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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Neumark, Devora. "Reprendre le fil de la trame narrative." Articles 27, no. 2 (January 5, 2015): 115–33. http://dx.doi.org/10.7202/1027921ar.
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L’oralité (storytelling) en tant que pratique artistique dans le Québec d’aujourd’hui allant à l’encontre des exposés narratifs publics courants, le projet Picking Up the Storylines (« Reprendre le fil de la trame narrative ») interroge les paramètres et les résultats du processus public de la storytelling. La Charte des valeurs québécoises et la Commission de vérité et de réconciliation du Canada y sont relues en parallèle avec le Scar Project (projet Cicatrice), de Nadia Myre, et le travail du Living History Ensemble, dans le contexte du projet Life Stories of Montrealers Displaced by War, Genocide and Human Rights Violations (« Récits de vie de Montréalais et Montréalaises déplacées par la guerre, le génocide et les violations des droits de la personne »). Une telle comparaison appelle une analyse critique en vue de déterminer quand et comment les récits supprimés, ignorés et inédits de personnes marginalisées peuvent contribuer à l’instauration de politiques libératoires.
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Samuels-Wortley, Kanika. "To Serve and Protect Whom? Using Composite Counter-Storytelling to Explore Black and Indigenous Youth Experiences and Perceptions of the Police in Canada." Crime & Delinquency 67, no. 8 (January 24, 2021): 1137–64. http://dx.doi.org/10.1177/0011128721989077.
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Research based in the US and Britain have established that perceptions of the police are particularly low among youth and racialized communities. However, by contrast, little is known about racialized youth perceptions of the police within Canada. Due to formal and informal bans on the collection of race-based data, Canada maintains its international reputation as a tolerant multicultural society. Using the critical race methodology of composite counter-storytelling, this paper will highlight the perspectives of Black and Indigenous youth and explore their experiences with law enforcement. This aims to counter Canada’s international status as a multicultural utopia and demonstrate how legal criminal justice actors, such as the police, perpetuate the marginalized status of Black and Indigenous youth through the process of criminalization.
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Moro, Sabrina. "Re-fashioning stories through feminist filmmaking, an interview with Samita Nandy." Journal of Applied Journalism & Media Studies 10, no. 2 (June 1, 2021): 229–43. http://dx.doi.org/10.1386/ajms_00059_7.
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To conclude this Special Issue ‘Re-Fashioning Stories for Celebrity Counterpublics’ of the Journal of Applied Journalism & Media Studies (AJMS), I am delighted to share an interview with Samita Nandy, celebrity scholar, filmmaker and director of the Centre for Media and Celebrity Studies (CMCS). Her research focuses on the cultural dimensions of fame, with a specific interest in celebrity activism, storytelling and the performance of authenticity and intimacy in glamorous narratives. In addition to her academic work, Nandy is also a certified broadcast journalist from Canada and media critic. I had the opportunity to assist her and Kiera Obbard with the organization of the 8th CMCS Conference, which inspired this Special Issue. This interview is thus an opportunity to further expand our reflection on the political possibilities of storytelling and celebrity counterpublics. Our discussion builds on the themes and arguments developed throughout this issue to further explore what popular storytelling means in practice. She reflects on her engagement with celebrity culture and life-writing in her feminist research and artistic endeavours, and how it has empowered her to tell personal and collective stories. The interview format and its themes provide a unique opportunity to contemplate the affordances of a reflective practice paradigm and the artistic applications of disciplinary knowledge, one which bridges academic work with media professions, and which we hope will resonate with AJMS readers.
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Mogadime, Dolana, and Michel O'Sullivan. "LATINO-HISPANIC STUDENT VOICES AND SELF-REPRESENTATION THROUGH DIGITAL STORYTELLING." Canadian Journal of Action Research 18, no. 1 (October 4, 2017): 20–33. http://dx.doi.org/10.33524/cjar.v18i1.319.
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Forty percent of Portuguese and Spanish speaking students in Toronto do not complete high school (Brown, 2006). This daunting statistic motivated Pueblito Canada, a Toronto-based Non-Governmental Organization (NGO) committed to Latino-Hispanic1 children, to initiate collaboration with the local Hispanic Development Council, a community activist agency, and the Toronto Catholic District School Board (TCDSB). The three partners developed a project that engaged Latino-Hispanic students in telling their own stories of schooling. The project’s Participatory Action research (PAR) approach encompassed a series of workshops in which participating students learned the techniques of storytelling and then narrated their everyday experiences of schooling. With the support of a videographer, students moved from documenting their stories through workshops focused on their writing to producing digital stories they had authored. This article considers the emancipatory processes that facilitated students’ coming to voice. Additionally, the silences that contributed to their subjugation in the school system are problematized. Simultaneously, the participating teachers, moved by these stories as they emerged, engaged in a series of workshops that the Pueblito team called “Becoming Cultural Allies” and developed a curriculum enriching toolkit designed to provide classroom materials that reflected the historical and cultural background of their Latino-Hispanic students.
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Rezzonico, Stefano, Ahuva Goldberg, Katy Ka-Yan Mak, Stephanie Yap, Trelani Milburn, Adriana Belletti, and Luigi Girolametto. "Narratives in Two Languages: Storytelling of Bilingual Cantonese–English Preschoolers." Journal of Speech, Language, and Hearing Research 59, no. 3 (June 2016): 521–32. http://dx.doi.org/10.1044/2015_jslhr-l-15-0052.
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Purpose The aim of this study was to compare narratives generated by 4-year-old and 5-year-old children who were bilingual in English and Cantonese. Method The sample included 47 children (23 who were 4 years old and 24 who were 5 years old) living in Toronto, Ontario, Canada, who spoke both Cantonese and English. The participants spoke and heard predominantly Cantonese in the home. Participants generated a story in English and Cantonese by using a wordless picture book; language order was counterbalanced. Data were transcribed and coded for story grammar, morphosyntactic quality, mean length of utterance in words, and the number of different words. Results Repeated measures analysis of variance revealed higher story grammar scores in English than in Cantonese, but no other significant main effects of language were observed. Analyses also revealed that older children had higher story grammar, mean length of utterance in words, and morphosyntactic quality scores than younger children in both languages. Hierarchical regressions indicated that Cantonese story grammar predicted English story grammar and Cantonese microstructure predicted English microstructure. However, no correlation was observed between Cantonese and English morphosyntactic quality. Conclusions The results of this study have implications for speech-language pathologists who collect narratives in Cantonese and English from bilingual preschoolers. The results suggest that there is a possible transfer in narrative abilities between the two languages.
