Canadian Journal of Education最新文献

{"title":"Description des approches d’égalité entre les sexes en éducation dans les provinces canadiennes","authors":"Lucie Dagenais","doi":"10.2307/1495031","DOIUrl":"https://doi.org/10.2307/1495031","url":null,"abstract":"Ce texte dresse un portrait des approches visant a promouvoir l’egalite entre les sexes au niveau pan canadien. S’interessant a cette question a partir d’une description des ap- proches pour chacune des provinces canadiennes, ce travail s’inscrit dans le cadre d’une recherche plus vaste de la Commission quebecoise des droits de la personne et des droits de la jeunesse, recherche portant sur les inegalites entre les sexes et sur les mesures d’egalite a promouvoir. Le cadre theorique permettant de situer le portrait qui va suivre est celui de l’egalite ou equite, notion a portee juridique promue par les Chartes des droits et libertes au Canada. Cette notion generale, dont peuvent decouler des applications institutionnelles concretes appliquees aux categories de sexes de facon specifique, est examinee ici dans le domaine plus particulier de l’education. This article reviews various approaches to the promotion of sexual equality across Canada. The work looks at the question starting from a description of the methods used by each province, and was part of a much larger study by the Commission quebecoise des droits de la personne et des droits de la jeunesse which focussed on sexual inequality and the measures which promote equality. The theoretical framework that allows us to categorize the portrait that follows is that of equality or equity, a notion with legal significance promoted by the Canadian Charter of Rights and Freedoms. This general notion, from which may follow concrete institutional measures implemented in specific ways, is examined from the point of view of the field of education.","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/1495031","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45092614","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}

{"title":"Learning Activism: The Intellectual Life of Contemporary Social Movements","authors":"Matthew Waugh, Angelina S. Lee","doi":"10.5860/choice.195414","DOIUrl":"https://doi.org/10.5860/choice.195414","url":null,"abstract":"Learning Activism: The Intellectual Life of Contemporary Social Movements by Aziz Choudry North York, Ontario: University of Toronto Press, 2015, 199 pages ISBN: 978-1-4426-0790-3 (paperback) For Aziz Choudry (2015), author of Learning Activism: The Intellectual Life of Contemporary Social Movements, learning and knowledge production, as well as theory and strategy development among social movements, are best understood through engagement and dialogue that occur within the movements themselves. As a means to produce knowledge that is relevant to the social movement, learning comes through action and experience, the behind-the-scenes work where activists organize, negotiate and deliberate, and educate and learn from movement successes and pitfalls within formal and informal spaces. Learning Activism, in many ways, attempts to bridge the divide between social movement activists and out-of-the-box scholars who study or view such movements as sterile environments containing \"ordinary people\" who may be thought of incapable of theorizing or producing knowledge. The first chapter, \"Knowledge Production, Learning, and Education in Social Movement Activism,\" begins by directly stating that the future is influenced through present and past struggles, by the choices made and theories that are developed by individuals or collectives, by \"ordinary\" people and so-called \"experts.\" The author makes clear that social movements can fail in the absence of theory that explains economic conditions and power struggles. Yet, an important point often overlooked by activist scholars specifically, as well as educational researchers more broadly, is one of Choudry's (2015) finest critiques, who does the theorizing? While arguing against intellectual appropriation of struggles in social movements, the author challenges academics and activists to think about and legitimate the work done in day-to-day social movement practices. Without recognition and validation of knowledge production and learning that come about through social movement practices and struggles in social activism, theory development and knowledge production become monopolised by institutional \"experts.\" The second chapter, \"Critiquing the Study of Social Movements: Theories, Knowledge, History, and Action,\" examines the intersection between theory development, understanding social movement, and knowledge production. This chapter brings a sharp critique of not only the historical social movement scholarship that perceived activism as merely a social problem, and deviant acts imposed upon a stable society, but the perception of activists displaying irrational behaviours and the movement itself being abnormal has endured to this day. From Occupy Wall Street protests in Zuccotti Park to the 2012 Quebec student strike, concerns brought forward by activists have often been dismissed in favour of maintaining current power structures while negatively characterising protestors through media outlets, elected official","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71030435","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}

