Making Space: Reading the Truth and Reconciliation Commission of Canada's Report in and Beyond the Classroom through Practice-Based Research

In a graduate-level Digital Storytelling course in the Department of Communication at the Université de Montréal, the first project I assign is called a “Collective Experimental Story.” The intention of this project is to introduce students to collaborative storytelling and to explore a platform tha...

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Published in:Performance Matters
Main Authors: Doonan, Natalie, Bouvelle, Sara, Issa, Gaëlle, Villarreal Herrera, Mariana
Format: Text
Language:English
Published: Institute for Performance Studies, Simon Fraser University 2023
Subjects:
Online Access:http://id.erudit.org/iderudit/1102384ar
https://doi.org/10.7202/1102384ar
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spelling fterudit:oai:erudit.org:1102384ar 2023-08-27T04:09:28+02:00 Making Space: Reading the Truth and Reconciliation Commission of Canada's Report in and Beyond the Classroom through Practice-Based Research Doonan, Natalie Bouvelle, Sara Issa, Gaëlle Villarreal Herrera, Mariana 2023 http://id.erudit.org/iderudit/1102384ar https://doi.org/10.7202/1102384ar en eng Institute for Performance Studies, Simon Fraser University Érudit Performance Matters vol. 9 no. 1-2 (2023) http://id.erudit.org/iderudit/1102384ar doi:10.7202/1102384ar ©, 2023NatalieDoonan, SaraBouvelle, GaëlleIssa, MarianaVillarreal Herrera text 2023 fterudit https://doi.org/10.7202/1102384ar 2023-08-05T23:13:22Z In a graduate-level Digital Storytelling course in the Department of Communication at the Université de Montréal, the first project I assign is called a “Collective Experimental Story.” The intention of this project is to introduce students to collaborative storytelling and to explore a platform that enables participatory forms of presentation and co-creation. I enter into this experimental process with students. In Fall 2021, I proposed that the project respond to the Truth and Reconciliation Reading Challenge. From 2008 to 2015, Canada’s Truth and Reconciliation Commission produced a report documenting the history and ongoing impacts of the country’s residential school system on First Nations. This report includes 94 Calls to Action, including a call for teachers at all levels to address these histories and their effects in the classroom. Students in my course were excited by this proposal. Over the first seven weeks of the course, we read the report, defined the objective and approach of our project, conducted research and development to identify a suitable platform, and divided tasks. We used Gather Town—an online meeting platform that boasts an old-school pixelated video game interface—to stage a live event. The goal was to share what we had learned and to open space for dialogue. Participants circulated as avatars in our simulated spaces. In this article, four of us who were involved in the project describe our practice-based research process. Text First Nations Érudit.org (Université Montréal) Performance Matters 9 1-2 11 30
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description In a graduate-level Digital Storytelling course in the Department of Communication at the Université de Montréal, the first project I assign is called a “Collective Experimental Story.” The intention of this project is to introduce students to collaborative storytelling and to explore a platform that enables participatory forms of presentation and co-creation. I enter into this experimental process with students. In Fall 2021, I proposed that the project respond to the Truth and Reconciliation Reading Challenge. From 2008 to 2015, Canada’s Truth and Reconciliation Commission produced a report documenting the history and ongoing impacts of the country’s residential school system on First Nations. This report includes 94 Calls to Action, including a call for teachers at all levels to address these histories and their effects in the classroom. Students in my course were excited by this proposal. Over the first seven weeks of the course, we read the report, defined the objective and approach of our project, conducted research and development to identify a suitable platform, and divided tasks. We used Gather Town—an online meeting platform that boasts an old-school pixelated video game interface—to stage a live event. The goal was to share what we had learned and to open space for dialogue. Participants circulated as avatars in our simulated spaces. In this article, four of us who were involved in the project describe our practice-based research process.
format Text
author Doonan, Natalie
Bouvelle, Sara
Issa, Gaëlle
Villarreal Herrera, Mariana
spellingShingle Doonan, Natalie
Bouvelle, Sara
Issa, Gaëlle
Villarreal Herrera, Mariana
Making Space: Reading the Truth and Reconciliation Commission of Canada's Report in and Beyond the Classroom through Practice-Based Research
author_facet Doonan, Natalie
Bouvelle, Sara
Issa, Gaëlle
Villarreal Herrera, Mariana
author_sort Doonan, Natalie
title Making Space: Reading the Truth and Reconciliation Commission of Canada's Report in and Beyond the Classroom through Practice-Based Research
title_short Making Space: Reading the Truth and Reconciliation Commission of Canada's Report in and Beyond the Classroom through Practice-Based Research
title_full Making Space: Reading the Truth and Reconciliation Commission of Canada's Report in and Beyond the Classroom through Practice-Based Research
title_fullStr Making Space: Reading the Truth and Reconciliation Commission of Canada's Report in and Beyond the Classroom through Practice-Based Research
title_full_unstemmed Making Space: Reading the Truth and Reconciliation Commission of Canada's Report in and Beyond the Classroom through Practice-Based Research
title_sort making space: reading the truth and reconciliation commission of canada's report in and beyond the classroom through practice-based research
publisher Institute for Performance Studies, Simon Fraser University
publishDate 2023
url http://id.erudit.org/iderudit/1102384ar
https://doi.org/10.7202/1102384ar
genre First Nations
genre_facet First Nations
op_relation Performance Matters
vol. 9 no. 1-2 (2023)
http://id.erudit.org/iderudit/1102384ar
doi:10.7202/1102384ar
op_rights ©, 2023NatalieDoonan, SaraBouvelle, GaëlleIssa, MarianaVillarreal Herrera
op_doi https://doi.org/10.7202/1102384ar
container_title Performance Matters
container_volume 9
container_issue 1-2
container_start_page 11
op_container_end_page 30
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