DSpace
DSpace

UC Home > Library > UC Research Repository > College of Education > Education: Theses and Dissertations >

Please use this identifier to cite or link to this item: http://hdl.handle.net/10092/7228

Title: Re-storying identities: Young women's narratives of teenage parenthood and educational support
Authors: Hindin-Miller, Jennifer Margaret
Keywords: Teenage parents
teen parents
teenage mothers
teenage motherhood
young parents
social construction of teenage parenthood
identities
second-chance education
alternative education
adult education
teen parent education
Teen Parent Units
early childhood education
qualitative research
narrative research
life story research
social constructionism
culturally-responsive pedagogical theory
Maori culturally-responsive pedagogical theory and practice
whanaungatanga
kaupapa whanau
culture of success
personal transformation
holistic support
Issue Date: 2012
Abstract: Teenage parenting is widely constructed in prevailing research and public discourse as a social problem, with poor outcomes for parent and child. Teenage parents are regarded as a drain on state funds, too young to parent well, and at high risk of social exclusion, both educationally and economically. This thesis proposes that teenage motherhood is a turning point in a young woman’s life and identity, which can be an opportunity, rather than a problem, if there is adequate support for the mother and her child. It considers the role of a New Zealand School for Teenage Parents in providing this support. Using qualitative narrative methodology, ten young women, six family members and nine other members of the School community were interviewed about their experiences of its culture and practices. Six of the young women were also interviewed to gather their life stories. Informed by the narrative understanding that we story our identities from the narrative possibilities available to us within the varied discursive contexts of our lives, this thesis draws on these life stories to explore how the young women storied the fashioning of their own identities as young women, as learners and as young parents. It presents their stories of childhood and family life, teenage-hood and schooling, pregnancy and parenthood, their experiences at the School for Teenage Parents, and their lives since leaving the School, in order to consider the role of the School in supporting the positive refashioning of their identities. This thesis draws on social constructionist and narrative theories to interpret the storied contexts of the young women’s lives, and the role these often constraining and difficult contexts played in the fashioning of their multiple identities. Māori culturally responsive pedagogical theories are also drawn on to interpret the culture of the School for Teenage Parents, and its attempts to provide a supportive and affirming family or whānau environment for its students, in order to offer them more positive narrative possibilities of self and identity as young women, as learners and as young parents.  
Publisher: University of Canterbury. Educational Studies and Human Development
Degree: Doctor of Philosophy
URI: http://hdl.handle.net/10092/7228
Rights: Copyright Jennifer Margaret Hindin-Miller
Rights URI: http://library.canterbury.ac.nz/thesis/etheses_copyright.shtml
Appears in Collections:Education: Theses and Dissertations

Files in This Item:

File Description SizeFormat
Hindin-Miller_Use of thesis form.pdf134.63 kBAdobe PDFView/Open
Thesis-finalcopy.pdf1.74 MBAdobe PDFView/Open

 

Items in UC Research Repository are protected by copyright, with all rights reserved, unless otherwise indicated.

 

Valid XHTML 1.0! DSpace Software Copyright © 2002-2010  Duraspace - Feedback