{"title":"Arts-Based and Contemplative Practices in Research and Teaching: Honoring Presence","authors":"M. M. Latta","doi":"10.4324/9781315813387","DOIUrl":"https://doi.org/10.4324/9781315813387","url":null,"abstract":"1. Introduction Susan Walsh, Barbara Bickel, and Carl Leggo 2. Lectio Divina: An Invitation To Readers Kerri Mesner, Barbara Bickel, and Susan Walsh 3. Lectio One 4. Writing Witness Consciousness Susan Walsh and Heeson Bai 5. Lectio Two 6. To See, To Know, To Shape, To Show: The Path of an Indigenous Artist Vicki Kelly 7. Lectio Three 8. Companions with Mystery: Art, Spirit and the Ecstatic Celeste Snowber and Barbara Bickel 9. Lectio Four 10. Wrestling with the Angels of Ambiguity: Queer Paths in Contemplative Activism Kerri Mesner 11. Lectio Five 12. Woman Overboard: Pedagogical Moments of Performative Inquiry Lynn Fels 13. Lectio Six 14. Improvising Vulnerability Through Freestyle Rap Inquiry Sean Park and Shahar Rabi 15. Lectio Seven 16. Loving Language: A Poet's Vocation & Vision Carl Leggo 17. Closing Lectio","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70450665","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}

{"title":"Provoking Curriculum Studies : Strong Poetry and Arts of the Possible in Education","authors":"Nicholas Ng-A-Fook, Awad Ibrahim, G. Reis","doi":"10.4324/9781315738628","DOIUrl":"https://doi.org/10.4324/9781315738628","url":null,"abstract":"","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.4324/9781315738628","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70438453","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}

{"title":"Queer Pedagogy in Sex Education.","authors":"George Drazenovich","doi":"10.2307/CANAJEDUCREVUCAN.38.2.07","DOIUrl":"https://doi.org/10.2307/CANAJEDUCREVUCAN.38.2.07","url":null,"abstract":"While increased visibility of gay, lesbian, transgendered, and queer people in public settings, including schools, is certainly freeing for many students, critical questions concerning whether popular media depictions of LGBTQ identities serve to liberate students, or instead facilitate subtle strategies of containment and ghettoizing, are being raised. The present article argues that as a sex education strategy, the essentializing of sexual identity within sex education should be supplanted by more constructivist approaches; ones that allow for maximum individuation and self-expression. Rather than embracing particular labels and the commodification that sometimes flows from them in the popular media landscape, queer-positive sex educators might consider adopting some methods associated with spiritual pedagogy to assist students in rethinking questions of sexuality and creating new possibilities for identities and creative self-expression.","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68684622","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}

{"title":"L'éducation aux médias dans le Programme de formation de l'école québécoise : intégration, pratiques et problématiques","authors":"Normand Landry, Joëlle Basque","doi":"10.2307/CANAJEDUCREVUCAN.38.2.04","DOIUrl":"https://doi.org/10.2307/CANAJEDUCREVUCAN.38.2.04","url":null,"abstract":"Cet article interroge l’etat de l’education aux medias au Quebec. Pour ce faire, il introduit et definit d’abord cette notion, pour ensuite presenter et problematiser ses ancrages dans le Programme de formation de l’ecole quebecoise. Cet article souleve egalement la question de la formation des enseignants, notamment par une analyse des formations universitaires offertes dans les universites quebecoises et quatre entrevues de groupes realisees avec des enseignants de niveaux primaire et secondaire. La synthese effectuee permet de conclure que les enseignants rencontrent deux obstacles importants dans leurs pratiques pedagogiques sur ces questions : un ancrage problematique de l’education aux medias dans le PFEQ appelant a une revision de la structure d’integration et a une mise a jour des contenus, et un support minimal offert par le systeme scolaire quebecois en matiere d’education aux medias qui se traduit par la rarete des formations, des ressources et des appuis institutionnels.","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68684899","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}

{"title":"The Influence of Collective Asynchronous Discourse Elaborated Online by Pre-Service Teachers on Their Educational Interventions in the Classroom.","authors":"Stéphane Allaire","doi":"10.2307/CANAJEDUCREVUCAN.38.2.12","DOIUrl":"https://doi.org/10.2307/CANAJEDUCREVUCAN.38.2.12","url":null,"abstract":"Networked learning communities are growing and they offer new opportunities for reflection on practice in education. Many authors have studied the processes followed and the contents produced by such communities. On the other hand, few have observed how collective asynchronous discourse can be enacted in the classroom. This objective was pursued in the context of this exploratory research. Data was provided by asynchronous discourse written on the Knowledge Forum by five pre-service teachers during a 14-week practicum throughout the winter 2011 semester, as well as in situ observations from their university supervisor, while they were teaching students. Qualitative and descriptive quantitative analyses were conducted. In particular, results showed participants were highly concerned with quality of teaching when elaborating collectively in the electronic forum regarding ideas of interventions, and with the importance of properly handling the possible enactment of such ideas in the classroom while teaching.","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68684762","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}