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Wiebe, Sarah Marie. "“Just” Stories or “Just Stories”?: Mixed Media Storytelling as a Prism for Environmental Justice and Decolonial Futures." Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 5, no. 2 (June 1, 2019): 19–35. http://dx.doi.org/10.15402/esj.v5i2.68333.
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Our lives and the lives of those we study are full of stories. Stories are never mere stories. Qualitative researchers who document, hear, and listen to participant lived-experiences encounter and witness the intimate spaces of people’s everyday lives. Researchers thus find themselves in the position of translator between diverse communities: those affected by policies, the academy and public officials. For academic-activists committed to listening to situated stories in order to improve public policy, several critical questions emerge: How do we do justice to these stories? What are the ethics of engagement involved in telling stories about those who share their knowledges and lived-experiences with us? Can storytelling bridge positivist and post-positivist research methods? Do policymakers listen to stories? How? What can researchers learn from Indigenous storytelling methods to envision decolonial, sustainable futures? To respond to these critical questions, this paper draws from literature in community-engaged research, critical policy studies, interpretive research methods, Indigenous research methods, political ethnography, visual methods and social justice research to argue that stories arenever simply or just stories, but in fact have the potential to be radical tools of change for social and environmental justice. As will be discussed with reference to three mixed media storytelling projects that involved the co-creation of digital stories with Indigenous communities in Canada, stories can intervene on dominant narratives, create space for counternarratives and in doing so challenge the settler-colonial status quo in pursuit of decolonial futures.
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Siad, Asha. "Memories of Mogadishu: Reconstructing post-conflict societies through memory and storytelling." Bibliotekarz Podlaski Ogólnopolskie Naukowe Pismo Bibliotekoznawcze i Bibliologiczne 47, no. 2 (July 10, 2020): 233–47. http://dx.doi.org/10.36770/bp.480.
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For many members of the Somali diaspora, the fear of fading memories places a sense of urgency on them to keep these stories of their homeland alive. The great African novelist Ben Okri once said, “to poison a nation, poison its stories”. Stories have the ability to harm or heal societies. Oftentimes, it is simply exclusion from the main narrative that can greatly harm or marginalize a group of people. This paper examines the use of memory in the reconstruction of a once cosmopolitan city by the Somali diaspora around the world through the Memories of Mogadishu initiative. The film by the same title is a short documentary made by the author, in which she interviews nine members of the Somali diaspora currently residing in Canada. Ultimately, this project and this paper reveal the realities of how post-conflict societies, and individuals within them, reconstruct and reconcile their memories, in this case of their former home of Mogadishu, Somalia. This paper analyses the nine interviews and is divided into the following four sections: “Memories of Mogadishu before the Civil War”, “Civil War and Leaving Mogadishu”, “Identity Revision, Memory, and Routinization”, and “Losing and Rebuilding Memories of Mogadishu (and Themselves)”.
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González-Cuesta, Begoña. "I-Docs and New Narratives." Interactive Film and Media Journal 1, no. 1 (November 22, 2021): 63–80. http://dx.doi.org/10.32920/ifmj.v1i1.1494.
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Digital media make it possible to move from a conventional storytelling medium to other avenues that allow open stories to be told, maintaining the traditional basis of narratives while also adding other elements that enrich and deepen storytelling innovation. Therefore, it is important to analyze how the characteristics of digital storytelling work together in order to create meaning through new narratives. Recent documentary projects show how new ways of telling stories involve new ways of relating meaning and form, multiple platforms, and strong interaction and engagement from the side of the viewer. Interactivity and participation change the way in which a story is told and received, thus changing its nature as a narrative. To delve deeper into this field, I will analyze Highrise. The Towers in the World. World in the Towers, (http://highrise.nfb.ca) by Katerina Cizek. This is a complex project produced by the National Film Board of Canada, a multiyear, many-media collaborative documentary experiment that has generated many projects, including mixed media, interactive documentaries, mobile productions, live presentations, installations and films. I will develop a textual analysis on part of the project, the interactive documentary Out My Window, by focusing on its ways of meaning-making and the specific narrative implications of the relationship between meaning and form. The project is ambitious: Cizek's vision is "to see how the documentary process can drive and participate in social innovation rather than just to document it, and to help reinvent what it means to be an urban species in the 21st".
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Spiegel, Samuel J., Sarah Thomas, Kevin O’Neill, Cassandra Brondgeest, Jen Thomas, Jiovanni Beltran, Terena Hunt, and Annalee Yassi. "Visual Storytelling, Intergenerational Environmental Justice and Indigenous Sovereignty: Exploring Images and Stories amid a Contested Oil Pipeline Project." International Journal of Environmental Research and Public Health 17, no. 7 (March 31, 2020): 2362. http://dx.doi.org/10.3390/ijerph17072362.
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Visual practices of representing fossil fuel projects are entangled in diverse values and relations that often go underexplored. In Canada, visual media campaigns to aggressively push forward the fossil fuel industry not only relegate to obscurity indigenous values but mask evidence on health impacts as well as the aspirations of those most affected, including indigenous communities whose food sovereignty and stewardship relationship to the land continues to be affronted by oil pipeline expansion. The Tsleil-Waututh Nation, based at the terminal of the Trans Mountain Pipeline in Canada, has been at the forefront of struggles against the pipeline expansion. Contributing to geographical, environmental studies, and public health research grappling with the performativity of images, this article explores stories conveying health, environmental, and intergenerational justice concerns on indigenous territory. Adapting photovoice techniques, elders and youth illustrated how the environment has changed over time; impacts on sovereignty—both food sovereignty and more broadly; concepts of health, well-being and deep cultural connection with water; and visions for future relationships. We explore the importance of an intergenerational lens of connectedness to nature and sustainability, discussing visual storytelling not just as visual counter-narrative (to neocolonial extractivism) but also as an invitation into fundamentally different ways of seeing and interacting.
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Lewis, Patrick J. "A story of identity: a cautionary tale." AlterNative: An International Journal of Indigenous Peoples 13, no. 2 (February 1, 2017): 114–21. http://dx.doi.org/10.1177/1177180117695417.
