Relevant bibliographies by topics / Storywork

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Storywork'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Storywork"

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Atalay, Sonya. "Braiding Strands of Wellness." Public Historian 41, no. 1 (February 1, 2019): 78–89. http://dx.doi.org/10.1525/tph.2019.41.1.78.

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Drawing on Anishinabe concepts of holistic health and well-being, this article explores ways that repatriation of ancestral remains and cultural items can contribute to healing and well-being in Indigenous communities. The focus is on “Indigenous storywork” and embodied practices amongst those who are engaged in reclaiming ancestral remains and cultural items, with examples from the author’s experience in repatriation, reburial, and reclaiming cultural heritage. The author describes her work developing a graphic narrative about repatriation as a method of storywork. She describes her use of comics and other storywork practices in teaching, and as a means of bringing Indigenous teaching and learning practices into higher education.
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Rogers Stanton, Christine. "Survivance storywork: Expecting more from ourselves." Theory & Research in Social Education 48, no. 1 (October 17, 2019): 146–52. http://dx.doi.org/10.1080/00933104.2019.1678329.

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Randall, William. "Storywork: Autobiographical learning in later life." New Directions for Adult and Continuing Education 2010, no. 126 (June 15, 2010): 25–36. http://dx.doi.org/10.1002/ace.369.

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Wasilik, Tina. "Honouring Inuit Women’s Educational and Employment Experiences through Indigenous Storywork Methodology." Alberta Academic Review 4, no. 1 (July 5, 2021): 11. http://dx.doi.org/10.29173/aar118.

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The legacy of the Arctic Residential School system is still present in Nunavut education today. Inuit in Nunavut continue to receive a westernized education that does not fully encompass traditional Inuit learning principles. However, a group of Inuit women, enrolled in a Northern College Early Childhood Education (ECE) Diploma Program from 2015-2017, uniquely blended a child-centred educational approach with traditional Inuit learning methods. Through the Inuit women’s practicum placements completed at a preschool, they developed self-confidence and a skill set that led to their employment and self-reliance. The Oxford dictionary defines self-reliance as “the ability to do or decide things by yourself, rather than depending on other people for help” (Oxford University Press 2021). This definition does not fully capture the essence of self-reliance from Inuit women’s perspectives. Their self-reliance is greatly tied to a combination of domestic work, wage work, and land-related work that forms a unique framework to capture the specificity of northern women’s self-reliance. My research study will explore the personal experiences of these Inuit women graduates. The study intends to inform institutional decision-making, determine how to best support the Inuit women’s educational access and success, contribute to the scholarly work in the field of education and advance future Inuit training and employment initiatives. My research questions are: What does self-reliance look like from an Inuit woman’s point of view? How did participating in the 2015-2017 ECE Diploma Program influence the Inuit women’s lives? Indigenous Storywork is grounded in Indigenous Research Framework (Lavallée 2009) which allows for connections between people, their ancestors, and the natural world. Indigenous Storywork guides my study theoretically and methodologically. I will use Storywork to engage in holistic meaning-making that involves the heart (emotions), mind (intellect), body (physical actions), and spirit (spirituality) (Archibald et al. 2019). Storywork is essentially a three-part framework: story-making, storytelling, and connecting with specific cultures and peoples experiences through stories (Archibald et al. 2019). This framework honours distinctive traditional Inuit knowledge and these Inuit women’s holistic identity regarding their relationships with themselves, family, community, land, environment, and the wider society. Indigenous Storywork methodology creates space for my participants to share dreams, visions, spiritual encounters, and lived experience stories through interviews. My research honours the Storywork of Inuit women through their culturally responsive and unique educational opportunities.
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McCarty, Teresa L., Sheilah E. Nicholas, Kari A. B. Chew, Natalie G. Diaz, Wesley Y. Leonard, and Louellyn White. "Hear Our Languages, Hear Our Voices: Storywork as Theory and Praxis in Indigenous-Language Reclamation." Daedalus 147, no. 2 (March 2018): 160–72. http://dx.doi.org/10.1162/daed_a_00499.

