WHITEMUD: A NARRATIVE INQUIRY INTO THE EXPERIENCE OF SELF-IDENTIFYING MÉTIS EDUCATORS
Roy, Kristian T 1984-
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This narrative inquiry explores lived life experiences of two Métis educators and the role their culture had in their identity as teachers. The research wonders of this thesis asked the following questions: What role did the Métis culture have in shaping your identity? How does your cultural identiy affect your role as a student, as a teacher, and as an administrator? What are some challenges did you face as Métis people in an educational context (as students, teachers, and administrators)? Derived from individual semi-structured interviews ranging from 45 minutes to one hour, a narrative account of each teacher is presented and their storied lives are inquired into within the three dimensional inquiry space, defined to include the three commonplaces that are essential to narrative inquiry: temporality, sociality, and place (Clandinin & Connelly, 2000). In this research, the participants shared their experiences while I analyzed their stories in the larger context of Métis identity and considered several strands: curriculum, relationality, poverty, and cleanliness. The strands arose from analysis of the conversations and are followed by discoveries and future implications in regards to Métis teacher identity. Discoveries include a need for the revitalization of the Michif language, immersion of Métis culture into the curriculum, and the uniqueness of the Métis culture. Future implications include a further investigation into the effects of anxiety and nervousness from colonization, as well as continued study of the Métis culture as it evolves moving forward.
DegreeMaster of Education (M.Ed.)
CommitteeMurphy, Shaun; MacKay, Gail; Steinhauer, Evelyn
Copyright DateNovember 2019
Métis identity, curriculum, relationality, assimilation, colonialism, cognitive imperialism