TREASURES IN THE SNOW: WHAT DO I KNOW AND HOW DO I KNOW IT
THROUGH MY EDUCATIONAL INQUIRY INTO MY PRACTICE OF COMMUNITY

ABSTRACT

The originality of mind and critical judgment demonstrated in this thesis
are focused on the growth, development, and recognition of my educational knowledge
as a professional educator

.
I demonstrate how a teacher researcher can create her own knowledge through
a combining and recombining practice, personal creativity, intuition, theoretical
frameworks, and critical judgement in various degrees at different times. Set in a
narrative context, I present a living picture of helping to form and work
with communities of students, parents, teachers, and teacher researchers which provides
the life-situations in which I created my own knowledge and strive to identify and live
out my values.

This thesis shows an alternative to traditional forms of criticism frequently
found in academic work related to the growth of knowledge. This alternative is a
written representation of my values that I use as my living standards of practice and
judgment in the self-study of my professional practice.

The Files are in Microsoft Word Format Version 1998

Title, Abstract, Contents

Foreword: Setting the Stage

Chapter 1: Welcoming Community: A Personal Invitation

Chapter 2: Seeking Community: A Mindful Journey

Chapter 3: Uncovering Community: Treasures in the Snow

Chapter 4: Offering Community: Are We There Yet?

Chapter 5: Building Community: A Tangle of Boundaries

Chapter 6: Leaving Community: An Unexpected Event

Chapter 7: Discovering Community: Unwrapping Surprises

Chapter 8: Living Community: A Grand Adventure

Chapter 9: Continuing Community: A Look Forward

Epilogue

Bibliography

Minor Amendments Following the Viva-Voce Examination with Professors Marion Dadds and Helen Haste on 29th January 2001