Abstract

This thesis presents my narrative examination of the question: how do I enact relational pedagogy when working with children affected by childhood cancers? The exploration of this research question presented me with an opportunity to understand my observations and add new knowledge to my practice while working with children at the Kids with Cancer Society of Northern Alberta (KWCS).
I used action research through the theoretical lens of relational pedagogy. I initiated a three-cycle action research plan around topics that were determined by both the children and myself. During the cycles, the children worked with each other and me as co-creators, co-planners and co-educators guiding the direction of each art session. Each cycle comprised of two art making sessions that included reflections for the planning of subsequent sessions. Furthermore, the children and I engaged in reflective journaling to document our experiences of the art sessions. The journal entries helped me understand the perspective of the children, and further provided them agency in expressing their perspectives as they related to engaging with art practices.
In my embodiment of relational pedagogy the following themes emerged: shared practices, learning about my practice and myself, reconsidering roles, and the balancing act between practice and theory.
Keywords: pedagogy of relation, relational, children, art education, action research, narrative, cancer