Métissage is a creative method that can be used for engaging people in research, learning, teaching, and community or organizational development. As five authors, we offer a window into our diverse experiences with métissage,providing a theoretical overview, a practical description of insights and processes when facilitating métissage workshops, some key lessons learned, and an example of a simple woven narrative of our experiences with métissage.

Royal Roads University (RRU) is a special purpose university in British Columbia, Canada. Since 1995, this university has focused primarily on multi-sectoral and interdisciplinary graduate education for working professionals. Most programs are offered in a blended online and face-to-face format, which enables adult learners to continue in their professions while they pursue their studies. While one might not expect a primarily distance education degree to be transformative, feedback from learners consistently points to the experience of transformative learning. This article explores the Master's of Arts in Leadership Studies (MA-L) program. It is proposed that there are at least three elements of the design of this program that contribute to experiences of transformation. First, the RRU Learning and Teaching Model creates a framework that can allow many learners to learn how to learn in a new way. Second, the MA-L program itself has its own competency framework that begins by priming learners to look inward before they seek to lead others. Third and finally, the first year two-week residency, completed after one month of online preparation, provides an embodied experience in what, for many, is a new way of being. This embodied experience creates an awareness of what is possible for human relationship and communication, not only in the context of their particular graduate learning cohort, but also with colleagues, family members, and friends. Taken together, these create an often unexpectedly, and somewhat paradoxically, transformative experience for mid-career professionals.

This chapter explores the potential of feminist leadership to encourage more participatory ways of engaging and learning in this deeply troubled world. Feminist leadership includes but is not limited to collaborative leadership. Adult learning is inherent to feminist leadership insofar as leaders must strategize according to the contexts in which they find themselves.

In early 2005, the Society for Participatory Research in Asia (PRIA) and the University of Victoria's (UVic) Faculty of Education began collaborating on a project to teach participatory research (PR) via distance education. Written by the two course instructors from PRIA and UVic, this article documents the successes and challenges of this international collaborative project. We argue that figuring out how to live and communicate the values of PR in teaching is equal to meeting the content goals, and integral to the struggle of PR itself. Just as our partnership bridges university and community-based institutions in the Majority and Minority Worlds, so too are these differences reflected in the history of PR and in the learner composition of our classrooms. As such, we believe that the theory, practice, and struggle of PR are advanced through the example of our personal and ongoing commitment to reflexivity and relationship.

The purpose of this paper is to describe a pedagogical collaboration between two research methods instructors in a Faculty of Education in Canada. Both instructors represent different paradigms in the classic quantitative vs. qualitative dichotomy in that they were trained in vastly different ways and have tended to approach their research along these same lines. However, despite these differences the paper explores how they each viewed this as a potential limitation in their methods teaching and how through crossing over to each other's classrooms were able to both expand their own understanding as well as offer a more balanced and useful learning experience for the learners in their classrooms.