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This is a personal narrative drawing upon the multi-dimensionality of narrative and storytelling to make sense of lived-experience. The article is an experience that deals with Indigenous Identity fraud in the academy in the moment of Reconciliation with Indigenous People and the people of Canada. It is a story of White settler claims to being Indigenous so as to reposition themselves within university discourse of Indigenisation. The narrative weaves through the structures and practices of colonisation, the complexities of identity and racialisation, and the restraint of universities to take up Indigenisation in a meaningful and authentic way. A restraint that may actually contribute to the continued erasure of Indigeneity.
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Nosrati, Fariba, Claudia Crippa, and Brian Detlor. "Connecting people with city cultural heritage through proximity-based digital storytelling." Journal of Librarianship and Information Science 50, no. 3 (May 7, 2018): 264–74. http://dx.doi.org/10.1177/0961000618769972.
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This paper describes a research investigation on a project led by two libraries, Hamilton Public Library and McMaster University Library, in Hamilton, Canada, concerning the use of proximity-based technologies to share digital stories about a city’s culture. Proximity-based technology systems, such as iBeacons, allow users to receive information automatically when they are close to a physical spot. The project involved the setup of iBeacons that disseminated digital stories pertaining to Gore Park – a prominent historical park in the heart of downtown Hamilton. To test the viability of using iBeacon technologies to raise interest in a city and promote appreciation for a city’s cultural heritage, a pilot study was conducted. The study included one-on-one interviews and a short survey with 50 participants from the general public immediately after these participants used an iBeacon app to experience digital stories about Gore Park. Findings suggest iBeacons are viable tools to share city cultural heritage stories that yield improved perceptions of a city and greater appreciation for a city’s culture and history. Participants were appreciative of the digital stories and the iBeacon app. All participants mentioned that they learned something new about the city and that the app was very informative. Findings indicate that individual differences are important and can affect not only the acceptance and use of an iBeacon digital storytelling app, but also the extent to which the app can promote interest in a city and appreciation for a city’s cultural heritage.
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Alexander, Emma, and Edith Regier. "Speaking Out on Violence and Social Change: Transmedia Storytelling with Remotely Situated Women in Nepal and Canada." Canadian Theatre Review 148 (October 2011): 38–42. http://dx.doi.org/10.3138/ctr.148.38.
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Alexander, Emma, and Edith Regier. "Speaking Out on Violence and Social Change: Transmedia Storytelling with Remotely Situated Women in Nepal and Canada." Canadian Theatre Review 148, no. 1 (2011): 38–42. http://dx.doi.org/10.1353/ctr.2011.0073.
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Kilty, Jennifer M., and Katarina Bogosavljevic. "Emotional storytelling: Sensational media and the creation of the HIV sexual predator." Crime, Media, Culture: An International Journal 15, no. 2 (May 14, 2018): 279–99. http://dx.doi.org/10.1177/1741659018773813.
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More than 180 people in Canada have faced criminal charges related to HIV nondisclosure. Media coverage is often sensational and commonly portrays people living with HIV as hypersexualized threats to the (inter)national body politic. This article analyzes mainstream news media coverage of four HIV nondisclosure cases to examine how the accused (two men, two women) are constructed as sexual predators, which we found occurs through two key discursive moves. First, by tying the narrative to stereotypical conceptualizations of hegemonic and toxic masculinity and pariah femininity to construct the individual as promiscuous, hypersexual and dangerous. Second, by crafting a narrative that evokes complex moral emotions; notably, these include the ‘negative’ emotions of anger, disgust and fear. Given that racialized men are disproportionately represented and demonized in media accounts, and the tense race relations in the current western political landscape, it is important to consider how emotions (rather than medical evidence of the risks of transmission, intent to infect or actual transmission) might contribute to shaping punitive mentalities and the harsh application of the law. By examining how race, gender, class and sexuality are mobilized to construct narratives of Black masculinity as inherently toxic and women’s sexual freedom as exemplifying pariah femininity, and the ways in which the coverage evokes negative moral emotions, we contend that media coverage shores up moralized discourses about sexuality, masculinity and femininity and HIV/AIDS.
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Matebekwane, Kamogelo Amanda. "Counter-Storytelling: A Form of Resistance and Tool to Reimagine More Inclusive Early Childhood Education Spaces." in education 28, no. 1b (December 21, 2022): 116–25. http://dx.doi.org/10.37119/ojs2022.v28i1b.661.
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In this essay, I reflect on my lived experiences as a girl child growing up in my home country of Botswana, and also as a mother in a foreign country, Canada. I am experimenting with my personal essay and making connections with academic articles that will help me understand my behaviors, attitudes, and responses to challenging situations that seemed unfair and unjust. I believe sharing my experiences not only gives me a platform to reflect, but also renders an opportunity to unearth hidden ideologies that perpetuate dominant discourses that continue to undesirably affect early childhood education. Sharing the unfortunate events for me brings healing and comfort. My essay is guided by critical race theory that provokes and challenges the normalized practices in education that continue to marginalize the minority community. Also, my inspiration for this piece was drawn from Wallace and Lewis’s (2020) book, which described humans as narrative creatures who need stories/narratives to make sense of the world around them. The essay unpacks and discusses four critical questions, at the same time, offering acts of resistance and refusal by applying counter-storytelling methodology. Keywords: counter-storytelling, critical race theory, lived experiences, racialized minorities, early childhood education, acts of resistance and refusal
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Frank, Lesley. "Reflections of a food studies researcher: Connecting the community-university-policy divide….becoming the hyphens!" Canadian Food Studies / La Revue canadienne des études sur l'alimentation 1, no. 1 (May 15, 2014): 88. http://dx.doi.org/10.15353/cfs-rcea.v1i1.13.
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<p>This narrative presents refections on the role of the food studies researcher from the prespective of a new academic with a background in community and policy work. It details a multi-phased, mixed methods case study on the public policy relations of infant food insecurity in Canada and provides a discussion of some unintentional outcomes of doing food studies research. The author suggests that an integrative approach, one where the researcher bridges the micro-effects of public policy with policy making realms, is ideally suited to food studies and food policy analysis. The narrative reveals how a researcher can become the hyphens in the community—university—policy divide through the process of storytelling. </p>
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Neapetung, Myron, Lori Bradford, and Lalita Bharadwaj. "“Spirit, Safety, and a Stand-off ”: The Research-Creation Process and Its Roles in Relationality and Reconciliation among Researcher and Indigenous Co-Learners in Saskatchewan, Canada." Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 5, no. 2 (June 1, 2019): 37–60. http://dx.doi.org/10.15402/esj.v5i2.68334.
