Relevant bibliographies by topics / Storytelling – Canada

Academic literature on the topic 'Storytelling – Canada'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Storytelling – Canada"

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Roessingh, Hetty. "Listening to Our Students: THEIR Stories." LEARNing Landscapes 11, no. 2 (July 4, 2018): 287–301. http://dx.doi.org/10.36510/learnland.v11i2.963.

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Storytelling in the classroom has long been recognized for its many benefits, especially as a bridge from orality to literacy. With the changing demographic landscape present in current elementary classrooms across Canada and internationally, storytelling reaps additional benefits for promoting the goals of inclusion among diverse learner profiles. This article provides an updated literature review reflecting these shifting instructional mandates, offers practical ideas for using storytelling in the contemporary classroom, and provides an illustrative sample of a co-constructed story between student and teacher, highlighting the many ways in which storytelling benefits all learners.
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Fobear, Katherine. "“I Thought We Had No Rights” – Challenges in Listening, Storytelling, and Representation of LGBT Refugees." Studies in Social Justice 9, no. 1 (December 10, 2015): 102–17. http://dx.doi.org/10.26522/ssj.v9i1.1137.

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Storytelling serves as a vital resource for Lesbian, Gay, Bisexual and Trans* (LGBT) refugees’ access to asylum. It is through telling their personal stories to the Canadian Immigration and Refugee Board that LGBT refugees’ claims for asylum are accessed and granted. Storytelling also serves as a mechanism for LGBT refugees to speak about social injustice within and outside of Canada. In this article, I explore the challenges of storytelling and social justice as an activist and scholar. I focus on three contexts where justice and injustice interplay in LGBT refugee storytelling: the Canadian Immigration and Refugee Board, public advocacy around anti-queer violence and refugee rights, and oral history research. I describe how in each arena storytelling can be a powerful tool of justice for LGBT refugees to validate their truths and bring their voices to the forefront in confronting state and public violence. I investigate how these areas can also inflict their own injustices on LGBT refugees by silencing their voices and reproducing power hierarchies.
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Taylor, Drew Hayden. "Storytelling to Stage: The Growth of Native Theatre in Canada." TDR (1988-) 41, no. 3 (1997): 140. http://dx.doi.org/10.2307/1146613.

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Graham, Taylor Marie, and Beth Kates. "Writer-Designer Intersections at MODULE Digital Alchemy Creation Lab: A Conversation between Taylor Marie Graham and Beth Kates." Canadian Theatre Review 189 (January 1, 2022): 76–79. http://dx.doi.org/10.3138/ctr.189.014.

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Playwright Taylor Marie Graham and theatre/XR designer Beth Kates reflect on their collaborative digital theatre experiments throughout the week-long digital dramaturgy intensive Digital Alchemy Creation Lab: MODULE, funded by a Canada Council Digital Strategy Fund grant. MODULE was an experiment designed to provide playwrights and theatre artists with hands-on exposure to available and emerging technologies (projection design tools, virtual reality tools, etc.). The two discuss the need to dismantle rehearsal-room hierarchies, needed complications to the problematic binary of rural storytelling versus technology, creative process overlap between writers and designers, and theatremaking in virtual reality, as well as the expansive storytelling potential of writer-designer intersections at project inception.
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Benick, Gail. "26. Digital Storytelling and Diasporic Identities in Higher Education." Collected Essays on Learning and Teaching 5 (June 19, 2012): 147. http://dx.doi.org/10.22329/celt.v5i0.3360.

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The increase in global migration to Canada has changed the demographic profile of students in Canadian higher education. Colleges and universities are becoming increasingly diverse by race, ethnicity, and culture. At the same time, the process of teaching and learning is on the cusp of transformation with technology providing the tools to alter the way post-secondary educators teach and how students learn. What pedagogical approaches have emerged to maximize educational benefit from these twin forces of migration and technology? This paper explores the use of one method that has attracted global interest: digital storytelling. Specifically, the article considers student-generated digital stories as a means to authenticate the multiple perspectives of learners and create space for their diverse voices in post-secondary education.
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Datta, Ranjan. "Traditional storytelling: an effective Indigenous research methodology and its implications for environmental research." AlterNative: An International Journal of Indigenous Peoples 14, no. 1 (November 9, 2017): 35–44. http://dx.doi.org/10.1177/1177180117741351.