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Storywork provides an epistemic, pedagogical, and methodological lens through which to examine Indigenous language reclamation in practice. We theorize the meaning of language reclamation in diverse Indigenous communities based on firsthand narratives of Chickasaw, Mojave, Miami, Hopi, Mohawk, Navajo, and Native Hawaiian language reclamation. Language reclamation is not about preserving the abstract entity “language,” but is rather about voice, which encapsulates personal and communal agency and the expression of Indigenous identities, belonging, and responsibility to self and community. Storywork – firsthand narratives through which language reclamation is simultaneously described and practiced – shows that language reclamation simultaneously refuses the dispossession of Indigenous ways of knowing and refuses past, present, and future generations in projects of cultural continuance. Centering Indigenous experiences sheds light on Indigenous community concerns and offers larger lessons on the role of language in well-being, sustainable diversity, and social justice.
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Gough, M. "Indigenous Storywork: Educating the Heart, Mind, Body, and Spirit." Oral History Review 38, no. 2 (September 1, 2011): 382–85. http://dx.doi.org/10.1093/ohr/ohr081.

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Collins, David. "Women roar: ‘The women’s thing’ in the storywork of Tom Peters." Organization 19, no. 4 (May 24, 2011): 405–24. http://dx.doi.org/10.1177/1350508411408173.

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Stanton, Christine Rogers, Brad Hall, and Lucia Ricciardelli. "Cross-Cultural Digital Storywork: A Framework for Engagement with/in Indigenous Communities." Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 2, no. 1 (July 29, 2017): 247–66. http://dx.doi.org/10.15402/esj.v2i1.209.

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While Indigenous peoples have long urged attention to Six Rs (respect, relevance, reciprocity, responsibility, relationality, and representation) that are important to community-engaged work, application of these principles has been sporadic within the filmmaking industry. Many Indigenous communities do not have the technical expertise and/or resources needed to support professional quality audiovisual production. As a result, they rely on predominantly White filmmakers from beyond the community. Unfortunately, mainstream filmmaking practices have historically demonstrated a disregard for Indigenous ways of knowing, and a scarcity of meaningful relationships between filmmakers and community members has further contributed to a legacy of insensitive filmmaking within Indigenous contexts. In addition, internet-based distribution of cultural content raises questions about post-production sovereignty. In this project, Tribal College (TC) students and faculty partnered with students and faculty from a Predominantly White Institution (PWI) to develop culturally sustaining and revitalizing documentaries using storywork, digital storytelling, ethnocinema, and community-centered participatory research. Throughout the Digital Histories Project, TC participants gained technical expertise, PWI participants learned about culturally sustaining/revitalizing filmmaking, and faculty leaders identified ways to support use of the Six Rs within social science, history, and teacher education. Results offer methodological and pedagogical insights for scholars, educators, tribal leaders, and filmmakers.
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Nicol, Cynthia, Jo-ann Archibald, and Jeff Baker. "Designing a model of culturally responsive mathematics education: place, relationships and storywork." Mathematics Education Research Journal 25, no. 1 (November 18, 2012): 73–89. http://dx.doi.org/10.1007/s13394-012-0062-3.

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Parent, Amy. "Visioning as an Integral Element to Understanding Indigenous Learners’ Transition to University." Canadian Journal of Higher Education 47, no. 1 (April 27, 2017): 153–70. http://dx.doi.org/10.47678/cjhe.v47i1.186168.

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This article focuses on high school to university transitions for Indigenous youth at universities in British Columbia, Canada. The study is premised on an Indigenous research design, which utilizes the concept of visioning and a storywork methodology (Archibald, 2008). The results challenge existing institutional and psychological approaches to transitions in revealing that they are deeply impacted by a variety of lived experiences and that a visioning process is vital to Indigenous youths’ participation in university. The paper concludes with implications for practitioners working in educational and Aboriginal community-based settings.
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Dissertations / Theses on the topic "Storywork"

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Sundin, Jessika. "The Expanding Storyworld : An Intermedial Study of the Mass Effect novels." Thesis, Stockholms universitet, Institutionen för kultur och estetik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-166920.

