In this study, I focus on the experiences of self-identified quiet or silent female graduate students in order to understand the reasoning behind our classroom communication. I start by defining silence and continue by reviewing literature surrounding the topic of silence. Then, I focus on my own experiences autoethnographically to understand some of the ways I have come to understand my own experience as a silent student. I further conducted interviews with graduate student women to get a sense of their understanding of their own silence; I use the transcriptions of these interviews as the data for analysis. Because some of the women identified as teachers, they additionally offered suggestions for working with silent students. In the end, I argue that encouraging students to communicate is about the combination of a variety of teacher behaviors that encourage in-class communication.

This dissertation utilizes an autoethnographic methodology to explore experiences and memories from my own life, while applying a critical cultural and multidisciplinary lens to tell a story about how (un)learning is intertwined with living. By creating a story combining autobiographical elements, science fiction, and cultural critique, this work both draws the reader into reimagining what is possible (Dixon-Romån, 2017), while encouraging the reader to step outside of the conventional modes of academic learning, just as I did in writing it (Sousanis, 2015). This autoethnography includes five encounters inspired by Styres (2017) framework for centering indigeneity in learning (Adams & Jones, 2011; Ellis, 1995). Each encounter engages different embodied experiences (e.g. physical, cognitive, emotive, natural, and spiritual), and aligns it with personal memories that explore the realities and potentialities of trying to belong. This begins with my own self-identities and spirals outwards to include my role amongst various species, with others in society at large, across the planet, and in the Universe most broadly. Specifically, this research asks the question: what is it that I need to (un)learn to belong? This is just one story. It’s my story. So, while it is perhaps not broadly generalizable even for those individuals sharing pieces of my identities that often box us in, the knowledge produced through this type of critical and creative scholarship offers a generative path so “that others can take [it] in and use [it] for themselves… the kind of understanding that make[s] me want to do as well as understand” (Ellis, 2002, p. 401 & 404). By engaging and creatively analyzing content such as: my queerness, my settler colonial positionality, my whiteness, and my complicity in climate change I share the (un)learning I needed to start belonging better in this world. The fifth and final encounter attempts to share an experience of the spiritual all around us, all the time. By imagining a space where all beings are held sacred, it is my hope that we begin to see the possibilities of what we need to (un)learn to belong together.

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Using autoethnography, critical reflections and reflective and reflexive analyses, this thesis explores the personal and social effects of discrimination against Muslims in the popular news media in the aftermath of three major international terrorist attacks: the 9/11 attacks, the Charlie Hebdo attacks, and the Paris attacks in 2015. Moving through themes of loss, discrimination and exclusion, internalized oppression, resistance and hope, this thesis makes use of theories of oppression and social constructionism to gain a better understanding of how discrimination against Muslims in the news media has impacted and influenced my perceptions of self as a Muslim, and my Muslim identity. I believe that this thesis will provide a necessarily personal perspective on an issue that is highly complex, hidden and nuanced, in hopes of fostering a deeper and more empathetic understanding of the personal impacts of discrimination and oppression. / Thesis / Master of Social Work (MSW)

This autoethnographic study presents a narrative of my lifelong yearning to pursue the practice of magic while concurrently managing the frustrations of being a public elementary school teacher. This study also presents sets of facilitating factors that enabled me to surmount personal, professional, and sociocultural challenges to rekindle my direction and purpose in life. The research questions guiding this study include the following: 1) What are the multiple levels of influence that have contributed to my desire to be a magician and leave the teaching profession? ; and 2) In the interrelation of the above context, how do I reignite my artistic passion and purpose? Using the Bronfenbrenner model of human ecology, this study explores multiple levels of influence spanning those from a sociocultural perspective to those of an inter- and intrapersonal nature.

Abstract Framed within a wholly Indigenous paradigm - Gayanehsragowah - my dissertation is a counterstory constructed to engage colonialism in a decolonizing research and writing project. I chose story, an autoethnographic novel, as form to represent Indigenous reflexive method; a metaphoric text performed to unlock metaphor’s meaning, once known, I see through to and refract truth upon my own life story implicit within that text. To illustrate human potential for healing and self-change, I construct pedagogical relationship between lived experience and theoretical meaning in interlocking and entangled threads inseparable from form, not possible in conventional thesis organization. Tadoda:ho, the Great Law icon for transformation centers my inquiry into effects of cultural, social and political disconnection from Hodinohso:ni: systems; in particular, I examine historical unresolved grief carried both over the life span and across generations. I use Denzin’s approach to critical personal narrative, Ellis’s autoethnographic method and Richardson’s creative analytical practice to create an interpretive text comprised of short stories, poetry, conversations, dialogue, visual representation and layered accounts. My inquiry reveals Battiste’s transforming energy flux, which I call spirit, manifests in Indigenous language structures, and similar to Ellis’s evocative and analytical texts, once voiced through writing, creates change in the universe and in self. Critical reflection and representation of an Indigenous world in constant motion to renew livingness lends key knowledge that reconnection to ancestral histories, lands, and cultures restores Indigenous identity to resolve the trauma of historical grief. As Gayanehsragowah is performative healing narrative, my inquiry intends to add new knowledge of Indigenous story as form with power to inform self-change. / Thesis (Ph.D, Education) -- Queen's University, 2013-03-06 14:34:46.945

