•   From practice to theory and back again   •

Charting the Course: Methods

One of the aims of the research was to use the process itself to provide opportunities for learning and growth, for Barb and for myself.

Although the primary method of gathering data for the research was through conversation1 and journaling, other activities were introduced to support the process. As a starting point, Barb and I reviewed a theory outlining a change process. Opportunity for the development of creative and practical skills such as beadwork also served several purposes: the more obvious honing of handiwork skills, the honoring of cultural background and the creation of an environment supportive of communication. A focus on “busy work” eliminated pressure to enter into conversation as well as potentially awkward periods of silence. This facilitated genuine dialogue in addition to creating comfortable periods of silence that supported quiet reflection—itself an important part of the process. As mentioned earlier, gathering of data through conversation was done over a period of several months. During this time I also maintained a journal, making entries following the meetings Barb and I had and periodically at other times. Internal processing of the information gathered was ongoing but never linear, it varied in intensity and focus, moving from emotional and spiritual perspectives (critical reflection) to more intellectual perspectives, particularly during the analysis and writing stages. The accounts that follow draw from the journal I maintained throughout the process and from personal reflections.

2 Conversation is used here in the broadest terms. Other forms of communication, such as body language, tone, silence, initiative in setting a meeting, are also implied.