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This study investigates the previously neglected literary phenomenon of game novels, a genre that is part of the increasing significance that games are having in culture. Intermedial studies is one of the principal fields that examines these types of phenomena, which provides perspectives for understanding the interactions between media. Furthermore, it forms the foundation for this study that analyses the relation between the four novels by Drew Karpyshyn (Mass Effect: Revelation, 2007; Mass Effect: Ascension, 2008; Mass Effect: Retribution, 2010) and William C. Dietz (Mass Effect: Deception, 2012), and the Mass Effect Trilogy. Differences and similarities between the media are delineated using semiotic theories, primarily the concepts of modalities of media and transfers of media characteristics. The thesis further investigates the narrative discourse, and narrative perspectives in the novels and how these instances relate to the transferred characteristics of Mass Effect. Ultimately, the commonly transferred characteristic in the novels is the storyworld, which reveals both differences and similarities between the media. Regardless of any differences, the similarities demonstrate a relationship where the novels expand the storyworld.
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Hutten, Rebekah. ""You Spun Gold Out of This Hard Life": Feminist Worldmaking Practices in the Transmedia Storyworld of Beyoncé's Lemonade." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/38194.

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This thesis examines the ways in which Beyoncé Knowles-Carter’s 2016 album Lemonade works as a culturally significant text in the realm of popular media. Situated within Black feminist theoretical concepts of freedom practices and Black Feminist Love Politics, the thesis argues that Lemonade mobilizes stylistic and strategic intertextual references to develop a transmedia storyworld within a paradigm of resistance to, and healing from, white supremacist histories. Such intertextual information exists within the musical, lyrical, visual, poetic, and transmedia domains of Lemonade. The transmedia extensions include interviews, live performances, speeches, social media posts, and photoshoots. Combined with theories from Black feminist thought of freedom practices—which include talking back (bell hooks 1989), dark sousveillance (Simone Browne 2015), and interruptions to whiteness (DiAngelo 2011)— and Black Feminist Love Politics (Jennifer Nash 2013), the intertextual data present in Lemonade can be analyzed using methodologies from the field of popular musicology (intertextuality and mediality).
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Hitchin, Linda. "Technological uncertainties and popular culture." Thesis, Brunel University, 2002. http://bura.brunel.ac.uk/handle/2438/5247.

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This thesis is an inquiry into possibilities and problems of a sociology of translation. Beginning with a recognition that actor network theory represents a sociological account of social life premised upon on recognition of multiple ontologies, interruptions and translations, the thesis proceeds to examine problems of interpretation and representation inherent in these accounts. Tensions between sociological interpretation and social life as lived are examined by comparing representation of nonhuman agency in both an actor-network and a science fiction study of doors. The power identified in each approach varies from point making to lying. A case is made for considering fictional storytelling as sociology and hence, the sociological value of lying. It is by close examination of a fictional story that this study aims to contribute to a sociology of translation. The greater part of the thesis comprises an ethnographic study of a televised children's story. Methodological issues in ethnography are addressed and a case is made for a complicit and multi-site ethnography of story. The ethnography is represented in two particular forms. Firstly, and unusually, story is treated as a Storyworld available for ethnographic study. An actor network ethnography of this Storyworld reveals sociologically useful similarities and differences between fictional Storyworld and contemporary, social life. Secondly, story is taken as a product, a broadcast television series of six programmes. An ethnography of story production is undertaken that focuses attention on production performances, hidden storytellers and politics of authorship. Story is revealed as an unfinished project. A prominent aspect of this thesis is a recognition that fictional storytelling both liberates and constrains story possibilities. This thesis concludes that, in addressing critically important tensions in sociological representation, fictional stories should be included in sociological literature as studies in their own right.
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Contartesi, Felipe. "Uma análise do universo ficcional de Doctor Who e de seus arquétipos centrais." Universidade Federal de São Carlos, 2017. https://repositorio.ufscar.br/handle/ufscar/9350.