This thesis is an exploration of the phenomenon of energy healing told from the inner world of a healer. Briefly, this complementary and alternate medicine (CAM) modality involves the manipulation of subtle energy fields to affect health, something that I have known for over 15 years. Because energy healing is experienced differently by different people I chose to use autoethnography to capture and share my own personal understanding of this phenomenon. This methodology allowed me to delve into my intimate stories and experiences and through the writing process, I learnt more about energy healing than I had initially expected. In finding my personal voice and investigating the silence that has accompanied my relationship with this much maligned healing practice, I was able to explore the stories that had remained in the shadows: tales that had been influencing my relationship with this phenomenon for many years. This thesis also includes conversations that I had with my teachers and fellow healers. As I reflected on our discussions, I followed themes that appeared when we spoke and I discovered not only a deeper personal understanding of the phenomenon of energy healing, but a new profound awareness of myself. In the final presentation of this thesis, I have shared my discoveries as stories and anecdotes and I have surrounded these tales with my artwork. It is my hope that the colour and movement of my paint brush will help translate the emotions and sensations that I have known in places where words have trouble traversing. The experiential sense of knowing that speaks from my intimate perspective of this alternate healing modality comes from a private journey that is imbued with awe and wonder, stumbling and doubt, and an inspiring sense of connection - a perspective that is absent in the academic literature on energy healing. In sharing this inner world with my readers, I hope that my writing and my artwork have captured a small fragment of the elusive and esoteric nature of this phenomenon, something that for me exists in a place where there are no words.

Using personal narratives, this thesis theorizes the lived experiences of attempting to align one’s consumption choices with the principles of food sovereignty in a place like Victoria, BC. First, to provide a detailed summary of the problem, a thematic analysis is used to identify and describe the tensions that arise throughout this journey. Second, drawing on institutional ethnography (IE), this thesis explores the various ruling relations that coordinate the (mis)understanding of the political potential of food sovereignty. By critically and reflexively analyzing my personal experience of engaging with food sovereignty I will suggest how others who are entering the study of alternative food initiatives can be more effective in their engagement with such movements. Furthermore, I suggest potential ways for those who have a relatively good understanding of alternative food movements to engage more effectively with others who share an interest in these initiatives, but who perhaps lack the accessibility to academic literature and/or the knowledge of how to participate politically in such initiatives. When we are able to see our shared interests and political connections, we are able to build political alliances. This then creates the potential for transformational change in the current industrial food system to one that is socially just and environmentally sustainable. / Graduate / 2018

This study combines autoethnographies of the author‘s school experience with narratives of school experience as related by adult students who were not successful in school. The study evolved into a narrative exploration of notions of success and failure as they are conceptualized in school settings. Evaluative assessment experiences were examined as the seeds of the 'story of the self' that was planted in each of us as we reflected upon, and constructed through language, the social world of our school experiences through story. Various aspects of the power dynamics inherent in assessment processes are also examined in the context of the narratives. The placement of the adult students‘ narratives alongside the autoethnographies of the researcher reveals fascinating similarities and differences among the ways that each participant conceptualized his/her evaluative school experience. / Graduate

The movement of people and the fluxes of the world create complex topographies and destabilise the location of our homes. In this practice-based PhD, I explore the shifting sense of home that this manifests. The dramatic transformation of the boundaries of home that demarcates the borders between ‘here’ and ‘there’, “us” and ‘them’ is examined through an autoethnographically informed approach, which takes the researcher’s self as a medium as well as a source of research. Based on personal experience, the changing nature of ‘home’ is studied as it is anchored into the self, adopting an approach that studies the cultural through the personal. In this research, the methods of research are: strategies of observing, attending to the unsettling forces of the unfamiliar, documenting my personal responses on a daily basis, and unpacking some of the existing forms and practices that sustain ideas of belonging and proposing new forms of expression to this unhomely feeling. In this study, the objective is the study of the field (including the dissolving of the ground one is standing on) and the proposing new forms, new visions. This being the case, my methods come from the disciplines of autoethnography and art practice. Throughout my PhD, I aimed to negotiate the different means these two approaches work through their field that challenges the issues of representation, documentation and presentation in cultural inquiry. This thesis explores the transformation of the sense of home and my own sense of belonging based on personal experience. It is also a contribution to the discourse that has flourished between ethnography and contemporary art over the last two decades. The project is situated at the transdisciplinary site between artistic and ethnographic disciplines and reconsiders their mutual interest in the work of cultural inquiry. With a particular focus on the moment that inquiry meets its public, I explored other possibilities of “graphy” (writing) that conventionally translates as a descriptive, textual representation in ethnography. I strived to suggest alternative forms through the ways artistic inquiry work on its field that takes this moment of encounter as a crucial part of its process. Thus, the thesis is an account of these negotiations that complements the experiments in my art practice, through which I have explored the dialogue between the two distinctive approaches to inquiry.