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Using traditional Western research methods to explore Indigenous perspectives has often been felt by the Indigenous people themselves to be inappropriate and ineffective in gathering information and promoting discussion. On the contrary, using traditional storytelling as a research method links Indigenous worldviews, shaping the approach of the research; the theoretical and conceptual frameworks; and the epistemology, methodology, and ethics. The aims of this article are to (a) explore the essential elements and the value of traditional storytelling for culturally appropriate Indigenous research; (b) develop a model of a collaborative community and university research alliance, looking at how to address community concerns and gather data that will inform decision-making and help the community prepare for the future; (c) build up and strengthen research capacity among Indigenous communities in collaboration with Indigenous Elders and Knowledge-holders; and (d) discuss how to more fully engage Indigenous people in the research process. In two case studies with Indigenous and immigrant communities in Canada and Bangladesh that are grounded in the relational ways of participatory action research, the author found that traditional storytelling as a research method could lead to culturally appropriate research, build trust between participants and researcher, build a bridge between Western and Indigenous research, and deconstruct meanings of research. The article ends with a discussion of the implications of using traditional storytelling in empowering both research participants and researcher.
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Snow, Kathy, Noelle Doucette, and Noline Francis. "Generational Bridges: Supporting Literacy Development With Elder Storytelling and Video Performance." LEARNing Landscapes 13, no. 1 (June 13, 2020): 219–35. http://dx.doi.org/10.36510/learnland.v13i1.1016.

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This paper describes our implementation of digital storytelling within a First Nations community elementary school in eastern Canada. Our aim with this project was to support community engagement in the school, while promoting literacy development, by inviting Elders to share their stories, both traditional and modern lived experiences, with children in a grade 4/5 split class. Positioned as a participatory action research project, anchored in Indigenous methodologies, the project was developed through meetings with community members to build on the strengths of the community. Reflections from students illustrate that working with Elders gave deeper meaning to the stories they heard and performed, and fostered greater engagement in literacy development.
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Beals, Ann Marie, and Ciann L. Wilson. "Mixed-blood: Indigenous-Black identity in colonial Canada." AlterNative: An International Journal of Indigenous Peoples 16, no. 1 (March 2020): 29–37. http://dx.doi.org/10.1177/1177180119890141.

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In thinking through Indigenous-Blackness in colonial Canada, we explored the ramifications of the intersections of mixed-blood Indigenous-Black identity with colonialism, racism, gender, and social determinants of health, and how the outcomes of such intersections manifest as erasure, racism, and fractured identity. This critical research is nested within the larger Proclaiming Our Roots project, which uses an arts-based community-based methodology to respect and represent local and global Indigenous ontologies and epistemologies, and utilizes digital oral storytelling, community mapping, and semi-structured interviews as research methods. Community members gathered in workshops held in Toronto and Halifax/Dartmouth, Canada, as these are sites where Indigenous and Black communities came together in the face of white colonial oppression. Community members and researchers told their stories and reshaped their geographies as acts of resistance. This work brings to the forefront Indigenous-Black identity, and how Indigenous-Black people manoeuvre within Western settler society.
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Baldasaro, Mary McCullum, Nancy Maldonado, and Beate Baltes. "Storytelling to Teach Cultural Awareness: The Right Story at the Right Time." LEARNing Landscapes 7, no. 2 (July 2, 2014): 219–32. http://dx.doi.org/10.36510/learnland.v7i2.661.

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Stories contain the wisdom of the world, teaching cultural values, building community, celebrating cultural diversity, and preserving cultural identity. Where truth is suppressed, story is an instrument of epiphany and develops metaphorical understanding. A storytelling guild in Canada had been a cultural institution for 23 years, so when the center faced permanent closure, members were devastated. The purpose of this phenomenological study was to investigate the moment of this lived experience using interviews and focus groups. Findings indicated story strengthens content retention and language acquisition. These findings led to the development of a project focused on story-centered lessons for teachers.
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Raynauld, Vincent, and Mireille Lalancette. "Pictures, Filters, and Politics: Instagram’s Role in Political Image Making and Storytelling in Canada." Visual Communication Quarterly 28, no. 4 (October 2, 2021): 212–26. http://dx.doi.org/10.1080/15551393.2021.1986827.

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Dissertations / Theses on the topic "Storytelling – Canada"

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Lachance, Lindsay. "Cultural Renewal in Aboriginal Theatre Aesthetics." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/23425.

