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The transformative possibility of literary métissage: An action research report

Lynda Giguère, Laurie MacLeod, Judith McBride

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.

Keywords


action research; literary métissage; relational learning; teacher development

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