| Rarely are children's views on community or their role in the community-building process investigated. Using Prilleltensky's (2001) praxis framework, this thesis documents a mixed methods, multi-case study design used to investigate children's sense of community at school (SOC), and the practical processes that children deem relevant to widening whom they identify as a community member. This thesis had three research aims: to explore (1) the SOC at school, (2) children's role in fostering a SOC at school, and (3) facets of the school environment that shape the SOC at school---each from the perspective of children. McMillan and Chavis' (1986) definition of SOC served as the theoretical framework for the study. 10-year-olds from two different classroom environments were compared. One classroom was structured around the notion of community and the other served as a comparison. The findings indicate individual and croup-level processes of support, autonomy, unity, and discord are features of SOC from the children's point of view. Children's role in the community-building process involved contributing to the organization of the classroom and helping to shape class relations, with self-regulation also identified as part of the community building process. Finally, children identified certain peers, the class teacher, and group gatherings in the school as key factors that influence the school SOC. The results are discussed to ascertain the relevance of McMillan and Chavis (1986) for children, and focus on the critical roles that a child and teacher play in the community-building process. Methodological issues and the practical implications for broadening children's school community are also explored. |