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Provision of safe water on reserves is an ongoing problem in Canada that can be addressed by mobilizing water knowledge across diverse platforms to a variety of audiences. A participatory artistic animation video on the lived experiences of Elderswith water in Yellow Quill First Nation, Treaty Four territory, was created to mobilize knowledge beyond conventional peer-review channels. Research findings from interviews with 22 Elders were translated through a collaborative process into a video with a storytelling format that harmonized narratives, visual arts, music, and meaningful symbols. Three themes emerged which centered on the spirituality of water, the survival need for water, and standoffs in water management. The translation process, engagement and video output were evaluated using an autoethnographic approach with two members of the research team. We demonstrate how the collaborative research process and co-created video enhance community-based participatory knowledge translation and sharing. We also express how the video augments First Nations community ownership, control, access and possession (OCAP) of research information that aligns with their storytelling traditions and does so in a youth-friendly, e-compatible form. Through the evaluative process we share lessons learned about the value and effectiveness of the video as a tool for fostering partnerships, and reconciliation. The benefits and positive impacts of the video for the Yellow Quill community and for community members are discussed.
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Peltier, Doris, Carrie Martin, Renée Masching, Mike Standup, Claudette Cardinal, Valerie Nicholson, Mina Kazemi, et al. "A Journey of Doing Research “In a Good Way”: Partnership, Ceremony, and Reflections Contributing to the Care and Wellbeing of Indigenous Women Living with HIV in Canada." International Indigenous Policy Journal 11, no. 4 (November 25, 2020): 1–19. http://dx.doi.org/10.18584/iipj.2020.11.4.8215.
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The relationship between the First Peoples of Canada and researchers is changing as processes of self-determination and reconciliation are increasingly implemented. We used storytelling and ceremony to describe a historic event, the Indigenous Women’s Data Transfer Ceremony, where quantitative data of 318 Indigenous women living with HIV were transferred to Indigenous academic and community leaders. Relationship building, working together with a common vision, the Ceremony, and the subsequent activities were summarized as a journey of two boats. The Truth and Reconciliation Commission of Canada's Calls to Action and Indigenous ethical principles were central to the process. The article ends with team members’ reflections and the importance of shifting power to Indigenous Peoples in regard to data collection, their stories, and the resulting policies.
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Patton, Otsi’tsakén:ra Charlie, Alicia Ibarra-Lemay, and Louellyn White. "Ohén:ton Karihwatéhkwen and Kanien’kehá:ka Teachings of Gratitude and Connection." Genealogy 5, no. 3 (September 3, 2021): 81. http://dx.doi.org/10.3390/genealogy5030081.
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This article stems from a conversation with Otsi’tsakén:ra Charlie Patton that took place on Mohawk/Kanien’kehá:ka territory in Southern Turtle Island (Also known as Quebec, Canada) Otsi: tsaken’ra is a Kanien’kehá:ka who teaches the importance of harvest and the inter-relational connection that human beings have with what they harvest. His teachings begin with the Ohén:ton Karihwatéhkwen (Also known as the Thanksgiving address, greetings, or opening prayer), an opening address, which invites all who partake to be “of one mind”. The Ohén:ton Karihwatéhkwen embodies the importance of storytelling, the Creation story, harvest teachings, and cultural continuity, which are all important teachings that are necessary for Onkwehónwe (The Original People) to begin healing from the effects of colonialism, cultural and linguistic disconnection, state-imposed violence, and racism.
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Tofighian, Omid, and Behrouz Boochani. "Narrative, Resistance and Manus Prison Theory." Review of Middle East Studies 54, no. 2 (December 2020): 174–95. http://dx.doi.org/10.1017/rms.2021.25.
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AbstractIn early 2020 Behrouz Boochani and Omid Tofighian conducted a speaking tour of the United States, Canada, UK, and Europe (including Ireland). They presented at numerous universities, including the University of Cambridge. In their Cambridge talk they focused on the transformative potential of storytelling and the importance of creating new intellectual frameworks for resistance. Key themes and issues in their discussion included features of Manus Prison Theory, analysis of the book No Friend but the Mountains: Writing From Manus Prison, Australia's detention industry, and colonialism. The three parts of this article involve: the context to Boochani's incarceration and the creation and success of his award-winning book; a dialogue between Boochani and Tofighian; and a series of analytical remarks by Tofighian in response to audience questions.
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Nasri, Mounir. "Media, Community Building, and Refugee Resettlement Policies: The Impact of Canada’s Welcoming Culture and Media Coverage on the Settlement Outcomes of Resettled Syrian Refugees." Bibliotekarz Podlaski Ogólnopolskie Naukowe Pismo Bibliotekoznawcze i Bibliologiczne 47, no. 2 (July 10, 2020): 139–55. http://dx.doi.org/10.36770/bp.474.
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This paper argues that positive online media coverage of Syrian refugees arriving in Canada, and the welcoming culture of Canadian society, have both influenced positive settlement and integration outcomes for Syrian refugees. It also provides a better understanding of Canada’s response to the Syrian refugee crisis and shows how the process of resettlement becomes stronger when local community members and citizens are involved. These arguments are demonstrated firstly by analyzing the relationship between welcoming cultures, positive media coverage, and the perception of refugees. Secondly, the role of media coverage in influencing welcoming cultures in Canada, as well as its role in encouraging community members and ordinary citizens to be involved in national humanitarian projects, is described. Finally, information related to Canada’s welcoming culture and positive media coverage are discussed relative to settlement outcomes, which portrays the strong influence of storytelling and inclusive communities on the success of new immigrants as they rebuild their lives in a new country. The various refugee resettlement programs in Canada are also outlined. The Canadian response to the Syrian refugee crisis has demonstrated to the world a different approach to civic engagement and humanitarian work. This national humanitarian response may be perceived as a major successful project. Nevertheless, it also leaves us with many unanswered questions around the topic, and most importantly, questions about the relationship between politics and power, citizenship, culture, online media and public opinions.
