Narrative métissage: crafting empathy and understanding of self/other.
| dc.contributor.author | Simpkins, Sheila | |
| dc.contributor.supervisor | Hurren, Wanda | |
| dc.date.accessioned | 2012-04-30T22:38:24Z | |
| dc.date.available | 2012-04-30T22:38:24Z | |
| dc.date.copyright | 2012 | en_US |
| dc.date.issued | 2012-04-30 | |
| dc.degree.department | Dept. of Curriculum and Instruction | en_US |
| dc.degree.level | Doctor of Philosophy Ph.D. | en_US |
| dc.description.abstract | This dissertation documents an arts-based peace education doctoral study that employed narrative métissage as both a pedagogical and a research tool. The research question asks: Does practicing narrative métissage in an intra-conflict society foster empathy and understanding of self/other? This question is explored with a total of seven Arabic and Kurdish students representing both male and female genders and Muslim and Christian faiths. All the participants were in their second year of study in a two-year English preparatory program at the University of Kurdistan-Hawler, (UKH) in Erbil, Kurdistan, Iraq. The students wrote autobiographical narratives around the theme of “Boundaries,” then participated in workshop forums sharing and weaving their individual narratives together into a longer text—the métissage—and afterwards performed their métissage. The researcher has also woven her own personal narrative of living, teaching, and carrying out research at UKH in Kurdistan, Northern Iraq into the fabric of the dissertation. The participants’ and the researcher’s experiences and insights are documented through autobiographical and story-telling genres in the data representation. The key contributions of this research are practical, theoretical, and methodological. Practically, this research contributes to peace education initiatives in intractable conflict societies, which is an under- researched and under-reported area within peace education studies. Narrative métissage has obvious application as a peace education initiative and as a curricular vehicle for teaching, discussing, and healing around social justice issues in the classroom, however it has not been explored as such. This research contributes to the dialogue of social justice pedagogy. Theoretically, this research contributes to the area of arts-based learning and the power that writing and sharing autobiographical stories has in awakening to self/other, stimulating collective knowledge construction and empowering individual and collective change. The research employs narrative métissage both as a pedagogical tool and a research tool and by doing so lays new ground in terms of methodology. | en_US |
| dc.description.scholarlevel | Graduate | en_US |
| dc.identifier.uri | http://hdl.handle.net/1828/3961 | |
| dc.language | English | eng |
| dc.language.iso | en | en_US |
| dc.rights.temp | Available to the World Wide Web | en_US |
| dc.subject | narrative métissage | en_US |
| dc.subject | life-writing | en_US |
| dc.subject | arts-based research | en_US |
| dc.subject | curriculum and instruction | en_US |
| dc.subject | peace education | en_US |
| dc.subject | social justice pedagogy | en_US |
| dc.title | Narrative métissage: crafting empathy and understanding of self/other. | en_US |
| dc.type | Thesis | en_US |