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- Contributor(s)
- Janice L. Kinch; Sonya L. Jakubec
- Date issued
- 2004
- Description
- This feminist phenomenological study explores the meaning of older women’s experiences as they negotiate health care. Several interviews with diverse groups of older women (immigrant, First Nations, and Japanese-Canadian women and those involved in community and social clubs) reveal that negotiating to have their health needs met was a challenging process requiring mutual support.Their health-care experiences were influenced by issues surrounding access to services, power, and poverty. For many participants, the conversational interview format served to inspire consciousness-raising, activism, and reflection.The findings suggest that such reflection may help other women to understand the ...
- Type
- article
- Appears in collection(s)
- Health, Community and Education
- Contributor(s)
- Jennifer Boman; Genevieve Currie; Ron MacDonald; Janice Miller-Young; Michelle Yeo; Stephanie Zettel
- Date issued
- 2015
- Description
- Tuning in on teaching practice in any discipline may well run up against a problem of tacit knowledge--knowledge crucial to the discipline’s ways of thinking and practicing, but by nature obscure. Teachers who omit to make their tacit knowledge explicit in the classroom cause learning bottlenecks for their students. Tacit knowledge can be made explicit to its teacher owner, with positive effect on her teaching, in an interview that invites her to address how she thinks and practices in work her students, lacking her tacit knowledge, find impossible to master (Middendorf & Pace, 2004). We have conducted half a dozen such 90-minute to two-hour interviews with university teachers in...
- Type
- presentations (communicative events)
- Appears in collection(s)
- Teaching and Learning; Centres & Institutes
- Contributor(s)
- Genevieve Currie
- Date issued
- 2017
- Description
- This chapter describes how seven disciplinary bottlenecks from four diverse disciplines were analyzed using a phenomenological perspective and includes a discussion of embodied knowing and implications for educators.
- Type
- book chapter
- Appears in collection(s)
- Centres & Institutes