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The goal of this research is to shed light on current developments in the field of Aboriginal Theatre Studies. This investigation encourages the reader to look again at the ways in which elements of Aboriginal culture are manifesting in contemporary theatre. Aboriginal theatre is increasingly visible in Canada and its cachet is growing with both artists and audiences. As a result, culturally specific worldviews and traditional practices are being introduced to mainstream Canadian theatre audiences. Through interviews with practicing Aboriginal artists like Floyd Favel, Yvette Nolan and Marie Clements and through an exploration of their individual theatrical processes, this research has attempted to identify how practicing Aboriginal artists consciously privilege Indigenous ways of knowing in their approaches to creating theatre for the contemporary stage.
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Varma, Manju. "Multicultural children's literature, storytelling the Canadian identity." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0016/NQ53715.pdf.

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Tamas, Sophie. "Greater boldness, radical storytelling with Canadian Bahá'í women." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ36877.pdf.

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Nugent, Ashley Frances. ""Odd Apocalyptic Panics"| Chthonic Storytelling in Margaret Atwood's Maddaddam." Thesis, Florida Atlantic University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10844499.

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I argue that Margaret Atwood’s work in MaddAddam is about survival; it is about moving beyond preconceived, thoughtless ideology of any form with creative kinship. Cooperation and engagement cannot be planned in advance, and must take the form of something more than pre-established ideology. I will discuss MaddAddam in light of Donna Haraway’s recent work in which she argues that multispecies acknowledgement and collaboration are essential if humans are to survive and thrive in the coming centuries. By bringing the two texts into dialogue, one sees that Atwood’s novel constitutes the kind of story deemed necessary by Haraway for making kin in the Chthulucene. Various scenes depicting cooperation and interdependence among humans and other animals offer chthonic models of kinship; these relationships, as opposed to ideological and anthropocentric isolation, will serve as the means of surviving and thriving within an ongoing apocalypse.

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Sackville, Patricia. "Bottom-up educational leadership and policy-making through storytelling : language policy in practice at a Canadian institute." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/42220.

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This research focuses on storytelling as bottom-up educational leadership and policy making. The researcher examines language policy in practice at a Canadian post-secondary institute, following an institutional ethnographic approach and using discourse analysis tools. Stories about everyday experiences with English language placement testing, communication course marks reassessments, plagiarism, and prior learning assessment and review (PLAR) of communication skills are collected from 9 students, 6 instructors, 5 program heads, and the researcher herself as an associate dean. The researcher’s own identity negotiation as an insider at the institute is explored through discussion of tensions around the handling of people’s stories and the role of reflexivity in shaping the research. The research links the personal to the institutional while exploring connections between everyday experiences and processes of administration and governance. Exploration of policy moments in participants’ stories uncovers a discourse of control and homogeneity where difference is constructed negatively, several language myths operate as forms of domination, and storylines suppress conflict. Exercises highlighting dilemmas that people face at the institute are presented to enable dialogic politics. It is argued that storytelling proved to be a powerful method for surfacing everyday struggles, and the sharing of stories led to a new awareness for participants. Storytelling proved to be a generative form of talking back to policy and policy making as it repositioned policy review as a bottom-up exercise and captured moments of policy as struggle and change. Dialogic exercises are presented as tools for reconstruction of language practices that are more equitable and humane.
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Selby, Sharon Dawn. "Myth, memory, and narrative : (re)inventing the self in Canadian fiction." Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/6318.

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In this dissertation, I examine how the themes of memory, storytelling, and the construction of narrative identity develop in the works of Canadian authors Alistair MacLeod, Michael Ondaatje, and Jane Urquhart. As a means of delving more deeply into these themes, I focus on the specific narrative strategies that all three writers employ in the expression of the relationship between the individual and his/her community, as well as between physical and psychological realities. For the narrative voices in these authors’ works—given the different ways they envision and encode communal identity as constitutive of subjectivity—the past is inextricably embedded in the present. As they construct and record unfolding experience, a wider cultural history is written over with personal connections and significance. In the works of each of these authors, the act of telling stories (re)shapes people and events for the audience: speakers reform and reconstitute their experiences, allowing them both to rewrite the past and be haunted by it. Storytelling becomes an existential act in which personal landscapes are invested with structures of feeling that transcend local significance yet are manifested in everyday connections between ordinary people, and in daily (often unrecognized) struggles and acts of heroism. This includes a study of the means through which psychological evolution and trauma can be depicted. I also discuss how stylistic techniques such as fragmentation, repetition, self-reflexivity, and literary allusion function within these narratives. This aspect of my investigation provides the opportunity to engage more fully with the body of literary research that has already been produced on these authors.
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Montague, Amanda. "Mobile Memories: Canadian Cultural Memory in the Digital Age." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39464.