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Mitchell, Lisa, and Marion Selfridge. "“Because That’s What We Do . . . We Sit and We Drink and We Talk”: Stories and Storytelling among Street-Involved Youth." Jeunesse: Young People, Texts, Cultures 9, no. 2 (December 2017): 91–111. http://dx.doi.org/10.3138/jeunesse.9.2.91.
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Eliciting stories of homelessness, past trauma, addiction, and street resilience is regarded widely as useful for understanding the problems youth face and enabling solutions. Young people’s stories of homelessness, past trauma, addiction, and street resilience can help illuminate the problems they face and identify possible solutions. Recent scholarship has conceptualized youth narratives in diverse ways, but how do young people view their stories and their telling? Drawing on our work in western Canada, we explore how a group of street-involved youth view stories as personal and collective memories, as strategies for negotiating the complex circumstances of their lives, and as especially powerful forms of recognition.
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Brütsch, Matthias. "Loop Structures in Film (and Literature): Experiments with Time Between the Poles of Classical and Complex Narration." Panoptikum, no. 26 (October 19, 2021): 83–107. http://dx.doi.org/10.26881/pan.2021.26.04.
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Among the many innovations complex or “puzzle” films have brought about in the last three decades, experiments with narrative time feature prominently. And within the category of nonlinear plots, the loop structure – exemplified by films such as Repeaters (Canada 2010), Source Code (USA/France 2011), Looper (USA/China 2012) or the TV-Series Day Break (USA 2006) – has established itself as an interesting variant defying certain norms of storytelling while at the same time conforming in most cases to the needs of genre and mass audience comprehension. In the first part of my paper, I will map out different kinds of repeated action plots, paying special attention to constraints and potentialities pertaining to this particular form. In the second part, I will address the issue of narrative complexity, showing that loop films cover a wide range from “excessively obvious” mainstream (e.g. Groundhog Day, USA 1992; 12:01, USA 1993; Edge of Tomorrow, USA/Canada 2014) to disturbing narrative experiments such as Los Cronocrimenes (Spain 2007) or Triangle (Great Britain/Australia 2009). Finally, a look at two early examples (Repeat Performance, USA 1947 and Twilight Zone: Judgement Day, USA 1959) will raise the question how singular the recent wave of loop films are from a historical perspective.
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Clover, Darlene. "Animating ‘The Blank Page’: Exhibitions as Feminist Community Adult Education." Social Sciences 7, no. 10 (October 20, 2018): 204. http://dx.doi.org/10.3390/socsci7100204.
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Public museums and art galleries in Canada are highly authoritative, and trusted knowledge and identity mobilising institutions, whose exhibitions are frequently a ‘blank page’ of erasure, silencing, and marginalisation, in terms of women’s histories, experiences, and contributions. Feminist exhibitions are a response to this, but few in Canada have been explored as practices of feminist community adult education. I begin to address this gap with an analysis of two feminist exhibitions: In Defiance: Indigenous Women Define Themselves, curated by Mohawk-Iroquois artist, Lindsay Katsitsakatste Delaronde, at the Legacy Gallery, University of Victoria; and Fashion Victims: The Pleasures & Perils of Dress in the 19th Century, curated by Ryerson Professor Alison Matthews David, at the Bata Shoe Museum, Toronto. Although dissimilar in form, focus, and era, these exhibitions act as powerful intentional pedagogical processes of disruption and reclamation, using images and storytelling to animate, re-write and reimagine the ‘blank pages’ of particular and particularised histories and identities. Through the centrality of women’s bodies and practices of violence, victimization, and women’s power, these exhibitions encourage the feminist oppositional imagination, dialogic looking, gender consciousness, and a visual literacy of hope and possibility. Yet, as women’s stories become audible through the very representational vehicles and institutional spaces used to silence them, challenges remain.
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Thiel, Jaye Johnson, and Karen Wohlwend. "#Playrevolution: Engaging Equity through the Power of Play." Teachers College Record: The Voice of Scholarship in Education 123, no. 3 (March 2021): 1–7. http://dx.doi.org/10.1177/016146812112300301.
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This special issue continues a two-year conversation about a #playrevolution in literacies research, theory, and practice. The juxtaposition of play and revolution is intentional, highlighting the tension between play's prosocial benefits and collaborative production and the rapid change, uncertainty, and violence in today's schools, where we desperately need more humanizing elements that build people's connections to one another. The #playrevolution calls educators and researchers to explore the (un)predictable, (un)expected knots emerging through the coalescence of play and literacies, while also considering the possibilities play holds for educational equity in contemporary times. Bringing together twelve educational researchers across the United States, Canada, and Australia, this #playrevolution special issue explores the lively ecology of play-literacies in a variety of spaces—traditional writing and storytelling workshops, digital dialogues, video games, teacher-education courses, makerspaces, and playgrounds—with learners from preschools and kindergartens to high schools and universities.
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Hammond, Chad, Wendy Gifford, Roanne Thomas, Seham Rabaa, Ovini Thomas, and Marie-Cécile Domecq. "Arts-based research methods with indigenous peoples: an international scoping review." AlterNative: An International Journal of Indigenous Peoples 14, no. 3 (September 2018): 260–76. http://dx.doi.org/10.1177/1177180118796870.
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Research with indigenous peoples worldwide carries long histories of exploitation, distorted representation, and theft. New “indigenizing” methodologies centre the production of knowledge around the processes and knowledges of indigenous communities. Creative research methods involving artistic practices—such as photovoice, journaling, digital storytelling, dance, and theatre—may have a place within these new approaches, but their applications have yet to be systematically explored. We conducted a scoping review of 36 international research studies literature on arts-based research with indigenous peoples. The majority of studies used photovoice and were conducted in Canada, USA, Australia, or New Zealand. We identify five primary fields in which arts-based methods may offer benefit to an indigenous research agenda: (a) participant engagement, (b) relationship building, (c) indigenous knowledge creation, (d) capacity building, and (e) community action. We propose several opportunities to further explore arts-based methods with indigenous peoples.
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Willet, Jennifer. "INCUBATOR Lab: Where Artists Collaborate with Life." Public 31, no. 59 (June 1, 2019): 46–55. http://dx.doi.org/10.1386/public.31.59.46_1.
