Narrative Métissage as an Innovative Engagement Practice

Bishop, Kathy; Etmanski, Catherine; Page, M. Beth; Dominguez, Brian; Heykoop, Cheryl

doi:10.15402/esj.v5i2.68331

Cited by 8 publications

(9 citation statements)

References 10 publications

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“…and Whose knowledge permeates the narrative? The (re)presentation of multiple stories elevates participant voices, opens space for hope and empowerment, illustrates areas in need of transformation, and challenges oppressive power structures (Bishop et al, 2019;Donald, 2009;Metta, 2017). Citizens are empowered by telling their stories as woven together with the stories of others to create change and offer hope.…”

Section: Methodsmentioning

confidence: 99%

Elders’ Conversations: Perspectives on Leveraging Digital Technology in Language Revival

Bishop

2022

OTESSAJournal

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In First Nations, Métis, and Inuit (FNMI) communities, Elders are highly regarded as intergenerational transmitters of ancestral language and Indigenous knowledge. Without language revival initiatives, ancestral languages in FNMI communities are at risk of extinction. Leveraging digital technologies while collaborating with Elders can support revival initiatives. Through semi-structured interviews and qualitative analysis, this study addresses how three Elders who use technology in their ancestral language teaching (1) describe the benefits, drawbacks, and preferences of technology; (2) reveal the accuracy with which cultural knowledge is imparted through technology; and (3) view the impact of technology on their role as traditional knowledge keepers and intergenerational language transmitters Findings suggest that while Elders acknowledge the benefits of leveraging digital tools in language revival initiatives, they are concerned about technology’s potential negative impacts on relationality.

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Section: Methodsmentioning

confidence: 99%

Elders’ Conversations: Perspectives on Leveraging Digital Technology in Language Revival

Bishop

2022

OTESSAJournal

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“…Métissage is useful in this regard because it begins with a simple prompt and later gives space for participants to interact with each other, weave their insights together by building off each other's stories, and making kin (Benson et al, 2020). The power of métissage, which flourished through this study, is summed up by Bishop et al (2019):…”

Section: Beginning Phase Literature On Métissage and Initial Confessi...mentioning

confidence: 99%

Inclusive Classrooms: A Confessional Tale on a Métissage

Culver,

Hopper

2023

in education

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This article is written as a confessional tale of the authors’ experience of conducting a métissage research process on inclusive classrooms within a course as part of a graduate program. Amanda, the lead author, is a queer elementary school teacher, researching the 2SLGBTQIA+ community within local classrooms and schools, and the Tim is their instructor in a research methods course. Together, we worked to explore the métissage methodology through a confessional tale to unpack the process and to frame the performance piece shared as an anonymously read métissage based on three participants’ voices: (a) a teacher and parent of a child with a disability, (b) an Indigenous teacher and (c) the lead author’s voice as a queer teacher. As Kluge (2001) explained, confessional tales represent the researcher’s personal account through the reflexive process that they experienced in the beginning, during, and at the end of the research process. Confessional tale is the postscript that follows the research progression in a highly personal diary-like format (Van Maanen, 1988). A métissage is an arts-based research methodology where a series of narrative writings by single authors are woven together to create a larger, thematic text, with the intent of “transformation from the inside out” (Worley, 2006, p. 518). In this article, therefore, we offer insights from Amanda's reflective comments, with their critical friend Tim (course instructor), on both the métissage process and their commitment to use research to create safer spaces for all through promoting participatory lived experience insights on inclusivity. Keywords: confessional, métissage, inclusion, queer, LGBTQ, Indigenous, disability, performance, participatory

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“…Through succession planning, Taylor transitioned program head duties to Kathy Bishop while still being active in contributing to quality programming [25]. Bishop offers that within this program, values-based leadership is more than identifying values and putting them on a wall [26]. Faculty work with students on a twofold process, namely embodied learning and practice.…”

Section: Values-based Leadership: Creating Culturesmentioning

confidence: 99%

“…Given that, as facilitators, we agree we cannot assume what a safe space may look like for all participants [32], we ask participants across all the MAL programs to co-create brave spaces with us [33]. "This acknowledges that at times we may feel uncomfortable or choose to take risks or that we may enable spaces of grace, where we accept people however they show up and trust the process will deepen our understandings and connections" [26] (p. 6).…”

Section: Values-based Leadership: Creating Culturesmentioning

confidence: 99%

“…As leaders consider the possibilities for enhancing care of self, care for others, and care for communities, several opportunities for leadership exist. Specifically, leaders have the opportunity to (a) engage in behaviors that intentionally build trust, (b) strengthen organizational culture by thoughtfully seeking achievements to celebrate, (c) use appreciative language, (d) consider the possibilities of creating both brave and safe spaces for communication [33] as well as spaces of grace [26], (e) become aware of their impact, and, finally, (f) motivate organizational members through the co-creation and sharing of a meaningful purpose.…”

Section: Steps Forward: Community Belonging and Values-based Leadershmentioning

confidence: 99%

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Community Belonging and Values-Based Leadership as the Antidote to Bullying and Incivility

2021

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This article examines the role of community as an antidote to bullying and incivility. The question we ask our readers to consider is: Does cultivating a culture of belonging for all acknowledge a most basic human need that members of organizations seek to meet during their day-to-day work lives? Belonging can serve as an antidote to feeling othered, which sows the seeds of separateness, isolation, absence of community, bullying, and incivility. Examples of othering behavior operate along a continuum that normalizes bullying, incivility and can escalate to include racism, sexism, classism, and a range of other non-inclusive behaviors. This conceptual article draws on our collective experience as educators in leadership. With humility, we rely on our efforts to amplify values-based leadership, community belonging, and ways of knowing from long ago wisdom. We seek to cultivate communities of belonging among leaders in education and ultimately in organizations and communities that exist beyond the classroom. We advocate belonging as an antidote to othering behaviors that can include bullying and incivility and draw on literature to support our approach.

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Narrative Métissage as an Innovative Engagement Practice

Cited by 8 publications

References 10 publications

Elders’ Conversations: Perspectives on Leveraging Digital Technology in Language Revival

Elders’ Conversations: Perspectives on Leveraging Digital Technology in Language Revival

Inclusive Classrooms: A Confessional Tale on a Métissage

Community Belonging and Values-Based Leadership as the Antidote to Bullying and Incivility

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