{"title":"Quelle approche pédagogique pour optimiser l'efficience de l'apprentissage du complément du nom ?","authors":"F. Vincent, Vincent Grenon, O. Dezutter","doi":"10.2307/CANAJEDUCREVUCAN.38.2.06","DOIUrl":"https://doi.org/10.2307/CANAJEDUCREVUCAN.38.2.06","url":null,"abstract":"Nous cherchons a mesurer l’effi cience d’approches inductive ou deductive a court et a long terme sur l’apprentissage par des eleves de 1re secondaire de savoirs relatifs au complement du nom. Dans le cadre de cette experimentation, les resultats montrent que l’approche deductive permet une appropriation signifi cativement plus grande, mais uniquement pour des aspects morphologiques. Par ailleurs, il semble que l’approche pedagogique ait moins d’incidence sur l’apprentissage que l’effet-enseignant, peu importe l’approche preconisee par l’enseignant. La discussion des resultats portera sur l’importance de differentes variables de l’intervention educative autre que l’approche pedagogique.","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68684515","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}

{"title":"Portrait des pratiques évaluatives déclarées par des enseignants d’éducation physique et à la santé au primaire","authors":"Olivia Monfette, Johanne Grenier","doi":"10.2307/CANAJEDUCREVUCAN.38.2.05","DOIUrl":"https://doi.org/10.2307/CANAJEDUCREVUCAN.38.2.05","url":null,"abstract":"Les principes de l’evaluation authentique sont clairement enonces dans les differents ecrits ministeriels sur l’evaluation des competences des eleves au Quebec. Mais cette evaluation n’est-elle qu’une ideologie ou est-elle reellement implantee en contexte d’education physique et a la sante (EPS) ? Afi n de decrire les pratiques evaluatives au regard de l’evaluation authentique, 327 enseignants d’EPS du primaire ont repondu a un questionnaire d’enquete a l’aide d’un modele conceptuel inspire des travaux de Gulikers, Bastiaens, et Kirschner (2004), de Lund (1997), et de Wiggins (1989). Les resultats revelent que leurs pratiques d’evaluation respectent la plupart des caracteristiques de l’evaluation authentique. Cependant, certains ajustements pourraient etre realises afi n de rendre l’evaluation plus authentique et d’augmenter la similitude entre des tâches d’evaluation et les activites de la vie courante des eleves, entre autres en ce qui a trait au contexte social et a l’implication des eleves pendant le processus d’evaluation.","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68684486","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}

{"title":"La collaboration entre l’école, la famille et la communauté en milieu à risque : quels défi s pour la formation initiale des enseignants du primaire?","authors":"N. Tremblay, C. Dumoulin, M. Gagnon, Patrick Giroux","doi":"10.2307/CANAJEDUCREVUCAN.38.2.03","DOIUrl":"https://doi.org/10.2307/CANAJEDUCREVUCAN.38.2.03","url":null,"abstract":"Diverses experimentations de strategies de collaboration entre l’ecole, la famille et la communaute (CEFC) en milieu a risque (MR) font ressortir l’apport positif de cette collaboration sur la perseverance scolaire des eleves (Deslandes, 2006; Epstein, 2001; MELS, 2009). Trente-cinq stagiaires en enseignement ont effectue un stage en MR; vingt-cinq d’entre eux ont amorce un projet de CEFC. L’analyse de ces projets a partir de la typologie d’Epstein (2011) fait ressortir principalement deux types de collaboration, a savoir la communication et le volontariat. La collaboration avec la communaute est presente dans quelques projets des stagiaires, tandis que la prise de decisions relatives a la vie scolaire par les parents, ne suscite aucune activite. La formation initiale devrait sensibiliser les futurs enseignants a la pertinence des six types de CEFC, entre autres, la connaissance par les parents de leur role parental et les moyens de susciter le soutien scolaire a la maison.","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68684865","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}