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Submitted by Alison Vanceto (alison-vanceto@hotmail.com) on 2017-09-27T14:02:49Z No. of bitstreams: 1 DissFC.pdf: 4030722 bytes, checksum: a2539cbf1a291b112cbba383a2fcd43d (MD5)
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Doctor Who, a British series created and produced by the BBC since 1963 has been devoted as one of the oldest and most successful series of fiction for television. The series has set its course and achieved cult status, becoming the success it is today with an extensive amount of episodes and seasons and a large expansion of its narrative universe to other media such as movies, comics, literature, digital and analog games. The expansion of a work brings a series of obstacles, a vast narrative maintained for so long and in so many media, undergoes several changes with the passage of time, the fans can also change or have different expectations. Nevertheless some series like Doctor Who, manage to remain firm and coherent over time. These series can find and construct a solid identity that is interesting and acceptable to its fans, this identity is related to the archetypes of the fictional universe of the series and is what often guides the narrative direction and the migration of this narrative to other media, this study aimed to analyze and punctuate the elements that define this identity of Doctor Who and how this can contribute to the production and study of vast transmedia narratives.
A série britânica, Doctor Who, criada e produzida pela BBC desde 1963 se consagrou como uma das mais antigas e bem-sucedidas séries de ficção para a televisão. Doctor Who trilhou seu caminho e atingiu o status cult se tornando o sucesso que é hoje, com uma extensa quantidade de episódios e temporadas, e uma grande expansão de seu universo narrativo para outras mídias como o cinema, os quadrinhos, a literatura, os jogos digitais e analógicos. A expansão de uma obra traz uma série de obstáculos, já que uma vasta narrativa mantida por tanto tempo e em tantas mídias sofre várias mudanças de modo que seus fãs também podem mudar ou passar a ter expectativas diferentes das iniciais. Apesar disso, algumas séries como Doctor Who, conseguem, ao longo do tempo, se manter firmes e coerentes de modo a encontrar e construir uma identidade sólida, o que é interessante e aceitável para seus fãs. Além disso, essa identidade tem relação com os arquétipos do universo ficcional da série, sendo, muitas vezes, o que norteia o direcionamento narrativo e a migração dessa narrativa para outras mídias. Este estudo teve como objetivo analisar e elencar quais são os arquétipos centrais que definem essa identidade, no caso, da série Doctor Who, e como isso pode contribuir para a produção e o estudo de vastas narrativas transmídia, ajudando na compreensão dos arquétipos centrais de universos ficcionais tendo como foco a construção e expansão dessas narrativas.
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NEGRI, ERICA. "OLTRE IL FRANCHISE. TRANSMEDIA STORYTELLING FRA NARRAZIONE E PRATICA DISTRIBUTIVA NELL'ERA DIGITALE DELLA CONVERGENZA." Doctoral thesis, Università Cattolica del Sacro Cuore, 2015. http://hdl.handle.net/10280/6169.

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I processi di digitalizzazione e convergenza hanno avuto un forte impatto sulle modalità di produzione, distribuzione e fruizione dei contenuti audiovisivi. Ma tale impatto non si è limitato ai suddetti ambiti. Fenomeni come il transmedia storytelling, le narrazioni distribuite, l’intertestualità, l’ibridazione delle forme discorsive, l’integrazione di elementi di game-playing all’interno di strutture narrative tradizionalmente lineari, e la crescente rilevanza del world-building all’interno del processo creativo di una storia dimostrano che il cambio di paradigma non sta avvenendo solo a livello delle strutture economiche, produttive e comunicative, ma anche a livello narratologico. Scopo di questa ricerca è mappare tale cambio di paradigma, approfondendo in modo particolare l’emergere delle forme narrative transmediali.
The processes of digitalization and media convergence have had a major impact on the procedures of production, distribution and reception of audiovisual content. However, the impact has not been limited to those areas. The emergence of cultural phenomena such as transmedia storytelling, distributed narratives, intertextuality, the hybridization of forms of discourse, the integration of elements of game-playing within the traditionally linear narrative structures, and the growing importance of world-building within the story development process attest that the paradigm shift is not only occurring at an economical, industrial and communicational level, but also at a narratological one. The aim of this research is to map this paradigm shift, with particular focus on the emergence of transmedia narrative forms.
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Gonzalez, Christopher Thomas. "Hospitable Imaginations: Contemporary Latino/a Literature and the Pursuit of a Readership." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1343808330.