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This dissertation considers the impact mobile media technologies have on the production and consumption of memory narratives and cultural memory discourses in Canada. Although this analysis pays specific attention to concepts of memory, heritage, and public history in its exploration of site-specific digital narratives, it is set within a larger theoretical framework that considers the relationship between mobile technology and place, and how the mobile phone in particular can foster both a sense of place and placelessness. This larger framework also includes issues of co-presence, networked identity, play, affect, and the phenomenological relationship between the individual and the mobile device. This is then considered alongside memory narratives (both on the national and quotidian levels) at specifically sanctioned sites of national commemoration (monuments, historic sites) and also in everyday urban spaces. To this end, this dissertation covers a wide range of augmented reality apps and forms of digital storytelling including locative media narratives, site-specific digital performances, social media and crowdsourced heritage archives, and urban mobile gaming and playful mapping. Despite common criticism that mobile phones only serve to distract us from our surrounding environment, I argue that mobile technology can generate deeper, more affective attachments to places by reformulating ways of perceiving and moving through them. They do this by insisting that place is more than just its material properties, but rather is composed of a fluctuating relationship between materiality, time, and affect. Following this framework, I also emphasize how mobile technology shifts the traditional mission of the archive to preserve and protect the past to something more playful, more affective, and more preoccupied with the circulation of the past in the present. Included in this analysis are crowdsourced archives created on social media platforms which, I argue, are particularly well suited to capturing the dynamic qualities of memory and living heritage practices. A contributing factor in this is the mobile phone’s position as a site of intimacy and co-presence, which situates it in a long history of communication technologies that employ rhetorical and technological strategies of co-presence, immediacy, and intimacy. Chapter one examines the role that locative media narratives play at official sites of memory in Canada’s capital region from app-based historical tours to more playful narrative encounters, through the lens of the archive and the repertoire. Chapter two then considers the digital site-specific performance piece, LANDLINE, to unpack how mobile media foster everyday place memories in urban spaces through the mobile phone’s position as a site of intimacy for geographically distant, but virtually co-present, individuals. Chapter three analyzes my own experimental method, Maplibs, which follows a mobile game structure to encourage participants to engage in acts of playful placemaking and collaborative storytelling in order to highlight an alternative process of engaging with place that carries the past forward in meaningful ways. And finally, chapter four analyzes the social media group “Lost Ottawa” to explore how collaborative memory communities mobilize through social media platforms like Facebook and create new forms of participatory heritage. In all of this, place is understood as a dynamic assemblage of stories and memories that the mobile phone, through its ubiquitous impact on social practices, plays a key role in shaping.
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Brown, Warren. "Out of many one people : telling the stories of Jamaican gay men and their move to Canada." 2012. http://hdl.handle.net/10170/593.

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In Jamaica, sexual acts between men are still punishable by law. Numerous incidents of violence against gay men and lesbians have prompted human rights groups to distinguish it as one of the most homophobic places on earth. There are many cases of gay Jamaican men seeking resettlement and refuge in Canada. While any transition to a new country and culture can be challenging for immigrants, there is limited research that speaks to the experiences of the gay Jamaican men. This paper is based on stories gathered from four gay Jamaican men who came to Canada as refugees and highlights issues of acculturation related to connection with Canadian culture, letting go of the home culture, challenges in support systems and the inability to feel comfortable, confident and settled in the new Canadian environment. The project resulted in a compilation of visual stories and audio clips that were placed on a website (http://queeryingjamaica.tumblr.com/). Using the tools available through social media, the stories provide a source of representation.
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TAUNTON, CARLA JANE. "Performing Resistance/Negotiating Sovereignty: Indigenous Women's Perofrmance Art in Canada." Thesis, 2011. http://hdl.handle.net/1974/6803.

