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University of Minnesota

1. McManimon, Shannon. Storying Literacies, Reimagining Classrooms: Teaching, Research, and Writing as Blurred Translating.

Degree: PhD, Education, Curriculum and Instruction, 2014, University of Minnesota

I theorize teaching and researching as practices of "blurred translating" that center antioppressive education (Kumashiro, 2002) and storytelling (e.g., Frank, 2010; Zipes, 1995, 2004). Based in listening, research and teaching as blurred translating are relational, contextual, and ongoing processes oriented toward transformation and justice that simultaneously recognize what connects us as humans and the separations between us. In this dissertation, I examine this unfinished (Freire, 1998a) metaphor before and after generating data as a participant-observer (using critical ethnographic methods [Madison, 2005]) in a 2012-13 sixth-grade classroom that participated in the weekly Neighborhood Bridges critical literacy and creative drama program. My work there blurred distinctions between teaching, research, and writing, and I utilized writing as my methodology of meaning-making (e.g., Colyar, 2009; Richardson, 2003) to juxtapose multivoiced genres of texts and contexts. Using story and theatre, Neighorhood Bridges attempts to reimagine classrooms as spaces for students to experiment with experiences through playing with words, ideas, and each other. In particular, I explore how these sixth-graders successfully transformed an oral (re)telling of Hermynia Zur Mühlen's story "The Servant" into a play performed in front of schoolmates and family members. Using ideas of counternarrative (e.g., Delgado, 1989) and contexts of identity and production, I also trace and theorize the contested participation of one student, Da'uud, who wasn't at the performance because he had declared their work "too boring now." Thinking with "The Servant" highlighted the intertwined success and mess of the students' individual and collective labor: how students worked – or did not or could not – to become storytellers of their own lives who changed stories and communicated meaning; how they collaborated or did not; and how they utilized tools to (re)tell stories. The success of a Bridges classroom requires risk; humor and imagination; deep listening and abilities to (re)tell stories; student production and ownership of stories and knowledge; and play as both noun and verb. Telling stories such as these as blurred translators in teaching and research can enable the collaborative pedagogical work of creating new – albeit messy and always ongoing – antioppressive educational storylines.

Subjects/Keywords: antioppressive education; critical literacy; pedagogy; story; storytelling; writing as methodology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

McManimon, S. (2014). Storying Literacies, Reimagining Classrooms: Teaching, Research, and Writing as Blurred Translating. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/181781

Chicago Manual of Style (16th Edition):

McManimon, Shannon. “Storying Literacies, Reimagining Classrooms: Teaching, Research, and Writing as Blurred Translating.” 2014. Doctoral Dissertation, University of Minnesota. Accessed January 23, 2020. http://hdl.handle.net/11299/181781.

MLA Handbook (7th Edition):

McManimon, Shannon. “Storying Literacies, Reimagining Classrooms: Teaching, Research, and Writing as Blurred Translating.” 2014. Web. 23 Jan 2020.

Vancouver:

McManimon S. Storying Literacies, Reimagining Classrooms: Teaching, Research, and Writing as Blurred Translating. [Internet] [Doctoral dissertation]. University of Minnesota; 2014. [cited 2020 Jan 23]. Available from: http://hdl.handle.net/11299/181781.

Council of Science Editors:

McManimon S. Storying Literacies, Reimagining Classrooms: Teaching, Research, and Writing as Blurred Translating. [Doctoral Dissertation]. University of Minnesota; 2014. Available from: http://hdl.handle.net/11299/181781


University of Ottawa

2. Cuerden, Barbara. Art, Nature and the Virtual Environment: Three strands of a narrative inquiry written around a schoolyard garden as a collection of "events" .

Degree: 2010, University of Ottawa

Working with an organization outside the public school system that was creating schoolyard gardens, I began to think about culture and cultivation inside and outside of schooling practices. The liveliness of the schoolyard gardens presented possibilities for enlivening educational discourses. With two participants I planted a container box schoolyard garden outside Lamoureux Hall, which houses the Faculty of Education. Utilizing aspects of place-based pedagogy, ecoliteracy, ecopedagogy and a metissage of a/r/tography, eco-art and writing as a method of inquiry, we tended the garden and dwelled upon ideas of nature, culture, and their intersection in a particular place. Our garden experiences left cyber footprints in virtual space as blog spots on a thesis blog site. The garden and the inquiry it generated outside,is brought back inside the education building as a Master's thesis. The garden grew in different and unpredictable ways due to intense construction on site, entwining the planter boxes with unseen variables.

Subjects/Keywords: ecopedagogy; environmental education; place-based pedagogy; ecoliteracy; participatory paradigm; arts-based methodology; arts-based education; living pedagogy; outdoor education; thesis blog; Michel Serres; writing as a method of inquiry; research on place and space; a/r/tography; resilience alliance; David Jardine; Center for Ecoliteracy; resilience; teaching for emergence; research in art, nature and the environment; food security; eco-art; ecotherapy; schoolyard gardens; sustainable education; teaching towards emergence

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Cuerden, B. (2010). Art, Nature and the Virtual Environment: Three strands of a narrative inquiry written around a schoolyard garden as a collection of "events" . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/19679

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Cuerden, Barbara. “Art, Nature and the Virtual Environment: Three strands of a narrative inquiry written around a schoolyard garden as a collection of "events" .” 2010. Thesis, University of Ottawa. Accessed January 23, 2020. http://hdl.handle.net/10393/19679.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Cuerden, Barbara. “Art, Nature and the Virtual Environment: Three strands of a narrative inquiry written around a schoolyard garden as a collection of "events" .” 2010. Web. 23 Jan 2020.

Vancouver:

Cuerden B. Art, Nature and the Virtual Environment: Three strands of a narrative inquiry written around a schoolyard garden as a collection of "events" . [Internet] [Thesis]. University of Ottawa; 2010. [cited 2020 Jan 23]. Available from: http://hdl.handle.net/10393/19679.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cuerden B. Art, Nature and the Virtual Environment: Three strands of a narrative inquiry written around a schoolyard garden as a collection of "events" . [Thesis]. University of Ottawa; 2010. Available from: http://hdl.handle.net/10393/19679

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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