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Heuer, Thomas. "Plotting Horror." Doctoral thesis, Humboldt-Universität zu Berlin, 2019. http://dx.doi.org/10.18452/19947.

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Die Entwicklungsschübe der modernen Medien im 20. Jahrhundert haben die Wechselbeziehungen zwischen den Künsten, den Medien, den Sinnesmodalitäten, den verbalen und nonverbalen Ausdrucks- und Zeichenprozessen verstärkt und erweitert. Im Zuge dieser Entwicklungen sind Genre- und Formatfragen über das disziplinäre Interesse einzelner Kunst- und Medienwissenschaften hinaus ins Aufmerksamkeitsfeld einer vergleichenden Medienästhetik und -dramaturgie ge-rückt. Aufbauend auf den Erkenntnissen von Kalisch 2014, 2016 und den Überlegungen Gaudreaults 2009 zu einer Unterscheidung zwischen Narration und Monstration, ist es gelungen ein Modell zur Analyse von Werken unter dem Ausgangspunkt von Dramaturgie und Präsentationsstruktur herauszubilden, das für jedwedes dramaturgisch motiviertes und fiktionales Werk verwendet werden kann, unab-hängig vom Medium. Als Mittel zur Verdeutlichung der Thesen wird Horror als ästhetische Kategorie definiert, die einen direkten Einfluss auf die narrativen Strukturen eines Werkes besitzt, was den narrativ-monstrativen Doppelcharakter von Werken belegt und ferner verdeutlicht, dass Erzählung und Formung eines Werkes untrennbar verbunden sind. Die Dualität von Dramaturgie und Präsenta-tionsstruktur wird in der Formung eines Werkes offenbar. Um dies zu verdeutli-chen, werden im Verlauf der Arbeit kursorisch Beispiele von Werken mit Schre-ckensinhalten diskutiert und analysiert. Basierend auf diesem Modell wird eine Diskussion des Themenkomplexes von Intermedialität und Transmedialität im Spannungsverhältnis zur Komparistik der Künste durchgeführt. In der Folge wird eine Ästhetik des Schreckens diskutiert und anhand von ästhetischen Wertungskategorien aufgezeigt. Abschließend werden drei narrativ-motivierte Konzeptionen für dramaturgisch angetriebene Schre-ckensinszenierungen aufgeführt, die zur Kategorisierung von Werken angewendet werden können: düstere Präfiguration, düstere Konfiguration und düstere Manifestation.
The development in modern media during the 20th century (from movies over television to the hybrid forms of audiovisual and textual media in the internet) reveals interdependencies between art, media, the modalities of senses, the verbal and nonverbal dictions and semiotic processes that have evolved and expanded themselfes. According to this progress the interest in art and media studies should achive a collective interest in the changes of genre and formats, instead of a sepa-rated observation of only single disciplines. Following the Prolegomena on a comperative drama of media by Eleonore Ka-lisch (Kalisch 2014) and the thougts of André Gaudreault on Narration and Mon-stration (Gaudreault 2009) this thesis bulids a system to analyse works of fiction (e. g. movies, pictures, literature, video games). This system allows to analyse and compare works of fiction based on drama and presentation structure. The horror genre is used to show the mechanics of this system. Horror has a direct influence on the narrative structure of a work and manifests a duality of narration and mon-stration (Kalisch 2016), that binds drama and presentation to each other and shows the necessity of a separated consideration on both aspects. The duality of drama and presentation reveals itself during the modeling of a work of fiction. Build on the system the discourse is open to discuss intermetiality and transmedi-ality and their influence on the field of interest. Furthermore, an aesthetic of hor-ror is defined by evaluation categories of aesthetic indicators. In the end three types of narrativ driven concepts of horror are revealed and discussed: gloomy pre-figuaration, gloomy configuration and gloomy manifestation.
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Atleo, Marlene R. "Learning models in the Umeek narratives : identifying an educational framework through storywork with First Nations elders." Thesis, 2001. http://hdl.handle.net/2429/13493.