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Performing Resistance/ Negotiating Sovereignty: Indigenous Women’s Performance Art In Canada investigates the contemporary production of Indigenous performance and video art in Canada in terms of cultural continuance, survivance and resistance. Drawing on critical Indigenous methodology, which foregrounds the necessity of privileging multiple Indigenous systems of knowledge, it explores these themes through the lenses of storytelling, decolonization, activism, and agency. With specific reference to performances by Rebecca Belmore, Lori Blondeau, Cheryl L'Hirondelle, Skeena Reece and Dana Claxton, as well as others, it argues that Indigenous performance art should be understood in terms of i) its enduring relationship to activism and resistance ii) its ongoing use as a tool for interventions in colonially entrenched spaces, and iii) its longstanding role in maintaining self-determination and cultural sovereignty.
Thesis (Ph.D, Art History) -- Queen's University, 2011-09-30 09:07:41.999
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George, Rachel. "Let us not drift: Indigenous justice in an age of reconciliation." Thesis, 2021. http://hdl.handle.net/1828/13375.

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At the turn of the 21st century, truth commissions arose as a new possibility to address the violence and trauma of removing Indigenous children from their families and nations in what is now known as North America. The creation of two truth and reconciliation commissions in Canada and Maine marked an important step in addressing Indigenous demands for justice and the end of harm, alongside Indigenous calls for truth-telling. Holding Indigenous conceptions of justice at its core, this dissertation offers a comparative tracing of the work of the Truth and Reconciliation Commission of Canada (2009-2015) and the Maine Wabanaki-State Child Welfare Truth and Reconciliation Commission (2013-2015) as they investigated state practices of removing Indigenous children from their homes and nations. More specifically, this dissertation examines the ways these truth commissions have intersected with Indigenous stories and how Indigenous stories can inform how we understand the work of truth and reconciliation commissions as they move to provide a form of justice for our communities. Within both commission processes, stories of Indigenous experiences in residential schools and the child welfare system were drawn from the perceived margins of settler colonial society in an effort to move towards truth, healing, reconciliation and justice. Despite this attempted inclusion of stories of Indigenous life experiences, I argue that deeply listening to Indigenous stories ¬¬in their various forms—life/ experiential stories, and traditional stories—illuminates the ways that the practice of reconciliation has become disconnected from Indigenous understandings of justice. As such, I argue that listening to Indigenous stories, not just hearing the words but instead taking them to heart, engaging with them and allowing them to guide us, moves toward more informed understandings of what justice looks like for Indigenous communities.
Graduate
2022-08-30
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Books on the topic "Storytelling – Canada"

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McCall, Sophie. First person plural: Aboriginal storytelling and the ethics of collaborative authorship. Vancouver: UBC Press, 2011.

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R, Dion Michael, ed. Braiding histories: Learning from Aboriginal peoples' experiences and perspectives : including the Braiding histories stories co-written with Michael R. Dion. Vancouver: UBC Press, 2009.

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Dan, Yashinsky, ed. Next teller: A book of Canadian storytelling. Charlottetown, P.E.I., Canada: Ragweed, 1994.

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Centre, Canadian Literature, ed. The Sasquatch at home: Traditional protocols & modern storytelling. Edmonton: University of Alberta Press, 2011.

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Kiviuq: An Inuit hero and his Siberian cousins. Montreal: McGill-Queen's University Press, 2009.

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Duncan, Dave. The hunters' haunt. New York: Ballantine Books, 1995.

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Life lived like a story: Life stories of three Yukon native elders. Vancouver, B.C: University of British Columbia Press, 1991.

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Cruikshank, Julie. Life lived like a story: Life stories of three Yukon native elders. Lincoln: University of Nebraska Press, 1990.

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Cruikshank, Julie. Life lived like a story: Life stories of three Yukon native elders. Lincoln: University of Nebraska Press, 1990.

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The testimonial uncanny: Indigenous storytelling, knowledge, and reparative practices. Albany: SUNY Press, 2014.

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Book chapters on the topic "Storytelling – Canada"

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Cammaer, Gerda. "Shoes and Taxis as Mobile Storytelling Tools: Stories from the Frontline About Immigration and Integration in Canada." In Mobile Storytelling in an Age of Smartphones, 55–65. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-87247-2_5.

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Restoule, Jean-Paul, and Kathy Snow. "Conversations on Indigenous Centric ODDE Design." In Handbook of Open, Distance and Digital Education, 1–16. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_92-1.

