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The Journal of Educational Thought最新文献

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Critical Pedagogy and Sufi Tradition:A Comparative Study of Freire’s and Rumi’s Pedagogical Approaches 批判教育学与苏菲传统:弗莱雷与鲁米教学方法比较研究
The Journal of Educational Thought Pub Date : 2020-12-20 DOI: 10.11575/JET.V53I2.71720
M. M. Hassani
{"title":"Critical Pedagogy and Sufi Tradition:A Comparative Study of Freire’s and Rumi’s Pedagogical Approaches","authors":"M. M. Hassani","doi":"10.11575/JET.V53I2.71720","DOIUrl":"https://doi.org/10.11575/JET.V53I2.71720","url":null,"abstract":"ABSTRACT: Critical pedagogy thinkers (e.g. Paulo Freire) critique the dominant education systems for what is known as reproducing inequality and oppression in society. They propose a kind of educational system aiming to help learners critically understand their socio-historical condition to gain confidence and be active agents in history. Undoubtedly, realizing the pitfalls of formal education is not unique to Paulo Freire. Similarly, Jalaluddin Muhammad Rumi, a thirteenth-century Sufi poet, repudiated the formal madrasa education and called for emancipatory knowledge to help people liberate themselves. Considering the differences both thinkers might have on the subject, this paper attempts to bring them into a dialogue on the subject of ‘emancipatory knowledge’. It concludes that Freire’s idea of critical pedagogy acknowledges the wider social structure perpetuating oppression, while Rumi’s focus is on personalized internal barriers preventing liberation while overlooking the role of social structure outside.","PeriodicalId":179668,"journal":{"name":"The Journal of Educational Thought","volume":"83 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124727970","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Culture, Freedom, Oppression, and Better Educational Opportunities 文化、自由、压迫和更好的教育机会
The Journal of Educational Thought Pub Date : 2020-12-20 DOI: 10.11575/JET.V53I2.71716
I. Winchester
{"title":"Culture, Freedom, Oppression, and Better Educational Opportunities","authors":"I. Winchester","doi":"10.11575/JET.V53I2.71716","DOIUrl":"https://doi.org/10.11575/JET.V53I2.71716","url":null,"abstract":"","PeriodicalId":179668,"journal":{"name":"The Journal of Educational Thought","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126409483","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Improving Guidelines of Practice for the Prevention and Response of Suicidality in Post-Secondary Institutions 改善专上院校预防及应对自杀行为实务指引
The Journal of Educational Thought Pub Date : 2020-12-20 DOI: 10.11575/JET.V53I2.71719
Umme Mansoory
{"title":"Improving Guidelines of Practice for the Prevention and Response of Suicidality in Post-Secondary Institutions","authors":"Umme Mansoory","doi":"10.11575/JET.V53I2.71719","DOIUrl":"https://doi.org/10.11575/JET.V53I2.71719","url":null,"abstract":"ABSTRACT: Suicide on post-secondary campuses is a pressing concern, with many students in Canada demanding that post-secondary institutions improve their policies and procedures for supporting students with suicidality. The past decade has shown an increase in research and literature on students with mental health illnesses including depression and anxiety, while research specifically on the prevention of and response to suicide at post-secondary institutions is lacking. This article expands upon current literature on suicidality in post-secondary institutions and provides recommendations including further areas of research, addressing risk factors, promoting educational awareness, and increasing help-seeking behaviour to future researchers and post-secondary professionals seeking to improve guidelines for practice in supporting students experiencing suicidality.","PeriodicalId":179668,"journal":{"name":"The Journal of Educational Thought","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121163543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Role of Intercultural Competence on Graduate Supervisor-Supervisee Relationship and Well-being 跨文化能力对研究生导师-导师关系和幸福感的影响
The Journal of Educational Thought Pub Date : 2020-12-20 DOI: 10.11575/JET.V53I2.71717
Kim H. Koh
{"title":"The Role of Intercultural Competence on Graduate Supervisor-Supervisee Relationship and Well-being","authors":"Kim H. Koh","doi":"10.11575/JET.V53I2.71717","DOIUrl":"https://doi.org/10.11575/JET.V53I2.71717","url":null,"abstract":"ABSTRACT: In light of the increasing trend toward internationalization, developing intercultural competence (ICC) in graduate supervisors and supervisees by providing professional learning opportunities has become progressively more important in higher education institutions. ICC improves the supervisor-supervisee relationship, which, in turn, contributes to individual and collective well-being. We begin this article by reviewing the definitions of ICC. Based on our document analysis of graduate supervision handbooks in Canadian research-intensive universities, we present the current availability of professional learning opportunities for graduate supervisors and supervisees to develop their ICC. We also report on the thematic analysis of our written self-reflections on the role of ICC in supervisor-supervisee relationship and well-being. We conclude the article by making recommendations for a range of professional learning opportunities.","PeriodicalId":179668,"journal":{"name":"The Journal of Educational Thought","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132432542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Professional Learning Communities at the Classroom Level: Are They Having the Desired Outcome? 课堂层面的专业学习社区:他们是否有预期的结果?
