| Title | Braiding values and voice in teacher research through literary métissage |
| Publication Type | Journal Article |
| Year of Publication | 2018 |
| Authors | Charette, S, Giguère, L, Hubbard, N, Labrie, M, MacLeod, L, Mallet, D, McBride, J, Porco, S, Schellhase, D, Witczak, K |
| Refereed Designation | Refereed |
| Journal | Educational Journal of Living Theories |
| Volume | 11 |
| Start Page | 41 |
| Issue | 1 |
| Pagination | 41-74 |
| Date Published | 06/2018 |
| Type of Article | Living theory |
| ISSN | 2009-1788 |
| Abstract | In this article, the authors share their experience of teacher- research within a writing collective representing various education sectors, engaged in self-directed professional development. Our purpose is to explain, trace the evolution, and provide an example of an inquiry method, a process blending professional conversation, narrative inquiry and literary métissage. Our productions are representative of our individual and collective Selves (Firman & Gila, 2002), our desires and dilemmas, frustrations and fears, and our learning. Our unique voices are offered in individual, verbatim reflections and braided representations of our learning. We would suggest that this inquiry cycle - from problem to solution to problem - illustrates the merit of taking the risk of being publically self-critical within the safety of a learning community, while individual values and experiences merge into a confluence of values and knowledge. In addition, we hope to inform others, those in classrooms and community spaces, as well as those working in the academy, and at policy and management levels of schools with an interest in teacher professional development of the importance of understanding and supporting the experience of educators engaging in intentional, voluntary inquiry, and of challenges faced in such undertakings.
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