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AbstractIn reviewing Indigenous approaches to open, distance, and digital education, the authors found that Indigenous people have been keen to adopt and adapt technologies for their own uses and purposes but are less successful in controlling and creating technologies that dominate the learning landscape. Given the scant literature available on this topic, using the methodologies of kitchen table talks, the authors dialogue their experiences working with Indigenous people and designs in open, distance, and online teaching and education. Through their storytelling, the authors elicit examples of experience in postsecondary education contexts in Canada including the use of talking circles, blended and inclusive learning, development of safe spaces and hubs, and challenges balancing home life and online learning. The importance of relationships, community connection, and validating self and identity in the learning experience were strong themes that emerged from the dialogue. Indigenous pedagogies and knowledges online is a relatively unexplored phenomenon and this initial foray into characteristics, successes, and challenges may be a starting point for future scholars to follow. By sharing highly contextualized narratives from Canada, we aim to increase the global dialogue around decolonizing ODDE and therefore end the chapter by examining our experience against ongoing international discussions.
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Restoule, Jean-Paul, and Kathy Snow. "Conversations on Indigenous Centric ODDE Design." In Handbook of Open, Distance and Digital Education, 425–40. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_92.

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AbstractIn reviewing Indigenous approaches to open, distance, and digital education, the authors found that Indigenous people have been keen to adopt and adapt technologies for their own uses and purposes but are less successful in controlling and creating technologies that dominate the learning landscape. Given the scant literature available on this topic, using the methodologies of kitchen table talks, the authors dialogue their experiences working with Indigenous people and designs in open, distance, and online teaching and education. Through their storytelling, the authors elicit examples of experience in postsecondary education contexts in Canada including the use of talking circles, blended and inclusive learning, development of safe spaces and hubs, and challenges balancing home life and online learning. The importance of relationships, community connection, and validating self and identity in the learning experience were strong themes that emerged from the dialogue. Indigenous pedagogies and knowledges online is a relatively unexplored phenomenon and this initial foray into characteristics, successes, and challenges may be a starting point for future scholars to follow. By sharing highly contextualized narratives from Canada, we aim to increase the global dialogue around decolonizing ODDE and therefore end the chapter by examining our experience against ongoing international discussions.
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Reitz, Talitta. "Back to the Drawing Board: Creative Mapping Methods for Inclusion and Connection." In Co-Creativity and Engaged Scholarship, 323–55. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84248-2_11.

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AbstractThe most well-known representation of the globe, the Mercator Projection, often provokes surprise for its considerable distortions: despite appearances, Greenland is almost five times smaller than Canada, and Russia is, in fact, approximately half the size it appears. Since the oldest civilizations, maps have relied on shifting knowledges to become more accurate and efficient, a process accelerated with science and technological development. But the unrealistic proportions of the Mercator map point to a critical reflection: maps show no absolute truths, nor are they neutral. Maps tell stories; they represent ideas as much as spaces, and exactitude is no synonym for neutrality. On the contrary, mapping is a cultural and political act. In the 1990s, geographers started to defy the power relationships of mapmaking with critical cartography. This critique, strongly supported by activists, opened new debates and representational possibilities in which scientific principles started to matter less than social and environmental justice, political participation, and storytelling. Within this framework, this chapter reflects on two alternative mapping methods used in the humanities and social sciences: social cartography and deep mapping. Each section introduces origins, theoretical frameworks, reception, and applications. Because these methods aim to rectify the abuse of power often enabled by scientific mapping, they use non-prescriptive mapmaking to legitimize neglected perspectives. Social Cartography is intrinsically participatory and uses mapping as a collaborative and critical practice. It challenges the role of traditional cartography in socio-political spheres, creating opportunities for new narratives and communities to be heard and understood. Deep maps represent abstract characteristics of a place. They can transcend the boundaries of bi-dimensional and pictorial representation, and consequently, reach different publics. The method is flexible, combining literature and immersive experiences to convey personal or subjective qualities of a place. Other expressions of deep mapping include audio and performative documentations. Social cartography and deep mapping operate against traditional mapmaking by reinforcing the notion that non-institutionalized maps are just as valid in guiding public actions and projects. As participatory practices within communities, these methods promote dialogue, empowerment, and transformation. Therefore, they are indispensable in ensuring democratic research and decision-making.
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Diamond, Sara, Rittika Basu, Shunrong Cao, and Ajaz Hussain. "The Canadian Cultural Diversity Dashboard: Data Storytelling and Visualization for the Cultural Sector." In Design, User Experience, and Usability: UX Research and Design, 372–84. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78221-4_25.