The Journal of Educational Thought Pub Date : 2020-12-20 DOI: 10.11575/JET.V53I2.71718
D. Cameron
{"title":"Professional Learning Communities at the Classroom Level: Are They Having the Desired Outcome?","authors":"D. Cameron","doi":"10.11575/JET.V53I2.71718","DOIUrl":"https://doi.org/10.11575/JET.V53I2.71718","url":null,"abstract":"ABSTRACT: The application of professional learning communities (PLCs) is a well-known strategy in North American school systems. These communities are meant to bring about school change by having educators work collaboratively to improve student learning. A qualitative study utilizing a case study methodology was used to examine four participants across two sites in order to address how PLCs were being utilized to assist teachers in improving their instructional practices via assessment for learning strategies. Formal interviews, classroom observations, and physical artefacts, were triangulated and the following findings emerged: 1) Time that was provided was not used to discuss student learning. 2) Most participants could not identify any support that was provided. 3) Participants could not identify the “essential” work of PLCs. It is imperative that schools and school districts find away to provide time, within the school day, so teachers can embrace the collaborative work required to improve instructional practices.","PeriodicalId":179668,"journal":{"name":"The Journal of Educational Thought","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127241430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The naturalization of English: Using Bourdieu's concepts of cultural capital, symbolic power, and pedagogical action to analyze Canadian language policies 英语的归化:运用布迪厄的文化资本、象征权力和教学行动的概念来分析加拿大的语言政策
The Journal of Educational Thought Pub Date : 2020-09-03 DOI: 10.11575/JET.V53I1.71098
Farra Yasin
{"title":"The naturalization of English: Using Bourdieu's concepts of cultural capital, symbolic power, and pedagogical action to analyze Canadian language policies","authors":"Farra Yasin","doi":"10.11575/JET.V53I1.71098","DOIUrl":"https://doi.org/10.11575/JET.V53I1.71098","url":null,"abstract":"Although the concepts cultural capital, symbolic power, and pedagogical action were originally applied to describe how education reproduces social relations in France, Bourdieu’s sociological framework can be applied to illustrate the pervasive connection between language and colonialism in Canada. When applied to an analysis of the history of Canadian settlement andeducation practices between 1755 and until the present, these concepts demonstrate how colonial relations are reproduced through policies, educational programming and practices thatinflate the value of English as the official language of Canada. While Bourdieu’s concepts provide an analytical framework to illustrate how colonialism operates and why language continues tohave an impact on the economic outcomes of Indigenous People and immigrants, the framework on its own tends to be socially deterministic and requires decolonizing strategies to supportinterventions that will encourage equitable language policy, programming and practice.","PeriodicalId":179668,"journal":{"name":"The Journal of Educational Thought","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129464836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Declaring My Ontological and Epistemological Stance: A Reflective Paper 声明我的本体论和认识论立场:一篇反思论文
The Journal of Educational Thought Pub Date : 2020-09-03 DOI: 10.11575/JET.V53I1.71097
Benedict Kojo Otoo
{"title":"Declaring My Ontological and Epistemological Stance: A Reflective Paper","authors":"Benedict Kojo Otoo","doi":"10.11575/JET.V53I1.71097","DOIUrl":"https://doi.org/10.11575/JET.V53I1.71097","url":null,"abstract":"Undertaking research requires a researcher to foreground their paradigm/worldview in the form of their ontological and epistemological stance. It is important to develop a deeper understanding of the assumptions underpinning a range of educational traditions and their relationships to educational research in general. A researcher may construct knowledgesocially as a result of his or her personal experiences in life within their natural settings. Qualitative research seeks to promote a deep understanding of a social setting or activity as viewed fromthe perspectives of the researcher. This challenges the scientific-realist assumption that reality is out there to be discovered. It is unlikely that one will gather ‘depth’ and ‘insight’ via the statisticsthat are frequently used in quantitative methods. This does not go to reduce quantitative research as another way of knowing. This reflective paper seeks to emphasize the importance of education and the nature of knowledge, as well as the central philosophical arguments that shape various paradigms of inquiry.","PeriodicalId":179668,"journal":{"name":"The Journal of Educational Thought","volume":"124 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133236361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Coping with Crisis: The Mental Health and Selfcare of Crisis Leaders in Higher Education 危机应对:高等教育危机领导者的心理健康与自我照顾
