ABSTRACT
This chapter outlines the mystory and ethno-drama as performance formats for teaching qualitative research. It discusses the mystory approach and its social justice commitments with collaborative, community indigenous projects that may not involve performative methodologies. Writing mystories and ethnodramas to be performed changes the pedagogical terrain. Right and left pole methodologists can be united around social change issues. Traditional methodologists, like left pole activists, can teach students how to do ground level social justice inquiry. The mystory is a montage text, cinematic and multimedia in shape, filled with sounds, music, poetry, and images taken from the writer's personal history. The mystory is also ideological and utopian; it begins from a progressive political position stressing the politics of hope. The students push against racial, sexual and class boundaries in order to achieve the gift of freedom, the gift of love, self-caring, the gift of empowerment, teaching and learning to transgress.
