Using Poetry, Story, and Reflection to Understand Professional Self After Personal Loss

This research investigated professional identity transformation after personal loss. Through autoethnographic methods, I explore how my personal experience of my sister’s breast cancer and death affected my identity as a diabetes educator in the health culture. I discover a transformation of a professional who focuses on evidence-based medicine to a professional who values connection, therapeutic alliance, and mindfulness with patients and self in the diabetes education encounter. Using a holistic perspective on transformational learning, I integrate the poem “Wild Geese” to a collection of written narratives to connect my personal loss experience to my professional life. By unpacking the generated stories and using poetry, I conduct a process of critical and self-reflection to discover how my identity as a health professional has transformed and what makes meaning in my role as a diabetes educator in the health culture. I consider concepts of a conscious self, social relations and language and discover themes of knowledge exchange, food, and empathy as forms of language expression. These language expressions are not present in my professional life as I focus on rational, logical facts of evidence-based medicine and standardized education methods. Through this reflexive process, I hope to understand how my professional practice has changed, where I place an importance on connection, therapeutic alliance, and mindfulness. I move away from always “doing” in my professional life to focus on my state of “being” in my professional world. Rather than knowledge acquisition as the only factor in professional development, this study contributes to an understanding of additional qualities health professionals may consider that focus on the patient education encounter.

Learning experience and identity development as a research assistant /

What research learning experiences do current students have as research assistants (RAs) in the Faculty of Education at Brock University? How do the experiences of research assistants contribute to the formation of a researcher identity and influence future research plans? Despite the importance of these questions, there seems to be very little research conducted or written about the experiences of research assistants as they engage in the research process. There are few resources to which research assistants or their advisors can refer regarding graduate student research learning experiences. The purpose of this study was to understand the kinds of learning experiences that 4 RAs (who are enrolled in the Faculty of Education at Brock University, St. Catharines, Ontario) have and how those experiences contribute to their identities as researchers. Through interviews with participants, observations of participants, and textual documents produced by participants, I have (a) discovered what 4 RAs have learned while engaged in one or more research assistantships and (b) explored how these 4 RAs' experiences have shaped their identities as new researchers. My research design provided a separate case study for each participant RA, including myself as a research participant. Then as a collective, I studied all 4 cases as a case study in itself in the form of a cross-analysis to identify similarities and differences between cases. Using a variety of writing forms and visual narratives, I analyzed and interpreted the experiences of my participants utilizing arts-based literature to inform my analysis and thesis format. The final presentation includes electronic diagrams, models, poetry, a newsletter, a website presentation, and other representational arts-based forms.This thesis is a resource for current and future research assistants who can learn from the research assistant experiences presented in the research. Faculty members who hire research assistants to assist them with their research will also benefit from reading about RAs' learning experiences from the RAs' perspective. The information provided in this thesis document is a resource to inform future policies and research training initiatives in faculty departments and offices at universities. Consequently, this thesis also informs researchers (experienced and inexperienced) about how to conduct research in ways that benefit all parties and provide insight into potential ways to improve research assistantship practices.

Exploring the personal and professional lives of teachers in the search for authenticity /

"We teach who we are" (Palmer, 1998, p. 2). This simple, yet profound, statement was the catalyst that began my thesis journey. Using a combination of self-study and participant narratives, Palmer's idea was explored as search for authenticity. The self-study component of this narrative was enhanced by the stories of two other teachers, both women. I chose to use narrative methodology to uncover and discover the relationship between the personal and professional lives of being a teacher. Do teachers express themselves daily in their classrooms? Do any lessons from the classroom translate into teachers' personal lives? The themes of reflection, authenticity, truth, and professional development thread themselves throughout this narrative study. In order to be true to myself as a teacher/researcher, arts-based interpretations accompany my own and each participant's profile. Our conversations about our pasts, our growth as teachers and journeys as individuals were captured in poetry and photographic mosaics. Through rich and detailed stories we explored who we are as teachers and how we became this way. The symbiotic relationship between our personal and professional lives was illustrated by tales of bravery, self-discovery, and reflection. The revelations uncovered illustrate the powerful role our past plays in shaping the present and potentially the friture. It may seem indulgent to spend time exploring who we are as teachers in a time that is increasingly focused on improving student test scores. Yet, the truth remains that, "Knowing myself is as crucial to good teaching as knowing my students and my subject" (Palmer, 1998, p. 2).