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This study uses First Nations storywork to investigate indigenous learning. If cultural strategies were persistent and fundamental to the survival of a people, it would seem that understanding Nuu-chah-nulth learning orientations would provide emancipatory insight for First Nations learning in contemporary educational settings. Understanding what was and what is allows an envisioning of what could be. Therefore narratives about Umeek, the "community provider", the archetypal "go-getter", were read as a conceptual framework in which to identify learning orientations of Nuu-chah-nulth First Nations. The investigation had three foci. First, a protocol for First Nations cultural work was formulated and elaborated. This protocol was used as an overarching framework for the gathering of the stories, the interview process and the narrative analysis. Second, ethnographic and oral versions of Umeek narratives were gathered. Third, these narratives were read Nuu-chah-nulth elders cultural beliefs about learning for past and present success in a Nuu-chah-nulth life career (i.e. providing/achieving). Narrative deconstruction and metaphorical mapping served to identify and describe aspects of learning salient in the teachings of Umeek narratives. A full complex of learning archetypes emerged balancing innovation and conservation in an economy of change. Eight archetypal learning models were identified: the innovative transformational learner, the collaborative transformational learner, the directed lineage learner, the developmental learner, the cooperative learner, the resistant observational learner, the collaborative resistant learner, and the opportunistic observational learner. Themes which emerged central to Nuu-chah-nulth First Nations learning ideology and knowledge construction were: grandparents provided the foundation of learning, oosumch (ritual bathing) provided motivational management, partnerships permitted collaboration, ancestor names provided orientation and sacred sites provided frames for experiences. Nuu-chah-nulth learning theory was articulated in a storywork framework that provided insight into Nim-chah-nulth pedagogy: hence, it needs to be understood in the context of Nim-chah-nulth education. First Nations educational theory and learning models that are operating in communities need to be understood in the context of current education. Western schooling may not satisfy Nuuchah- nulth learning needs for transformation and strategic knowledge. Storywork is important in de-colonizing First Nations sensibilities in the process of self-determination in education, counseling, life career development, and healing.
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West, Colleen Sarah. "First Nation educators' stories of school experiences: reclaiming resiliency." 2012. http://hdl.handle.net/1993/8763.

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This thesis presents the results of a qualitative research study that examined the resilience development with six Anishinabe (Ojibway) women. This study examined from the women’s perspectives, “What meaning(s) do First Nation graduates of secondary or post-secondary education make about risk and/or protective factors that may have affected their success in completing their degree/diploma requirements?” In this research, I closely examined the historical accounts and progressive educational changes of six successful Anishinabe women who attended either the residential, provincial or band operated schools. The narrative/storywork voiced by the women was gathered by one in-depth interview and were analyzed in two parts. First, the Western idea of resilience (Benard, 2004) was examined. Second, the development of resilience utilizing Indigenous narrative/storywork (Archibald, 2008; Thomas, 2008; Wilson, 2008) and the cultural framework of the Medicine Wheel teachings (Bopp, Bopp, Brown, & Lane, 1988; Medicine Wheel Evaluation Framework, 2012) was explored. The findings from this thesis revealed that through protective factors and/or supports of their community, environment, school, and family and restored Indigenous philosophy, maintained culture, language, spirituality and traditional worldviews, a process of resilience emerged and/or was developed and overpowered risk factors, challenges and/or adversities. The amalgamation of findings supports what research suggests that Aboriginal people exist in two worlds, their world and mainstream world (Fitznor, 2005). Co-existance, acceptance, and a balance of both worlds are supports and fundamental keys to resiliency and educational success.
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Kress, Margaret M. "Sisters of Sasipihkeyihtamowin - wise women of the Cree, Denesuline, Inuit and Métis: understandings of storywork, traditional knowledges and eco-justice among Indigenous women leaders." 2014. http://hdl.handle.net/1993/24040.

