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Friday, June 19 • 8:30am - 9:15am
CON10.04 - Metissage: Collaborative analysis of critical pedagogy in the classroom

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The objective of this 45-minute interactive session is to share our experiences using metissage as a collaborative research method, deepening our understanding of the complicated nature of enacting critical pedagogical ideals in practice (Ellsworth, 1989). Metissage is known as a literary artifact, a theoretical construct, a literary strategy, and a research praxis (Chambers, Hasebe-Ludt, Donald, Hurren & Leggo, 2008). Collective metissage “braids” multiple interpretations of experiences, and attempts to affirm rather than negate difference (Chambers et al., 2008). Metissage provides a site of resistance to discourses which attempt to totalize experiences (Zuss, 2012), and places the concept of multiple subjectivities front and centre, as the autobiographical writings of the authors are “braided” together to highlight multiplicity of experience. Using feminist, post-structural theory, the analysis interrogates the traditional concepts of teaching/learning, voice, and Truth, as multiple voices are highlighted and reveal a whole which is greater than its parts. In our session, the researchers will perform salient excerpts from the metissage, allowing participants to experience the subjective nature of the metissage. After the performance we will create a discussion space to engage participants in a conversation regarding our individual and collective insights of the process and the braid itself. Participants will have the opportunity to reflect on how the subjectivities illustrated in the analysis may be relevant and parallel similar experiences in their experiences with teaching and learning. Participants will leave the session with a new understanding of how to explore and examine the impacts of critical pedagogy within the classroom.

Friday June 19, 2015 8:30am - 9:15am PDT
Mackenzie Room

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