Rhapsodes of social science : Herodotus' performance of politeic inquiry

Herodotus' logos represents many examples ofthe relationship between political and paradigmatic authority, and the synthesis ofthese examples in a community characterized by free and equal speech. Herodotus' walkabout narrator sets forth an inquiry into knowledge-seeking he extends the isegoria principle from Athenian politics to the broader world. The History demonstrates (a) various modes of constructing meaning, (b) interacting notions ofhow people have lived and living questions as to how we ought to live, and (c) an investigation ofthe nature and limits ofhuman knowledge. Representing diverse wisdom, publicly and privately discovered and presented, Herodotus sets forth Solon's wise advice and law-making, the capital punishment of the learned Anacharsis, the investigative outrages of Cambyses and Psammetichus' more pious experiments. Their stories challenge and complement their communities' characters - the relative constraint under which the Egyptians and Persians make their investigations, the Scythians' qualified openness and the relative fearlessness and freedom in which the Greeks set forth their inquiries. Setting forth the investigator-storykeeper as a poetic historian, Herodotus shows that history as poetry thwarts natural decay by allowing custom to be reformed in an open milieu, and thus win through and survive. Despite the potential dangers that openness shares with tyranny, Herodotus' inquiry sets up a contest ofworld-views in which it is mutability that openness affords a community that ensures its survival.

Women’s Literary Club of St. Catharines Fonds

The Women's Literary Club of St. Catharines was founded in 1892 by a local author, Emma Harvey (Mrs. J.G.) Currie (1829-1913) and held its last official meeting on February 19, 1994. The Club developed, flourished and eventually waned. After more than one hundred successful years, the last members deposited the Club's archives at Brock University for the benefit of researchers, scholars and the larger community. The ‘object of the Club’ was established as “the promotion of literary pursuits.” The Club was a non-profit social organization composed of predominantly white, upper middle class women from the St. Catharines and surrounding areas. Club meetings were traditionally held fortnightly from March to December each year. The last meeting of the year was a celebration of their Club anniversary. The early meetings of the Club include papers presented and music performed by Club members. The literary pursuits that would dominate the agendas for the entire life of the Club reflected an interest in selected authors, national and local history, classical history, musical performances and current cultural and newsworthy events. For example in 1893 a typical meeting agendas would contain papers on Henry Wadsworth Longfellow, Hawaii, Brook Farm, Miss Louisa May Alcott and “Education of Women 100 years Ago.” Within the first year of the Club’s existence, detailed minute books became the norm and an annual agenda or program developed. The WLC collection contains a near complete set of meeting minutes from 1892 until 1995 and a comprehensive collection of yearly programs from 1983-1967 which members took great care to publish each year. Mrs. Currie brought together a group of women with a shared interest in literature and history, who wanted to pursue that interest in a formal and structured manner. She was well educated and influenced at an early age by her tutor and mentor William Kirby, local historian, writer and newspaper editor from Niagara-on-the-Lake. While Currie’s private education influenced her love of literature and history, the Club movement of the 1890’s offered a more public forum for her to share knowledge and learning with other women. Mrs. Currie was the wife of St. Catharines lawyer, James G. Currie, who also served as a Member of Parliament for the county of Lincoln. Mrs. W.H. McClive, who was also married to a St. Catharines lawyer, worked closely with Currie and they began research into the possibility of a literary Club in St. Catharines. Currie corresponded with a variety of literary Clubs across North America before she and Mrs.McClive tagged onto the momentum of the Club movement and published “A Clarion call for Women of St. Catharines To Form a Literary Club” in the local paper The St. Catharines Evening Journal. in 1892 and asked like Clubs to publish the news of their new Club. The early years of the WLC set the foundation of how the Club meetings and events would unfold for the next 80 plus years. Photos and minutes from the first ten years reveal an excitement and interest in organized Club outings. One particular event, an annual pilgrimage to the homestead of Laura Secord, became a yearly celebration for the Club. Club President, Mrs. Currie’s own personal work on Laura Secord amplified the Club’s interest in the ‘heroine of 1812’ and she allocated the profits from her publication on Secord in order to create a commemorative plaque/monument in the name of Laura Secord. The Club celebrated this event with a regular pilgrimage to this site. The connection felt by Club members and this memorial would continue until the Club’s last meetings. The majority of members in the early years were of the upper middle classes in the growing city of St. Catharines. Many of the charter members were the wives of merchants, business men, lawyers, doctors, even a hatter. Furthermore, the position of president was most often held by a woman with a comprehensive list of interests. This is particularly the case in Isabel Brighty McComb (1876-1941). Brighty who became a member in 1903, became Club president in 1932 and stayed in her post until her death in 1941. Similar to Mrs. Currie, Brighty was a local historian and published 2 booklets on local history. Her obituary indicates her position in the community as an author and involved community member committed to lifetime memberships in the Imperial Order of Daughters of Empire, I.O.D.E., the National Organization of Women, N.O.W. and the United Empire Loyalist Society, as well as the WLC. She was a locally known ‘teacher of elocution’ and a devoted researcher of Upper Canadian history. In a Club scrapbook dedicated to her, the biographical sketch illustrates the professionalism surrounding Brighty. There is very little personal history mentioned and the focus is on her literary works, her published essay, booklets and poetry. This professional focus, evident in both her obituary and the scrapbook, illustrate the diversity of these women, especially in their roles outside of the home. The WLC collection contains a vast array of essay, lectures clippings and scrapbooks from past meetings. Organized predominantly by topic or author, the folders and scrapbooks offer a substantial amount of research opportunity in the literary history of Canada. The dates, scope of topics and authors covered offer historians an exciting opportunity to examine the consumption of particular literary trends, artists and topics within the context of a midsized industrial city in English Canada. This is especially important because the agenda adhered to by the Club was bent on promoting, discussing and reviewing predominantly Canadian material. By connecting when and what these women were studying, scholars many gain a better understanding of the broader consumption and appreciation of literary and social trends of Canadian women outside of publishing and institutional records. Furthermore, because the agendas were set by and for these women, outside of the constructs of an institutionalized canon or agenda, they offer a fresh and on the ground examination of literary consumption over an extensive length of time.