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Environmental racism has recently entered the realm of academic inquiry and although it currently sits in a marginalized category, Indigenous and environmental communities and scholars have acknowledged it as an important subject of critical inquiry. With roots in southern Americana history, environmental racism has had a limited scope of study within Canadian universities. Few Canadian scholars have presented the rippling effects of this critical phenomenon to Aboriginal and non-Aboriginal students and the challenge to bring this discourse to the universities of Canada remains significant. Mainstream educators and environmentalists dismiss discourses of environmental racism, ecological destruction and the correlating demise of Indigenous peoples’ knowledges, cultures and wellness as an insignificant and sometimes radical propaganda. In opposition, Indigenous peoples globally are countering this dismissal by telling their stories to ensure all have access to the discourses of environmental racism found within the ecological destructions of traditional lands and the cultural genocides of their peoples. The stories of their histories and the subsequent activism define the resistances found within Indigenous communities. These same stories show the resiliencies of Aboriginal peoples in their quest for self-determination. Using an Indigenous research methodological framework, this study seeks to provide an understanding of the complexities associated with incidences of environmental racism found within Canadian Aboriginal communities. It further seeks to find, analyze and report the depth of resistance and resilience found within the storywork of Aboriginal women. The researcher attempts to gain perspective from eight Aboriginal women of four distinct Nations by focusing on the context of their lives in relationship to their leadership decisions and actions from a worldview of Indigenous knowledge, eco-justice and peace. The lived experiences of Aboriginal women from the traditional lands of the Cree, the Denesuline, the Inuit and the Métis are critical to an analysis of how environmental racism is dismantled and wellness sought. The storywork of these participants provides answers as to how these Aboriginal women have come to resist environmental racism and why they currently lead others in the protection and sustainability of traditional lands, Aboriginal knowledge, culture and kinship wellness. Framed within Indigenous research methodology, all researcher actions within the study, including the collection, analysis and reporting of multiple data sources, followed the ceremonial tradition and protocols of respect and reciprocity found among Aboriginal peoples. Data from semi-structured qualitative interviews and written questionnaires was analyzed from the supportive western method of grounded theory. Findings revealed the strength of Storywork through the primary themes of Woman as Land and Woman as Healer. These are discussed through the Sisters’ embodiment of resistance, reflection, re-emergence and re-vitalization. The ways in which these Indigenous women have redeemed their knowledges and resurged as leaders is integral to the findings. The study concludes with an emphasis on the criticality of collective witnessing as transformation.
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Books on the topic "Storywork"

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Indigenous storywork: Educating the heart, mind, body, and spirit. Vancouver: UBC Press, 2008.

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Philip Roth and the Zuckerman books: The making of a storyworld. Amherst, NY: Cambria Press, 2011.

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Comics for film, games, and animation: Using comics to construct your transmedia storyworld. Burlington, MA: Focal Press, 2012.

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Guynes, Sean, and Dan Hassler-Forest, eds. Star Wars and the History of Transmedia Storytelling. NL Amsterdam: Amsterdam University Press, 2017. http://dx.doi.org/10.5117/9789462986213.