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This article presents the research philosophies, artworks, and practices of INCUBATOR Lab, a bioart research and teaching facility at the School of Creative Arts, University of Windsor, Canada. Research/creation projects produced range from microbial artworks, interspecies performances, social practice projects, and textual analysis, to artworks that can only be seen with a microscope. The facility provides innovations in public engagement through (1) making daily bioart laboratory activities visible to online and local audiences; (2) serving as a gallery where artworks that are unable to leave the BSL2 laboratory setting can be safely displayed for audiences; and (3) providing a multimedia performing arts venue where seated audiences can view theatre and performance events that integrate BSL2 biotechnologies into multimedia storytelling and performance genres. INCUBATOR Lab is an institutional space, an artwork, an ecology, and a biosphere where human and non-human organisms collaboratively and co-dependently produce bioart research and creation.
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Cameron, Laura, Rhéa Rocque, Kailey Penner, and Ian Mauro. "Evidence-based communication on climate change and health: Testing videos, text, and maps on climate change and Lyme disease in Manitoba, Canada." PLOS ONE 16, no. 6 (June 10, 2021): e0252952. http://dx.doi.org/10.1371/journal.pone.0252952.
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Given the climate crisis and its cumulative impacts on public health, effective communication strategies that engage the public in adaptation and mitigation are critical. Many have argued that a health frame increases engagement, as do visual methodologies including online and interactive platforms, yet to date there has been limited research on audience responses to health messaging using visual interventions. This study explores public attitudes regarding communication tools focused on climate change and climate-affected Lyme disease through six focus groups (n = 61) in rural and urban southern Manitoba, Canada. The results add to the growing evidence of the efficacy of visual and storytelling methods in climate communications and argues for a continuum of mediums: moving from video, text, to maps. Findings underscore the importance of tailoring both communication messages and mediums to increase uptake of adaptive health and environmental behaviours, for some audiences bridging health and climate change while for others strategically decoupling them.
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Cavanaugh, Lindsay Sarah Marie. "Coming In/Out Together: Queer(ing) schools through stories of difference and vulnerability." Arbutus Review 7, no. 1 (August 8, 2016): 4. http://dx.doi.org/10.18357/tar71201615690.
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<p class="p1">Over the past few decades, Canada has implemented more equitable laws that delineate movement towards greater acceptance of gender and sexual minorities (e.g. Smith, 2008; Rayside, 2008). Despite these shifts, evidence suggests that public schools remain unsafe and non-affirming spaces for many people who identify as LGBTQ*. While efforts have been made to create safe(r) spaces for students who identify as LGBTQ*, primarily through anti-bullying policies, only a minority of Canadian schools have affirmatively recognized sexual and gender diversity in classroom learning. Some scholars assert that without accompanyingcurricular reform, anti-bullying work may promote a singular and dichotomized queer narrative: that to be LGBTQ* equates victimhood or resilience. This study — through a qualitative analysis of interviews with two English teachers, surveys from 30 Grade 10 students, and observations from a workshop with a Grade 10 class — explores the role of storytelling as a means for fostering queer-affirming spaces.</p>
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Pyne, Stephanie, Melissa Castron, Annita Parish, Peter Farrell, and Shawn Johnston. "Mapping for Awareness of Indigenous Stories." ISPRS International Journal of Geo-Information 11, no. 5 (April 30, 2022): 292. http://dx.doi.org/10.3390/ijgi11050292.
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Joseph Kerski has identified five converging global trends—geo-awareness, geo-enablement, geotechnologies, citizen science, and storytelling—which contribute to the increased relevance of geography for education and society. While these trends are discussed by Kerski in the context of the proliferating significance of geography in teaching and education, they also provide a useful lens for considering the increasing ubiquity of critical approaches to cartography both in general and in the context of teaching and education, where mapping can include participatory collaborations with individuals from a variety of knowledge communities and extend to the mapping of experiences, emotions, and Indigenous perspectives. In this paper, we consider these trends and related ideas such as Kerski’s “geoliteracy” and metaliteracy in light of some relatively current examples and in light of the evolution of research and teaching linked with a series of interrelated map-based projects and courses that take a multidimensional approach to teaching and learning about the Residential Schools Legacy in Canada.
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Brady, Miranda J. "Media Practices and Painful Pasts: The Public Testimonial in Canada's Truth and Reconciliation Commission." Media International Australia 149, no. 1 (November 2013): 128–38. http://dx.doi.org/10.1177/1329878x1314900114.
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From the 1870s through the 1990s, more than 150,000 First Nations, Inuit and Métis children were enrolled in government-funded, church-run Indian Residential Schools (IRS) in Canada. The schools reflected policies aimed at assimilating Aboriginal peoples into majority culture. Many Aboriginal children were forcibly removed from their homes and suffered physical, sexual and psychological abuses. As part of its Mandate, Canada's Truth and Reconciliation Commission (TRC) collects testimonials from residential school survivors in various mediated forms to create a historical record. This article explores the TRC's public statement-gathering process and the ways in which media practices shape and guide testimonials. It argues that the TRC encourages particular survivor narratives as it signals to speakers that they should anticipate the norms and uses of media and narrative guidelines. However, there is a layer of meta-narrative common in TRC statements, suggesting resistance to and subversion of the process. This article considers the nuances of First Nations testimonials against the backdrop of storytelling traditions.
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Siepak, Julia. "Storied Geographies: Settler Extractivism and Sites of Indigenous Resurgence in Cherie Dimaline’s Empire of Wild." Atlantis. Journal of the Spanish Association for Anglo-American Studies 44, no. 2 (December 23, 2022): 150–69. http://dx.doi.org/10.28914/atlantis-2022-44.2.08.
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This article offers a reading of Cherie Dimaline’s Empire of Wild (2019) that focuses on the novel’s poetics of space, which contests settler colonial extractive geographies. Adopting a strong Métis- and women’s perspective, Dimaline’s narrative explores the contemporary Métis condition, which is marked by dispossession and displacement under settler colonialism, and the precarity connected with rampant resource extraction in Canada. In order to tackle the tensions between settler- and Indigenous conceptualizations of space, I provide a brief overview of settler Canadian land politics, and describe the nation’s reliance on fossil fuels applying the concepts of petrostate and petroculture. By incorporating a Rogarou figure, a lupine monster in Métis stories, Dimaline embeds her novel within the traditional stories of her people, demonstrating their potential to critique and contest settler colonial geographies marked by extraction. The analysis approaches Indigenous storytelling as a strategy that resists dispossession and tackles the representation of Métis bodies as sites of resurgence.