Bishop Fuller’s Charge, n.d.

Thomas Brock Fuller was born in 1810 in Kingston, Ont. and died in 1884 in Hamilton, Ont. At the age of seven he was adopted by his aunt Margaret and her husband Rev. William Leeming, a Church of England missionary in Niagara. Fuller would go on to become a minister himself, serving in Montreal, Lachine, Chatham, Thorold and Toronto. In 1875 he became the first bishop of the new diocese of Niagara. Thomas Brock Fuller was married to Cynthia Street, daughter of well-known merchant Samuel Street. Together they raised a family of six sons and three daughters. The poem may have been written by Thomas Brock Fuller himself.

Agnes Ethelwyn Wetherald fonds

An accomplished poet, writer and journalist, Ethelwyn Wetherald’s works were present in all Ontario readers for school children. Among her most notable works are; The Indigo Bird, The Red-Winged Blackbird, and The Pasture Field. The above poem Legacies is one of her most famous works and appears on her gravestone. Wetherald was born in 1857 as the sixth child out of an eventual eleven. Although born in Rockwood Ontario, she spent most of her life in Fenwick (Pelham Township), Ontario, where she died in 1940. Wetherald used her surroundings as her inspiration and focused on nature. She has been coined a nature poet and journalist. Wetherald received her education at both the Friends boarding school in Union Springs, N.Y. and at Pickering College in Pickering Ontario. After her schooling she wrote numerous articles for the Toronto Globe under the pen name Bel Thistelwaite, derived from her Grandmother’s name. These articles lead to a position as Women’s editor of the Globe and later she was part of the Advertiser’s editorial staff in London Ontario. Wetherald continued writing after she was finished with the papers and published six volumes of poetry between 1895 and 1931. Her work was not only known amongst school children, but also attracted the attention of Earl Grey, Governor-General of Canada in 1907 and Sir Wilfred Laurier, Prime Minster of Canada in 1911. In 1921 she published a book entitled Tree Top Morning, which she dedicated to her daughter Dorothy Rungeling who also became an author. Recently Rungeling published Life and works of Ethelwyn Wetherald 1857-1940 : with a selection of her poems and articles about her mother. Rungeling, Dorothy W., Life and works of Ethelwyn Wetherald

Perennial negotiations/elemental encounters autoethnographic perspectives on approaching food sovereignty

This thesis uses a multifaceted process to engage with the topic of food sovereignty in California. It employs diverse methods, including critical and creative prose, photography, autoethnographic mixed media, storytelling and poetry. I am particularly concerned with the " " challenges of approaching food sovereignty, a radical praxis that combines subsistence practices with anti-capitalist resistance, while in my own "skin," which is thoroughly embedded in white, urban, middle classed culture and in corltextualizing ecological relationshipslkinships via cultural, historical and economic trajectories. The project utilizes a processual methodlology drawing substantially from the work of Brian Massumi to explore these issues through four creative narrative pieces which coalesce around the elemental metaphors of air, fire, water and earth. Following Deleuze and Guatarri's concept ofrhizomatic plateaus, the thesis narratives are comprised of many non-hierarchical layers and can be read from many angles. Each is offered "in process" rather than as a finished piece, thus practically validating the concept of the ongoing work of research and suggesting the equally omnipresent possibility of change and mutation in the formation relationally based knowledges. Cultivating ecological ethic and healing on multisensory levels, as well as commitment to emergent and re-productivist worldviews are goals of this project's research.

