructor right from my first term on campus. Lissa knew that my happiness and future success would depend on me v having a well-rounded experience, including roles as a graduate assistant researcher and teacher. She provided critical feedback, guidance, and support at every turn. From day one, I have had the best dissertation-buddy in Jennifer MacDonald. We became fast friends, also known as “The Jens” in our courses and writing projects. I have learned so much from our work together. Jen is one of the most insightful, hard-working, and thoughtful people I know. She has made the tough times better, and the celebrations sweeter. I will forever be indebted to my supervisor, Dr. Shirley Steinberg, for believing in my abilities to write, edit books, and create a book series with DIO Press. Shirley has changed my life forever, as a mentor and friend. She is a rock star: academic, activist, and human being. I am grateful to be part of the Crit. Ped. family, with thanks to Alex, Arlo, Barb, Barry, Brian, Bronwen, Bronwyn, Dan, Erin, Galea, Ineke, Janean, Jen, Jenny, Jodi, John, Judith, Julie, Kenny, Kori, Kris, Marilyn, Mel, Michel, Renee, Stephanie, Tania, Teresa, Tom, Yoni, and so many others too numerous to name. Missing Derek and Eelco. Grateful to include Corinne. My scholarship would not be what it is today without the care and guidance of my doctoral committee members, Dr. Mairi McDermott and Dr. Dustin Louie. Each has provided rich opportunities and critical insights at different stages of my program. Thank you to Mairi for getting me up and teaching in front of 350+ students and nudging me to get through candidacy despite my tendency to say “yes” to every teaching job and publication that comes my way. Thanks to Dustin for pushing me in the home stretch, turning me on to a whole new world of music, and sharing in my love of words. I have been fortunate to have other strong Indigenous women, as role models, advocates, and friends within the academy. My respect and gratitude go out to Dr. Yvonne Poitras-Pratt, Dr. Jackie Ottmann, Dr. Aubrey Hanson, and (soon to be Dr.) Laura Forsythe. vi Thank you also to the many educators: students, teachers, mentors, and colleagues, who have taught me so much; and, to all of the Elders, Knowledge Keepers, Grandmothers, Indigenous leaders, activists, artists, land and water protectors, allies, and more-than-human relatives who continue my education today—especially, Elder Bob Cardinal of the Maskekosihk Enoch Cree Nation whose gentle guidance has inspired and influenced much of this work. My life would not be what it is today without my dear friends— Cara, Crista, Ellie, Enali, Erin, Jenny, Laura, Marilyn, Myrna, Teresa, and their families—and the love and encouragement of my family: Derek, Ashwin, and Evren. They continue to be the greatest gifts in my life. Thank you, Derek, for always believing in me, supporting me to pursue my dreams, and being the best partner in life. Our boys have had two teachers, students, and scholars as parents, for as long as they will remember. I am grateful for their patience, understanding, inspiration, and wisdom. Thank you to my in-laws, Hugh and Levica Markides; my mom’s partner, Vic Melnyk; my brothers Mark and Jimmy; and, my grandparents, Bill and Loretta MacDermott, and Deb and Dorothy Wood. I owe a debt of gratitude to my Auntie Dolores for her critical reading and careful editing of my final draft—thank you for making my work more polished. My immediate family numbers in the hundreds—too many to name here—but their strength, support, and humour mean the world. Now that this dissertation is done, I am needed to be present as a mother—to bake a cake with Ashwin and do some puzzles with Evren. vii Dedication The stories that comprise the data and the findings of this dissertation are not my stories. They have been entrusted to me by the generous young adults who came forward to participate in this research. As such, I dedicate this dissertation to the youth who experienced the 2013 High River flood and chose to share their stories so that we might learn from their experiences. I hope that the work will benefit other youth living through disaster and that I may repay the kindness of the participants who engaged in the study, through proposed initiatives at the community level. viii Table of Contents Abstract ...................................................................................................................................
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