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Davis, Charles H., Jeremy Shtern, Michael Coutanche, and Elizabeth Godo. "4 Screenwriters in Toronto: Centre, Periphery, and Exclusionary Networks in Canadian Screen Storytelling." In Seeking Talent for Creative Cities, edited by Jill Grant, 77–98. Toronto: University of Toronto Press, 2014. http://dx.doi.org/10.3138/9781442667938-009.

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Patiño, Catalina Arango. "Floating narratives: transnational families and digital storytelling." In Connecting Families?, 201–18. Policy Press, 2018. http://dx.doi.org/10.1332/policypress/9781447339946.003.0011.

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This chapter examines the effects of information and communication technologies (ICTs) on storytelling as a practice of communication among transnational families. It describes three technological affordances that are linked to digital storytelling practices of six Colombian migrant families residing in Montreal, Canada: presence, interactivity, and multimodality. After providing an overview of the methodological approach employed in the research study and the techniques used to collect and analyse the data, the chapter discusses the findings with regard to the views of the participant families about the dynamics of their post-migration storytelling experiences. More specifically, it considers the Colombian families' perspectives about being present during their digital interactions. An important finding is that digital mediation seems to be altering family storytelling. For some families, ICTs catalyse storytelling in situations where presence and multimodality take place; for others, ICTs constrain family storytelling when the illusion of nonmediation is not experienced.
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Kozdras, Deborah, Christine Joseph, and Karen Kozdras. "Cross-Cultural Affordances of Digital Storytelling." In Advances in Linguistics and Communication Studies, 184–208. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8668-7.ch008.

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In this chapter, the authors consider the use of digital storytelling as a tool for boundary crossing. Media, as an extension of self, has potential to help cross-cultural learning that benefits all stakeholders, but specifically, immigrants and English Language Learners, who often experience school literacy challenges. The authors used Cultural Historical Activity Theory (CHAT) as a lens to view two teacher case self-studies, one in Canada and one in the U.S.A., and to examine how their use of digital storytelling helped elementary ELL students to learn the language of school as well as transfer their knowledge to other students and educators. The findings indicated the importance of creating avenues through which immigrant English learners can develop interpersonal communication skills critical to being successful across cultures. Through an analysis of the cases, the authors present language learning implications for educators.
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Perrone, Nicolás M. "ISDS in Action." In Investment Treaties and the Legal Imagination, 122–49. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198862147.003.0006.

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The legal imagination framing ISDS practice is closely related to how arbitrators connect storytelling with the interpretation of investment treaties and other relevant laws. This chapter examines several influential awards, placing the facts of each dispute within the broader social and political context of the investment, the conflict, and the economic sector. The analysis highlights how arbitrators think of foreign investment relations, and the extent to which they focus on, or silence, issues of distribution, recognition, and embeddedness. The cases are discussed chronologically in order to identify what has changed—and what has not—in arbitrators’ reasoning. Cases covered in this chapter include Santa Elena v. Costa Rica, Metalclad v. Mexico, TecMed v. Mexico, SD Myers v. Canada, Methanex v. USA, Glamis v. USA, Chemtura v. Canada, Occidental v. Ecuador 2, Philip Morris v. Uruguay, and Eli Lilly v. Canada.
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Biondi, Antonietta. "Una piccola provocazione. La pandemia e i modelli della Nouvelle Muséologie." In Filologie medievali e moderne. Venice: Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-542-1/006.

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The Coronavirus pandemic has also affected museum organisations and has inevitably brought back some of the strategies proposed by the museography of the 1970s. Methods of access, the ethical value of the museum and its social role involving local communities, have been key issues in the theoretical reflections known as Nouvelle Muséologie. The paper aims at presenting and discussing a number of case studies enhancing storytelling and the role of social media in public engagement during COVID-19 emergency in national and local museums in Canada and Italy.
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Conference papers on the topic "Storytelling – Canada"

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Long, Amanda, Errol Fields, Aruna Chandran, Kehinde Bademosi, Simone Sawyer, Jeannie Murray, Christina Schumacher, Adena Greenbaum, and Jacky Jennings. "P360 Improving health care worker understanding of LGBTQ+ patients through storytelling and empathy." In Abstracts for the STI & HIV World Congress (Joint Meeting of the 23rd ISSTDR and 20th IUSTI), July 14–17, 2019, Vancouver, Canada. BMJ Publishing Group Ltd, 2019. http://dx.doi.org/10.1136/sextrans-2019-sti.463.

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