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Hudoshnyk, Oksana, and Liliia Temchenko. "Discussion aspects of interdisciplinary interaction of journalism and oral history." Synopsis: Text Context Media 28, no. 2 (2022): 95–103. http://dx.doi.org/10.28925/2311-259x.2022.2.7.
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The article presents the context of modern scientific debates on the boundaries of interdisciplinarity. The subject of the study is the common procedure of the use of oral history practices in the mass media space. The oral history itself is changing rapidly under the pressure of digital platforms such as StoryCorps (USA), Listening Project (UK), The Story Project (Australia), and The Tale of a Town (Canada). Another key thing is the fact that the changes affected not only the technological process of archiving and dissemination of information but also the basic foundations of oral history, which is its methodology. The in-depth interview is replaced by the “rapid response collecting” method and historical storytelling. The purpose of the article is to outline the discussion field of the modern scientific discourse of the problem, to present the most significant interdisciplinary interaction using the example of world and Ukrainian media, namely: coverage of contradictory and ambiguous interpretations of historical facts; narrative; prolonged communication; multimedia and multiplatform. The research methods are traditional empirical methods of observation and description, as well as paradigmatic analysis of the functional features of oral history practices in journalism. Results of the research. Basic characterological directions proposed in the study allowed us to present the main points of discussion in various aspects: the use of oral historical materials, especially “hidden history” through the eyes of eyewitnesses, become an additional source of journalistic clarifications, investigations and expansion of the information agenda; addressing marginal themes of history, giving a voice to terrorist groups and participants in genocides poses extremely complex and ethically controversial questions to the audience; multimedia and multiplatform give new life to oral history information, while performance, theatre and participation are added to the usual practices of new media. The most expressive manifestation of changes in this interdisciplinary discourse is the practice of digital storytelling; its media use is illustrated by the BBC’s Capture Wales digital storytelling project. As part of the scientific discussion that has continued for the last few years, the issues of democratization of history, mass inclusion in digital archives, the creation of powerful social projects, and attempts to distance oral history as a separate discipline have been actualized. Moreover, it is recognized that, like any creative practice, interdisciplinarity remains a wide field for experimentation and creativity.
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Kraus, Daniel, Stephen Murphy, and Derek Armitage. "Ten bridges on the road to recovering Canada’s endangered species." FACETS 6 (January 1, 2021): 1088–127. http://dx.doi.org/10.1139/facets-2020-0084.
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Wildlife is declining around the world. Many developed nations have enacted legislation on endangered species protection and provide funding for wildlife recovery. Protecting endangered species is also supported by the public and judiciary. Yet, despite what appear as enabling conditions, wild species continue to decline. Our paper explores pathways to endangered species recovery by analyzing the barriers that have been identified in Canada, the United States, and Australia. We summarize these findings based on Canada’s Species at Risk Conservation Cycle (assessment, protection, recovery planning, implementation, and monitoring and evaluation) and then identify 10 “bridges” that could help overcome these barriers and bend our current trajectory of wildlife loss to recovery. These bridges include ecosystem approaches to recovery, building capacity for community co-governance, linking wildlife recovery to ecosystem services, and improving our storytelling about the loss and recovery of wildlife. The focus of our conclusions is the Canadian setting, but our findings can be applied in other national and subnational settings to reverse the decline of wildlife and halt extinction.
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Moola, Fiona J., Nivatha Moothathamby, Laura McAdam, Melinda Solomon, Robert Varadi, Diana Elizabeth Tullis, and Joe Reisman. "Telling My Tale: Reflections on the Process of Visual Storytelling for Children and Youth Living With Cystic Fibrosis and Muscular Dystrophy in Canada." International Journal of Qualitative Methods 19 (January 1, 2020): 160940691989891. http://dx.doi.org/10.1177/1609406919898917.
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Storytelling is perennial to the human condition. We all tell stories and we all bear witness to the stories of others. According to narrative scholars, only certain stories are valorized in contemporary culture, while others go unrecognized. The inability to recognize ourselves and identities in contemporary cultural narratives can contribute to the silencing and muting of certain lives and voices. Young people with life-shortening conditions, such as cystic fibrosis (CF) and muscular dystrophy (MD), are rarely afforded the opportunity to have their stories heard and affirmed in contemporary cultural spaces. In this article, we reflect on the methodological process of engaging in a study known as “Telling My Tale,” that is, a storybook study featuring narratives and artwork by young people with CF and MD. Funded by the Social Sciences and Humanities Research Council of Canada, we critically reflect upon the methodological lessons, advances, and innovations we have learned, including theoretical musings, the process of exhibiting some of the artwork in a public art gallery, challenges faced along the way, analytical conundrums, and the role of technology in artistic creation for participants with limited hand function. In so doing, we hope to further methodological and theoretical development and innovation in narrative and artistic traditions to better center the voices, lives, tales, and experiences of young people with life-shortening conditions.
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Monchalin, Renee, Sarah Flicker, Ciann Wilson, Tracey Prentice, Vanessa Oliver, Randy Jackson, June Larkin, Claudia Mitchell, Jean-Paul Restoule, and Native Youth Sexual Health Network. ""When you follow your heart, you provide that path for others": Indigenous Models of Youth Leadership in HIV Prevention." International Journal of Indigenous Health 11, no. 1 (June 30, 2016): 135. http://dx.doi.org/10.18357/ijih111201616012.
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<p>Cultivating and supporting Indigenous peer youth leaders should be an important part of Canada’s response to HIV. This paper examines how a group of Indigenous youth leaders took up the notion of leadership in the context of HIV prevention. Taking Action II was a community-based participatory action research project.<strong> </strong>Eighteen Indigenous youth leaders from across Canada were invited to share narratives about their passion for HIV prevention through digital storytelling. One-on-one semi-structured interviews were conducted with participants after they developed their digital stories, and then again several months later. A thematic analysis of the interviews was conducted to identify major themes. Youth identified qualities of an Indigenous youth leader as being confident, trustworthy, willing to listen, humble, patient, dedicated, resilient, and healthy. A number of key examples and challenges of youth leadership were also discussed. In contrast to individualized mainstream ideals,<strong> </strong>Indigenous youth in our study viewed leadership as deeply connected to relationships with family, community, history, legacies, and communal health.<strong> </strong></p>
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Bryant, Rachel. "Kinshipwrecking: John Smith’s adoption and the Pocahontas myth in settler ontologies." AlterNative: An International Journal of Indigenous Peoples 14, no. 4 (October 18, 2018): 300–308. http://dx.doi.org/10.1177/1177180118804279.
