The transformative possibility of literary métissage: An action research report

Authors

  • Lynda Giguère l’Université de Québec à Montréal
  • Laurie MacLeod
  • Judith McBride

Keywords:

action research, literary métissage, relational learning, teacher development

Abstract

This report describes and exemplifies ongoing action research advancing an inquiry method with the potential to reveal evidence of individual and collective relational learning resulting from teacher professional development.  The method of literary métissage encourages the emergence and merging of voices, and may be appropriate for use in contexts other than schools.  The report traces the design, enactment and outcome of a workshop presented at the ALARA World Congress, 2018, in which participants concerned with transformative social change experienced the method's potential.  Participants' products, involvement in the validation of the project, and authors' reflections on modelling the method are shared.

Author Biographies

Lynda Giguère, l’Université de Québec à Montréal

I teach pre-service B.Ed. students at l’Université de Québec à Montréal.  Having taught different levels, languages and cultures has fed my professional and personal Self.   Transformative social change is what led me to ALARA.

Laurie MacLeod

I am a recently retired teacher who loves to travel and has been fortunate to teach in some amazing places.  I value lifelong learning, and am presently involved in learning through Action Research.

Judith McBride

In retirement, I continue self-study framed by my values because I believe in the possibility of change.  The ALARA World Congress 2018 experience was a wonderful opportunity to move our action research forward.

Published

2019-12-15