Browsing by Author "Markides, Jennifer Megan"

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    askiw meskocipayowina: nikamon wîskicâk (The Seasons: Whiskey-Jack’s Song): A Music Composition for Wind Symphony and Cree Drummers, Chanters and Soloist
    (2023-09-12) Young, Jason Alexander; Radford, Ronald Laurie Charles; Bell, Allan Gordon; Hynes, Laura Anne; Markides, Jennifer Megan; Carrabré, Thomas Patrick
    askiw meskocipayowina: nikamon wîskicâk (The Seasons: Whiskey-Jack’s Song) is a cultural-based hybridized composition that is inspired by the musical practices of my complex Cree-Settler heritage. My Indigenous family’s ancestral ties are to the Eeyou community of Quebec. My grandmother attended residential school in Moose Factory. Therefore, askiw meskocipayowina: nikamon wîskicâk is largely inspired by her Mushkegowuk (Moose Cree) upbringing, teachings, and her community members in Moosonee and Moose Factory. It incorporates Cree drummers and solo and group chanters with the contemporary Western wind symphony. I composed this piece entirely while residing in Calgary, Alberta and chose to represent the Nêhiýaw (Plains Cree) people through the language of the text to show my respect and appreciation as a guest among these people that inhabit the neighbouring areas of central and northern Alberta. I feel the result is a composition that incorporates these disparate Indigenous cultures in a way that maintains their integrity and protections in a good way. It is an expression of my view as a person of mixed-Cree-settler heritage and my story.
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    Wisdom and Well-Being Post-Disaster: Stories Told by Youth
    (2020-09-25) Markides, Jennifer Megan; Steinberg, Shirley R.; Louie, Dustin William; McDermott, Mairi
    In this dissertation, I embraced bricolage (Denzin & Lincoln, 2000, 2018; Kincheloe, 2001, 2005b; Kincheloe, McLaren, & Steinberg, 2011; Rogers, 2012; Steinberg, 2006; Steinberg, Berry, & Kincheloe, 2020) as a responsive, dynamic, and reflexive research orientation. Guided by Jo-ann Archibald’s (2008a, 2008b) storywork principles, I conducted ethnographic interviews and gathered the stories of youth who graduated the year of the 2013 High River flood. I wondered how they experienced the flood and post-disaster recovery, as they transitioned from life-in-schools to life-out-of-schools. Conducting research with a vulnerable population required an ethic of care (Gilligan, 1982; Noddings, 1984, 2012). Through storywork, I was conscious of my responsibilities to the participants and their stories. I engaged in deep listening and critical reflection to learn from the youths’ experiences. Following the four directions teachings of Elder Bob Cardinal of the Maskekosihk Enoch Cree Nation, I considered the emotional, spiritual, mental, and physical well-being of the youth, as evidenced in their stories. Using Elder Cardinal’s holistic framework as a guide (Elder Bob Cardinal, personal communication, September, 2016 to July, 2017; Latremouille, 2016; University of Alberta, 2016), I created and re-created a holistic conceptual framework in response to the emergent needs and ideas shared by the youth. I re-presented their narratives in storied métissage, entered into generative dialogues with the holistic teachers, and engaged in meaning-making processes. Moving from listener/researcher to storyteller, I am responsible for carrying the stories of the youth forward to new audiences towards transformational learning and holistic well-being.