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Star Wars has reached more than three generations of casual and hardcore fans alike, and as a result many of the producers of franchised Star Wars texts (films, television, comics, novels, games, and more) over the past four decades have been fans-turned-creators. Yet despite its dominant cultural and industrial positions, Star Wars has rarely been the topic of sustained critical work. Star Wars and the History of Transmedia Storytelling offers a corrective to this oversight by curating essays from a wide range of interdisciplinary scholars in order to bring Star Wars and its transmedia narratives more fully into the fold of media and cultural studies. The collection places Star Wars at the center of those studies’ projects by examining video games, novels and novelizations, comics, advertising practices, television shows, franchising models, aesthetic and economic decisions, fandom and cultural responses, and other aspects of Star Wars and its world-building in their multiple contexts of production, distribution, and reception. In emphasizing that Star Wars is both a media franchise and a transmedia storyworld, Star Wars and the History of Transmedia Storytelling demonstrates the ways in which transmedia storytelling and the industrial logic of media franchising have developed in concert over the past four decades, as multinational corporations have become the central means for subsidizing, profiting from, and selling modes of immersive storyworlds to global audiences. By taking this dual approach, the book focuses on the interconnected nature of corporate production, fan consumption, and transmedia world-building. As such, this collection grapples with the historical, cultural, aesthetic, and political-economic implications of the relationship between media franchising and transmedia storytelling as they are seen at work in the world’s most profitable transmedia franchise.
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Decolonizing Research: Indigenous Storywork as Methodology. Zed Books, 2019.

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Decolonizing Research: Indigenous Storywork As Methodology. Zed Books, Limited, 2019.

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Archibald, Jo-Ann. Indigenous Storywork: Educating the Heart, Mind, Body, and Spirit. University of British Columbia Press, 2008.

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Scholastic Inc. Storyworks Jr. 2016.

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Storyworld Fairy Magic Storyworld. Templar, 2011.

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Storyworld. Templar, 2011.

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Book chapters on the topic "Storywork"

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Phinney, Luc. "Storywork." In Ceilings and Dreams, 105–15. New York: Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351065863-10.

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Thompson, Ashleigh BigWolf, and Tristan Reader. "The Hoofed Clan Story and Storywork." In The Routledge Handbook of the Archaeology of Indigenous-Colonial Interaction in the Americas, 486–502. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429274251-34.

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Wheeler, Joanna, Thea Shahrokh, and Nava Derakhshani. "Transformative Storywork: Creative Pathways for Social Change." In Handbook of Communication for Development and Social Change, 733–53. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2014-3_54.

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Wheeler, Joanna, Thea Shahrokh, and Nava Derakhshani. "Transformative Storywork: Creative Pathways for Social Change." In Handbook of Communication for Development and Social Change, 1–22. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7035-8_54-1.

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Bachmair, Stephanie H. "StoryWork – mit narrativer Arbeit Führungs- und Organisationskultur transformieren." In Beyond Storytelling, 81–107. Berlin, Heidelberg: Springer Berlin Heidelberg, 2017. http://dx.doi.org/10.1007/978-3-662-54157-9_7.

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Archibald, Jo-ann, and Amy Parent. "Hands Back, Hands Forward for Indigenous Storywork as Methodology." In Applying Indigenous Research Methods, 3–20. New York, NY : Routledge, 2019. |: Routledge, 2019. http://dx.doi.org/10.4324/9781315169811-1.

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Hessler, Brooke, and Joe Lambert. "Threshold Concepts in Digital Storytelling: Naming What We Know About Storywork." In Digital Storytelling in Higher Education, 19–35. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-51058-3_3.

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Bachmair, Steph K. "Storywork: Facilitating the Transformational Power of Story in Brand and Organizational Development." In Management for Professionals, 89–102. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17851-2_7.

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Palmer, Alan. "The Lydgate Storyworld." In Narratologia, 151–72. Berlin, New York: Walter de Gruyter, 2005. http://dx.doi.org/10.1515/9783110201840.151.

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Davies, Alex, and Alexandra Crosby. "Compressorhead: The Robot Band and Its Transmedia Storyworld." In Cultural Robotics, 175–89. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42945-8_14.

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Conference papers on the topic "Storywork"

1

Dettori, Giuliana. "Learning through the Design of Interactive Storie: Exploring the Concept of Storyworld." In 2016 International Conference on Intelligent Networking and Collaborative Systems (INCoS). IEEE, 2016. http://dx.doi.org/10.1109/incos.2016.75.

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Volkova, Irina. "FROM THE SILENT HOUSE MEME TO THE BLUE WHALE-GAME: THE STORYWORLD�S TRANSFORMATION." In 4th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/41/s16.032.

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