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Working Towards Veteran-Friendly Curricula: A Soldier Artist’s Story


Working Towards Veteran-Friendly Curricula: A Soldier Artist’s Story

Roy, Éva (2022) Working Towards Veteran-Friendly Curricula: A Soldier Artist’s Story. Masters thesis, Concordia University.

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Very little research has been conducted on Soldier Artists, self-taught veterans who use art as an expressive outlet to cope with mild post-traumatic stress disorder (PTSD). Using a NI, case study, and archival research approach (Connelly & Clandinin, 1990) the following research examines my father’s artistic journey throughout and after his military career, and then considers how are educational institutions are now accommodating veterans in their career transition by offering creative outlets. Through the lens of six theoretical components (Michel, 2004; Hasio, 2010 & 2011; Trofanenko, 2014; Lawton & La Porte, 2014; Armstrong’s (2019; Lavergne, 2007) and Martin’s oral history prompted by photo elicitation interviews, I have identified five emergent themes and distilled each into clear considerations for the art education field: inclusive creativity; gatekeepers as relationships of trust; withdrawal and sense of (un)belonging: oxymoron; emotional intelligence; and removing the stigma. There is much that we can learn from those who have pledged their lives to serving our country, we only need to be ready to listen to what they have to say.

Divisions:Concordia University > Faculty of Fine Arts > Art Education
Item Type:Thesis (Masters)
Authors:Roy, Éva
Institution:Concordia University
Degree Name:M.A.
Program:Art Education
Date:14 January 2022
Thesis Supervisor(s):Sinner, Anita
Keywords:veteran, Solider Artist, curriculum building, Canadian Armed Forces, art education, narrative inquiry
ID Code:990265
Deposited By: EVA ROY
Deposited On:16 Jun 2022 15:08
Last Modified:16 Jun 2022 15:08


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