Lini Richarda Grol Fonds, 1946-2007

Lini Richarda Grol was originally born in Nijmegen, Netherlands in 1913 and immigrated to Canada in 1954 after working as a nurse in South America for three years from 1951 to 1954. She was granted her first Canadian passport in 1961 and worked full-time as nurse at the Welland County Hospital. While nursing she would enroll in writing courses at McMaster University and Ryerson Polytechnical Institute, now Ryerson University. Eventually she decided to dedicate herself to her writing and artwork and began to only work as a nurse part-time and then later opened the Fonthill Studio to devote herself to her writing and artwork full-time. Her status as an immigrant and career as a nurse provided inspiration for much of her writing and she frequently tackles the experience of the female immigrant in her works. Her first publication was in 1938 in a small literary and women’s magazines in Holland and Belgium and her first work of poetry was entitled Stive Gedachten. None of these publications exist in this archive. Her most well-known publication, Liberation, centers around her experiences leading up to and after the liberation of Holland during World War II. Grol was, and continues to be a prolific writer in the Niagara Region and has been published in the Welland Tribune, Pelham Herald, Thorold News, Parent Magazine, Dunville Chronicle, and various Christian publications and literary newsletters and journals. Grol also started her own poetry magazine entitled Canadian Poets Pen Club to help aspiring writers get published. Perhaps her most recognized achievement was the inclusion of one of her poems and the recognition of her novel Liberation into the Thank You Canada Day celebration in May 1970. Grol participated in many local writers’ groups such as the Welland Writer’s Club, and the Canadian Author’s Association. Grol was membership secretary for the Canadian Author’s Association in 1984. She also founded a writer’s club in 1995 in her retirement home, Holland Christian Homes where members meet to talk about their poems and short stories either in English or Dutch. Participating in and creating a writers’ community is integral to Grol’s identity as an author and can be related to the feelings of isolation she felt as an immigrant to Canada. Grol also hosted her own television shows entitled Discovery with Lini Grol which featured guests, usually local artists and writers, and Holland en Hollanders a cultural program for Dutch immigrants. Grol’s most recent activities include the publication of a one act play entitled Peppermint Problems [1996] and a short story entitled “When our War started in Rotterdam” [2004]. In 1994, she moved to Brampton, Ontario into a Christian retirement center called Holland Christian Homes. For further biographical information about Grol see two books contained within this collection Women of Action [1976] and Something About the Author [1976].

Kevin McCabe Collection, 1966-1979, 1981, 1991-1996,

Kevin McCabe received his PhD in Roman Studies from McMaster University. He has taught at The University of Regina, Nipissing University and Brock University. He was the editor of Gracefully Speaking: newsletter of the Grace Mennonite Church and The Poetry of Old Niagara. He is also the co- editor of The Poetry of Lucy Maud Montgomery and The Lucy Maud Montgomery Album.

Michael Hornyansky Fonds,

Michael Sands Hornyansky was the son of well-known artist, Nicholas Hornyansky and a cellist. He attended Oakwood Collegiate, Toronto; University College in Toronto and Merton College, Oxford where he was a Rhodes scholar. He won the Newdigate prize for poetry in 1951. Dr. Hornyansky taught English Language and Literature at Carleton University, Ottawa for 10 years before moving to Niagara in 1964. He was the founding chairman of the English Department of Brock University where he remained until his retirement in 1993. Some of his achievements include:The Golden Phoenix, a retelling of French Canadian folk tales and the publishing of papers on children’s literature and the discriminating use of the English language. He also reviewed poetry for the University of Toronto Quarterly. Michael Hornyansky died on May 14th, 2008 in Alberta at the age of 81. The annual Michael Hornyansky prize for creative writing was established at Brock University.

Entering Youthwork Through Love's Many Pathways: A Poetic Rendition

Entering Youth work Through Love's Many Pathways is a text that wanders and digresses to places where, through poetic inquiry and a Spinozist and Sufi framework, the concepts of immanence, love and becoming can be explored. This thesis is framed as a walk through which the researcher / youth worker along with the reader, traverses through five pathways that she considers necessary in cultivating a meaningful relationship with the youth: opening, strength, listening, trust and unconditional compassion. By means of engaging the “self”, this thesis approaches youth work as a field that is relational and socially interconnected. In this sense, this poetic inquiry seeks to rupture predictable patterns of behaviour. One of the ways I do this is through found poetry. Through this specific form of poetic inquiry, I bring together various voices, an assemblage – Rumi, Rilke, Whitman, Lalla, Mirabai and Song of Songs – in order to find my voice and by extension, to help the youth find their voice through a human connection that goes beyond colour, race, gender etc. In other words, my aim is to actualize the experiences of becoming youth worker while being in a field of immanence where similarities are understood and differences respected. My hope is that this project may offer an example of understanding, celebration, and engagement of our mutual differences, while still being able to relate to one another through the many pathways of love.