The Journal of Educational Thought Pub Date : 2020-09-03 DOI: 10.11575/JET.V53I1.71096
Glory R. Ovie
{"title":"Coping with Crisis: The Mental Health and Selfcare of Crisis Leaders in Higher Education","authors":"Glory R. Ovie","doi":"10.11575/JET.V53I1.71096","DOIUrl":"https://doi.org/10.11575/JET.V53I1.71096","url":null,"abstract":"Increasing levels of human-made crises in postsecondary institutions require that educational leaders constantly respond to and manage the impact of these crises. These leaders provide direction and take critical decisions. They are sometimes exposed to the traumas associated with crisis response, especially, when responding to suicides, murders, and school shootings. This paper employed a qualitative study to explore the mental health and self-care strategies utilized by postsecondary leaders during and after crises response. Semi-structured interviews were conducted with nine postsecondary leaders. Findings from the study revealed that postsecondary leaders were not always as skilled or attentive to taking care of themselves. Without proper self-care and mental health, postsecondary leaders could be susceptible to emotional triggers that could activate depression, fear, mental health concerns, and sadness. Establishing protocols for personalized self-care and mental health care could prepare educational crisis leaders to deal with the next crisis they will most likely face.","PeriodicalId":179668,"journal":{"name":"The Journal of Educational Thought","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127265371","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Making Space for All: Ensuring Gender Equity in Educational Makerspaces 为所有人创造空间:确保教育创客空间中的性别平等
The Journal of Educational Thought Pub Date : 2020-09-03 DOI: 10.11575/JET.V53I1.71094
Kristen Fitzsimmons
{"title":"Making Space for All: Ensuring Gender Equity in Educational Makerspaces","authors":"Kristen Fitzsimmons","doi":"10.11575/JET.V53I1.71094","DOIUrl":"https://doi.org/10.11575/JET.V53I1.71094","url":null,"abstract":"This paper examines the relationship between gender and making within an educational context, a topic which is not thoroughly addressed in existing empirical studies. By reviewing literature from these two distinct fields it answers the research question: What factors are identified in the research as influencing gender equity in educational makerspaces? The conceptual framework for educational makerspaces guides an examination of themes in current literature. The people who use the space, the activities that occur there and the means that are available are interconnected aspects which can all have an impact on gender equity. The Self-determination Theory in relation to makerspace continuance outlines the basic psychological needs that must be met in order for a user to be intrinsically motivated to continue using a makerspace. Finally, recommendations are made for future research regarding barriers to participation, the use of e-textiles and design of the physical environment.","PeriodicalId":179668,"journal":{"name":"The Journal of Educational Thought","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130975441","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Designing and Implementing an Online Academic Integrity Tutorial: Identifying the Challenges within a Post-secondary Context 设计和实施在线学术诚信教程:识别高等教育背景下的挑战
The Journal of Educational Thought Pub Date : 2019-12-23 DOI: 10.11575/JET.V52I3.69721
J. Lock, Meadow Schroeder, Sarah Elaine Eaton
{"title":"Designing and Implementing an Online Academic Integrity Tutorial: Identifying the Challenges within a Post-secondary Context","authors":"J. Lock, Meadow Schroeder, Sarah Elaine Eaton","doi":"10.11575/JET.V52I3.69721","DOIUrl":"https://doi.org/10.11575/JET.V52I3.69721","url":null,"abstract":"In addition to institutional policies and procedures, many post-secondary institutions offer various supports and resources to support students’ knowledge and enactment of academic integrity. In this study, we drew upon the literature and current practice to develop and implement an online academic integrity tutorial. This tutorial was customized to support undergraduate and graduate students enrolled in online and blended programs in a faculty of education at a Canadian University. We share the preliminary findings in this article and consider recommendations for future research and supporting students to learn about academic integrity generally.","PeriodicalId":179668,"journal":{"name":"The Journal of Educational Thought","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122200878","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
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