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John Smith’s Generall Historie of Virginia, New-England, and the Summer Isles (1624) canonized a settler colonial narrative activity that I call kinshipwrecking—a conventional mode of storytelling that destroys and moves to supplant traditional Indigenous kinship structures and obligations. Smith’s archetypal refusal of Indigenous kinship is arguably the most important element of his text, and yet it has been treated as an afterthought in most previous scholarship. His Historie depicts the process of colonization as a war between English patriarchal governance and Indigenous kinship systems—the latter of which are portrayed as power structures that must be infiltrated (through alliance or adoption) and exploited by the English and destroyed/transformed from within. The colony Smith wrote about is today remembered as the first permanent English settlement on Turtle Island, and Settlers in what some now call Canada and the USA continue to live their lives within the legacy of Smith’s archetypal and systematic rejection of Indigenous kinship. Using Mattaponi oral history as a counter narrative that both challenges and contextualizes Smith’s in/famous tale, this article considers the Settler mythology of Pocahontas and Wahunsenaca (Powhatan) through the lens of Indigenous customary or traditional adoption practices.
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Travica, Bob. "COVID 19 conspiracy theories in Canada: Evidence, verification, and implications for decision making." Journal of Economics and Management 44 (2022): 236–65. http://dx.doi.org/10.22367/jem.2022.44.10.
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Aim/purpose – The COVID-19 pandemic generated a new communication universe with numerous actors, including conspiracy theory (CT) promoters who spread skepti- cism about the authenticity of the pandemic and the necessity of health emergency regu- lations. This study explores the dissemination of COVID-19 conspiracy theories in Canada to create a model for verifying conspiracy theories, especially in the context of decision making. Design/methodology/approach – The study was transdisciplinary and it was composed of an empirical and a conceptual part. The first part used analysis of websites and social media, observation with participation for data collection, and standard content analysis for data analysis. The conceptual part used a philosophical inquiry and a framework on heuristics in decision making. Findings – The empirical part of the study established three types of conspiracy theory promoters and labeled these as Conspiracy Theory Mill, Busy Gunman, and Hyper Re- lay. The conceptual part of the study created a model for CT verification. The study extends conceptualizing of conspiracy theories by characterizing them as narratives based on arbitrary ontological assumptions, epistemic naïveté and flaws, and contorted and biased logic. These narratives represent a form of folkish storytelling and entertain- ment, which become dangerous in the state of a public health emergency. Research implications/limitations – The study has implications for research on con- spiracy theories and for the theory of decision making. The study’s insight into the Canadian conspiracy theory landscape is limited by the types of social contexts studied. The model for verifying a conspiracy theory, which the study developed, is still incipient in character and needs further validation. The model can be used in decision-making theory. Originality/value/contribution – The study confirms the literature on conspiracy theo- ries originating in the areas of psychology and cultural studies. Beyond just exhibiting characteristics reported in the literature, the discovered three types of conspiracy theory promoters may advance the corresponding typology research. The model for verifying a conspiracy theory may contribute to research on the nature of conspiratorial content as well as to decision-making theory. Practically, the three promoter types and the verifica- tion model can be used as part of a blueprint for identifying and controlling conspiracy theories. Decision-makers at large may benefit, including those in health institutions, government, business as well as lay people. Keywords: COVID-19, conspiracy theory, Canada, decision making. JEL Classification: D7, D8, I1
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Hillier, Sean Arthur, Eliot Winkler, and Lynn Lavallée. "Decolonising the HIV Care Cascade: Policy and Funding Recommendations from Indigenous Peoples Living with HIV and AIDS." International Journal of Indigenous Health 15, no. 1 (November 5, 2020): 48–60. http://dx.doi.org/10.32799/ijih.v15i1.34001.
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Indigenous Peoples in settler colonial nations, like Canada, continue to experience the intergenerational trauma, racism, socioeconomic disadvantages, and pervasive health disparities resulting from centuries of systemic oppression. Among these is the disproportionate burden of HIV in Canada’s Indigenous population, coupled with a lack of access to care and services. One method of assessing systems-level gaps is by using the HIV care cascade, whereby individuals are diagnosed, antiretroviral treatment is initiated, and viral suppression is achieved and maintained. The cascade, as it stands today, does not yield positive outcomes for Indigenous Peoples living with HIV. In order to close existing gaps, the authors sought to decolonise the HIV care cascade by rooting it in funding and policy recommendations provided directly by Indigenous Peoples living with HIV. This research presents 29 recommendations that arose when First Nations participants living with HIV partook in traditional storytelling interviews to share their life’s journey and offer suggestions for improving access to care and services. Said recommendations are to localize testing and diagnosis (while upholding confidentiality), improve access to culturally-appropriate care and services, provide targeted programming for Indigenous women and heterosexual men, and increase funding for provincial disability benefits; important steps in decolonising the HIV care cascade.
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Onodera, Noriko O. "Miwa Nishimura, Japanese/English code-switching: Syntax and pragmatics. (Berkeley insights in linguistics and semiotics, 24.) New York: Peter Lang, 1997. Pp. xx, 176. Hb $43.95." Language in Society 28, no. 3 (July 1999): 467–70. http://dx.doi.org/10.1017/s0047404599293062.
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This book reminds us that code-switching is not only a classic topic, but also an important and highly challenging one. In distinction from previous studies, this work reveals that a bilingual community of second-generation Japanese Canadians (Niseis), in Toronto, has three distinct types of bilingual speech: a basically Japanese variety, a basically English variety, and a mixed variety. Nishimura analyzes these three bilingual speech varieties and provides an answer to the fundamental question in code-switching: “Who speaks what language to whom, and on what occasions?” That is, this research ascribes the motivation of this variability to the “intended audience.” These Niseis choose the basically Japanese variety when they speak to native Japanese people; when they speak to fellow Niseis who have always lived in Canada, they choose the basically English variety; and when they speak to a group comprising both native Japanese and Niseis, they use the mixed variety, oscillating between Japanese and English. They switch among these codes even in the middle of storytelling. What is important here, for the bilingual speakers, is to address two questions: “Who is present in the audience of the ongoing conversational situation?”; and more specifically, “To whom is the current production of this utterance directed?”